SYNTACTIC CHALLENGES IN WH-QUESTION FORMATION: AN ANALYSIS OF ERRORS AMONG URDU-SPEAKING ESL LEARNERS OF PAKISTAN

Abstract

The study of second language acquisition (SLA) is a key area of applied linguistics that examines how languages are learned, acquired, as well as their similarities and differences. This study investigates the syntactic challenges faced by Urdu-speaking learners of English as a Second Language (ESL) in forming WH-questions. Grounded in the Principles and Parameters framework of Generative Grammar, the research examines how typological differences between English (a WH-fronting language) and Urdu (a WH-in-situ language) contribute to persistent learner errors. Using a mixed-method approach, the study collected data from 40 Matric-level female students at a government school in Lahore through elicitation tasks conducted before and after a 30-hour instructional intervention. Quantitative analysis, supported by SPSS, and qualitative interpretation reveals that errors primarily stem from first language transfer, incomplete acquisition of Universal Grammar constraints, cognitive overload in complex syntactic structures, and limited exposure to native-like input. The findings of the post-test indicate improvement in meaningful placement of auxiliary and syntactic awareness reinforcing the positive effect of explicit instruction. The results emphasize the necessity of contrastive method instructional techniques and increased target language exposure syntactically informed ESL curriculum. The study adds in SLA theory and provides concrete suggestions on how to enhance the teaching of WH-questions in Pakistan classrooms.