ERROR ANALYSIS OF IMPERATIVES IN NARRATION BY PUNJABI ESL LEARNERS: A GENDER-BASED COMPARISON

Abstract

This article investigates gender-based differences in errors made by Punjabi learners of English as a Second Language (ESL) when converting imperative sentences from direct to indirect narration. While imperatives are a fundamental component of everyday communication, they present persistent challenges for South Asian learners due to structural contrasts between English and Punjabi. The study draws on a sample of 256 participants (128 male and 128 female) from Sialkot, Pakistan, and employs a mixed-methods design that integrates quantitative error analysis with qualitative interviews. Following Ellis’s (1994) error analysis framework, eight error categories were identified, with pronoun-related errors emerging as the most frequent.

Statistical comparisons revealed that female learners committed a higher overall number of errors, whereas male learners exhibited proportionally greater difficulties with imperative verbs and direct verb transformations. The qualitative component further highlighted interlingual transfer from Punjabi as well as intralingual processes such as overgeneralization and incomplete application of grammatical rules. The study is grounded in Interlanguage Theory (Selinker, 1972), the Input Hypothesis (Krashen, 1982), and Sociocultural Theory (Vygotsky, 1978), enabling a multidimensional interpretation of the findings. The analysis demonstrates that learner errors should not be regarded as signs of failure but as evidence of systematic developmental processes. By situating the discussion within broader SLA scholarship, the article advances theoretical debates on interlanguage development, highlights the role of sociocultural context in shaping gendered learning trajectories, and proposes pedagogical strategies to address persistent errors. Recommendations include targeted instruction in imperative transformations, the use of communicative classroom tasks to enhance input and practice, and teacher professional development centered on error analysis.