SYNTACTIC CHALLENGES IN ENGLISH WRITINGS OF PAKISTANI L2 LEARNERS: A CORPUS-BASED STUDY

Abstract

This study probes into syntactical challenges that Pakistani learners have to face in learning of English as a Second Language (ESL). Study’s main focus is errors in their written compositions. The research by employing a corpus-based approach,  analyzes 200 essays from undergraduate students of  some Pakistani universities. The results show the most frequent syntactic errors for instance subject-verb agreement issues, incorrect word order, and wrong use of tenses. These errors are thought to be caused by factors such as first language (L1) intervention, deficient grammatical instruction, and narrow exposure to English language. The study evaluates that Pakistani ESL classrooms need a reconsideration for already referred pedagogical strategies to cope with these syntactic challenges in order to enhance ESL writing proficiency.