Investigation into the Acquisition of Pakistani English Adjective Sequence by ESL Learners: A Pilot Study

This study investigated the impact of first language (L1) transfer on learning English adjective order among Urdu ESL learners. In English, adjective order is rigid, typically in the sequence opinion, size, age, shape, colour, origin, material, and purpose, i.e., a white lovely German car or a beautiful big wooden table. Therefore, languages like Urdu follow different rules of adjective order. These language structural differences can be challenging for Pakistani ESL learners. Which may transfer the rule pattern of L1 on adjective placement, can lead to systematic error. The study focused on a group of English as a second language learners whose first language is Urdu. This study specifically seeks to determine the accuracy of second-language learners by identifying common error patterns in the use of English adjective order. The primary hypothesis proposed that the impact of the first language (Urdu) structure based on the rules of adjective order often interferes with English adjective order, leading to systematic error. To test this hypothesis, the study used a quantitative method; purposive sampling was utilized, and 43 ESL learners participated based on proficiency level. The participants were instructed to arrange a set of adjectives in order, and Cloze tests were conducted. The study reveals that Urdu ESL learners' proficiency and accuracy in producing English-specific adjective order were impacted by common rules of L1 (Urdu) and English. These results emphasize the significance of taking L1 transfer into account in ESL instruction and reveal that the influence of L1 may play a part in learning English adjective ordering. Larger sample sizes and educational approaches that lessen L1 interference in adjective placement should be the focus of future studies.