A Critical Review of the Research on First Language Interference in Second Language Learning: A Study of Urdu Influence on English Acquisition in Pakistan

Abstract

This critical review evaluates the research article "Interference of L1 (Urdu) in L2 (English) in Pakistan: Teaching English as a Second Language" by Masood et al. (2023). The study explores how Urdu influences English language learning among Pakistani ESL learners. While the topic is contextually relevant, the article lacks theoretical depth, methodological clarity, and analytical rigor. The review highlights shortcomings in research design, literature integration, and pedagogical implications, and recommends a more theory-driven and systematically structured approach for future research. Key concepts from second language acquisition such as interlanguage, transfer, and error analysis, are used to guide this critique.
Introduction and Topic Relevance
The paper addresses a significant issue in second language acquisition (SLA): the interference of the first language (L1), Urdu, in learning English (L2), particularly within the Pakistani context. This topic is relevant due to Pakistan's multilingual educational landscape and the official use of English as a medium of instruction (Rahman, 2002; Mansoor, 2004). The authors highlight the impact of L1 interference on syntactic and lexical structures, a phenomenon broadly supported by earlier studies (Odlin, 1989; Ellis, 1997).
However, the introduction remains general and lacks a focused articulation of the research gap. The authors mention the significance of L1 interference but fail to position their study in the context of recent empirical findings or ongoing debates in SLA research. A more robust engagement with studies specific to Urdu-English interference would have contextualized the study more effectively (Mahboob, 2009; Jabeen et al., 2011).