THE IMPACT OF FIRST LANGUAGE ON WORD ORDER ACCURACY IN SECOND AND THIRD LANGUAGE LEARNING AMONG ADULT LEARNERS IN HYDERABAD, SINDH

Abstract

This study explores the effects of first language (L1) on the right word order use found in both the second language (L2 – Urdu) and third language (L3 – English) learning of 85 multilingual adults in Hyderabad, Sindh, Pakistan. Collected data were obtained using a questionnaire that included both reordering exercises and translating exercises developed for Sindhi, Punjabi, Pashto or Urdu speakers. The average amount of English words in the correct order was 7.15 (SD = 1.58) for students learning L2 and 7.23 (SD = 1.93) for students learning L3. There were significant L1 effects on both L2 (F(3, 81) = 49.448, p < .001) and L3 (F(3, 81) = 114.349, p < .001) as measured by proficiency in sentence building, as shown by the results of one-way ANOVA. L2 skills and L3 skills are connected at a moderate level (r = 0.505, p < .001), indicating the passing of language skills between two languages. Accuracy was not related to a person’s level of education. According to these findings, the languages that learners master first still influence the way they make sentences both in their L2 and L3. Suggestions are made to use teaching styles that respond to the first language (L1) and materials that support the process of transferring syntax from multilingual learners.