LINGUISTICS OF LEXICAL SIMILARITY: EFFECTS OF LANGUAGE CONTACT ON ESL COMMUNITY IN PAKISTAN

Abstract

This study investigates the effects of lexical similarity between English and Urdu on ESL learners in Pakistan, focusing on vocabulary recognition, interference errors, and the role of language contact. Using a mixed-methods approach, quantitative data was collected through lexical similarity tests, error analysis, and questionnaires involving 200 learners, while qualitative insights were drawn from interviews with 15 teachers and focus group discussions. Results revealed that while cognate similarity aided vocabulary recognition (92% accuracy for true cognates), false friends caused significant confusion (50% error rate). Proficiency level strongly predicted lexical competence, with advanced learners outperforming beginners. Regional variations and frequent code-switching further influenced lexical accuracy. The study highlights the dual role of lexical similarity as both a facilitator and a barrier in ESL acquisition. Its significance lies in informing pedagogical strategies for multilingual contexts, emphasizing explicit instruction on false cognates and structured code-switching practices. These findings contribute to broader discussions on language transfer and bilingual education in postcolonial societies.