Ali Abbas

Word formation is a key part of morphological awareness (MA) which is essential for vocabulary increase but neglected by the teachers and course planners (Tahaineh, 2012). In Pakistan, students of English language are not explicitly given morphological awareness and most of the courses are taught in English for general purposes. The study explores the development of students' knowledge to use prefixes and suffixes meaningfully, in a paragraph writing. For this, they were given morphological awareness on the word formation to construct, identify and to self-correct the words. Data was collected quantitatively through pre-test and post-test. Students were given treatment to check the effectiveness of MA before the post-test. Participants of the study were 30 students of BS English Language and Literature, 3 rd semester's students of a private university of Pakistan. The study found that morphological awareness is effective and improves students' writings. It further indicates that there is a need to include word formation as key component of English writing composition as undergraduate level. 1. Introduction Morphological awareness is a skill that allows language learners to understand the structure of words. Researchers believed that when language learners understand the morphological nature of words, they show impressive results in the development of different literacy skills such as reading, speaking, listening and writing (Oz, 2013).As English language contains number of words, the better way to learn new words and to increase the vocabulary is to understand common prefixes and suffixes. By knowing prefixes and suffixes, their meanings and rules, students get aware of the morphological structures of the new words of English language. According to Carlisle(1995), morphological awareness refers to individual's explicit knowledge. It also brings awareness of the internal structure of words and their capacity to reflect upon and manipulate upon their structure. Kuo and Anderson (2006), highlighted that understanding of word formation is necessary whereas Liu, McBride and Chang (2010), stated that MA is frequently associated with the development of reading and writing skills. They further added that MA and reading comprehension play important role in learning language. Oz (2013), mentioned that learners who understand affixation with word formation process perform better and become proficient in language.

English is considered as lingua franca. People mostly communicate with each other in English all over the world. It has become a global language. As far as the English is considerd there are many words in English language which are borrowed from other languages of world “Urdu” is one of them. As we have taken an overview of English language we found many words of Urdu which have become a part of English. The Present paper conerns with the adaptation of Urdu words in English language. It is a study of Urdu loan words in English in every day communication language. To find loan words, English newspaper chose because newspapers language considered simple communication language of society. “Dawn” news selected for this purpose because it is most circulated newspaper in Pakistan. The paper elucidates that there are a large number of Urdu words which are a part of English. At the end result is that English language has loan words which have taken from Urdu language.

English, with its many representations around the world, serves as lingua franca among the nations with diverse languages and cultures. The term World Englishes was introduced to represent the diversity of English language. The current study is an acoustic investigation into Pakistani English to observe the phenomenon of central vowels. Researchers (Sailaja, 2009; Gargesh, 2006; Kachru, 2005; Gonzalez & Alberca, 1978 as cited in Bautista & Gonzalez, 2006) have observed that in Asian Englishes, there is no distinction in the central vowels, i.e./ə/, /ɜ:/ and /Λ/. For analysis, 20 subjects (10 male and 10 female) were chosen from BS English programme of University of Sargodha with Punjabi as their L1. Isolated words were recorded using a career phrase. Praat was used for acoustic measurement of the vowel formants. Conclusions were drawn that Pakistani speakers of English did not distinguish between the two vowels /ə/ and /ɜ:/. But the vowel /Λ/ was realized as a different vowel. Hence, it was concluded that Pakistani English has two central vowels.
Key words: World Englishes, Asian Englishes, Praat, Formants, Acoustic measurement