Abstract

Saraiki and Punjabi languages are regarded as the

regional languages of Pakistan. Historically, both
the languages bear their own individual linguistic
temperament. But there is a conflict that the
scholars of the Punjabi language are unwilling to
accept the independent status of the Saraiki
language stressing Saraiki to be a dialect of
Punjabi. It triggered an interesting controversy in
which the scholars of both the languages started
calling the language of the other to be a dialect.
This situation gave birth to a sense of waste and
death of their linguistic identity among the Saraikis.
As a result, the Saraiki speaking people got up for
the preservance of their linguistic identity and
struggled in the form of a movement for their
national identity, which exists with the name of
Saraiki nationalist movement in Pakistan, which is
an important ethnic issue in our country today. The
present paper will point out the basic reasons of
conflict between Saraiki and Punjabi and the
researchers will explain the significant differences
with the reference of historical and linguistic
background and through the grammatical
differences.

Key words: Punjabi language, Saraiki variety, lexical

differences,cross-language similarities, lexical distance, language
acquisition.
 Introduction

To learn about Pakistani English, it must be understanding its

historical prospect and gross roots. The initial story of English
starts with India. English was initially familiarized in the Indian-
Pakistani continent by the British Government in the 16th
century. In 1835, the minutes of Macaulay officially realized
this issue (Hussain et al., 2020). During the British period,
English continued to gain political and social status. After the
independence of Pakistan and India and being released from
the government of British, Britain became entrenched in the
social and political structure of the region, and both countries
maintained their role in the new state (Rahman, 2020;
Shamim, 2008).
Because of the economic and social development associated
with the language, English became the first language in
England. People learn English through exposure or formal
education. However, most of the English teachers are Indian
because there are not enough teachers in their mother tongue
(Manan et al., 2016; Pinon & Haydon, 2010). In India,
communication with the native English language

Literature Review

The field of linguistic research emerged in the 1970s and has

since become an important field of research in the social
sciences. The existence of a linguistic rest on the degree to
which members of the language community use it or their
perceptions and research in this area includes topics such as
sociology (Cavalli-Sforza et al., 1994). It has attracted a lot of
attention from professionals If the speakers have an optimistic
attitude to their linguistic their progress is sure and if the
speaker expresses an undesirable attitude to their language
the future is considered dangerous and vulnerable Linguistic
 study determines whether language shifts are taking place in
multiple language settings Language changes in the process of
automatically destroying languages that are not superior or
unique There are an estimated 6500 languages in the globe
and two languages are said to die every month which is a
serious concern (Jones, 1983, pp. 1832–1982; O’Rourke, 2006).
As stated earlier, the diversity of linguistic perspectives is
widely explored, with different sectors attempting to
differentiate concepts from cannons. According to the authors,
attitudes are related to evaluation responses to specific goals.
They are based on human reasoning and bring about a rational
discussion of facts. They go back to the past and are sometimes
seen by important people around us. As a result, they are truly
permanent and adaptable to change. The authors describe it as
human emotion about their language or other languages. The
author presents one of the most recently used definitions,
describing linguistic perspectives as the tendency and direction
to evaluate social materials such as language. Different
theories have identified different linguistic perspectives, but
few of the commonalities are man-made motivation or unity,
the importance of linguistic, instrumental motivation, and
social dignity (Crystal, 2000; Janse, 2003).

Research Methodology
The list of internal factors is given as under:

1. Age
2. Aptitude
3. Motivation

4. Personality
5. Intelligence
6. Confidence
7. Interest
8. Cognitive style
 9. Experience
10. Native language
11.Gender
The external factors influencing the learning of language are given as under:
1. Support of friends
2. Support at home
3. Learning Environment
4. Teacher/Instructor
5. Syllabus
6. Curriculum
7. Culture
8. Teaching Strategies
9. Comprehensible Input
10. Student Personality
11. Country of Residence
12. Encouragement

Research Model and Hypothesis

Research Model for Analysis of factors influencing the learning of languages

Table No. 1: Research Hypothesis

H# Variable Hypotheses
Motivation has a significant effect on the learning of
H1 Motivation
language
Home Support has a positive significant impact on
H2 Support at Home
the learning of language
Prior Linguistic Prior Linguistic Knowledge has a significant effect on
H3
Knowledge the learning of language
Learning Environment has a significant effect on the
H4 Learning Environment
learning of language
Teaching Strategies has a positive significant impact
H5 Teaching Strategies
on the learning of language
Comprehensible Comprehensible input has a significant impact on
H6
Input the learning of language
A higher degree of personality has a positive impact
H7 Personality
on the learning of language
 Age has a positive significant impact on the learning
H8 Age
of language
Comfort level in the country of residence creates a
H9 Country of Residence
positive impact in the learning of language

METHODOLOGY
Saraiki, Urdu, Punjabi, are the most important languages in this Punjab province
but the core issue is that these languages are challenging each other for control.
The most frequent languages are Urdu which are used in educational
institutions and offices. It is noticed that the government is taking a lot of serious
nature of measures to promote the Urdu language in offices as well as in the
Education Institutions as compared to other regional languages like Saraiki,
Punjabi, and . But it is an astonishing position for the country that is dominating
day by day over the Urdu language and as it is supposed to be status language.
Over time, the English language is influencing all the regional languages as well.
To know the actual cause of this problem, research has been carried out to
analyze the behavior of the Pakistani people towards language. Empirical
research has been carried out to compare the behavior of the people who
belong to Punjab towards Saraiki, Punjab, Urdu, and English.
There are four types of language acquisition theories that are developed
over some time to get the knowledge of language acquisition. These four schools
of thought provide guidelines about language acquisition. The first is
Behaviorism which is based on the behavior approach, the second is Mentalism
which is based on the mentalist approach and the third is cognition which is
based on the psychological approach. The fourth and last theory is motherese is
based on the maternal approach.
In this paper, the mentalists approach has been opted to explore the
language-related behavior of the people (Perner & Esken, 2015). In this
approach, the thoughts of the persons are studied, concentrating on the
thoughts, perceptions, mental imagery, consciousness, consciousness, and
unconsciousness of the mind. It is an indirect study by fetching the thoughts of
the person (Costa & Coleman, 2013).
To collect the samples of the data, Rawalpindi, Lahore, Sahiwal, Multan,
Bahawalpur, and D.G. Khan divisions have been selected as the largest cites of
the Punjab province. These cities are also educational hubs of their regions and
most of the private and public sector colleges are located there.

Authors selected random private and public sector colleges and details are given
as under:
Table No. 2: Division Wise distribution and sample size
Sr. No Name of the Division No. Percentage
1. Rawalpindi 15 9%
2. Lahore 32 19%
3. Sahiwal 16 10%
4. Multan 37 22%
5. Bahawalpur 41 24%
6. D.G Khan 27 16%
Total 168 100%
The authors collected the sample of the data from the 168
individuals belonging to six divisions of Punjab, Pakistan, details are
given in Figure 2 and Table 2 above. All the participants of the survey
belong to private and public sector colleges. The authors did not
discriminate the status of the student whether he/she belongs to the
private sector or public sector. All the participants belong to
graduation and master's degree classes. The ages of the participants
are also more than 22 years. The authors used a quantitative
approach to summarize the survey. They conduct an empirical study,
a questionnaire was developed and both authors checked the
questionnaire to validate it.
The feedback of the participants was recorded on the
questionnaire and stored in the computer system to apply statistical
tools and to obtain quantitative data. The authors used closed
questions (Yes/No) to obtain the feedback of the students. The
authors tried their level best to cover the major aspects of the
learning factors.
After entering quantitative data into SmartPLS and SPSS, the
first thing is required to do is the descriptive analysis of the data. The
authors also used the convenience sampling technique, thereafter,
authors planned analysis methods keeping in view the statistics
experts and based on the literature review. In this paper, the authors
performed descriptive analysis, regression analysis, reliability, and
validity test, T-test, and ANOVA tests.
RESULTS AND DISCUSSION
In the first step of the analysis, the authors conducted a descriptive analysis of
the data to get the responses of the students about the learning of language. At
the start of the survey, more than 250 students participated in this study, a
proper questionnaire was distributed and double-checked by the authors, the
participants who did not answer the questions properly were rejected from the
initial scrutiny of the questionnaire and the remaining 168 questionnaires were
finalized for data analysis.

Descriptive Analysis
As stated above, the survey has been conducted to ask the participants about
Yes/No questions to know about their opinions about the key factors influencing
the learning of Punjabi, Saraiki, Urdu, and English languages. The opinions of the
participants/students are given in Table 3 and Yes/No responses are given in
Figure 3.

Table No. 3: Descriptive Analysis

Variable Mean SE SD Yes No
Motivation 0.7679 0.011 0.343 129 39
Support at Home 0.7857 0.012 0.343 132 36
Prior Linguistic Knowledge 0.8095 0.012 0.343 136 32
Learning Environment 0.7679 0.011 0.343 129 39
Teaching Strategies 0.7917 0.012 0.343 133 35
Comprehensible Input 0.6786 0.012 0.343 144 54
Personality 0.7083 0.011 0.343 119 49
Age 0.8095 0.013 0.343 136 32
Country of Residence 0.8274 0.013 0.343 139 29
During descriptive analysis, the authors noted that the means and mode
values of all the variables are 1 and the value of SES and SEK are 0.0816 and
0.1633. The Standard Deviation (SD) of all the variables is 0.343 while the
Standard Error (SE) of all the variables is between 0.011 to 0.013 which are very
minor values. The descriptive analysis revealed that 82.7% of participants gave
their options in the favor of the Country of residence. Thereafter, Prior Linguistic
Knowledge and Age have the same value i.e., 80.95%. The lowest value extracted
from the analysis is Comprehensible Input i.e., 67.86%.

Conclusion
Since the last many years, there has been a dramatic shift in the student-
centered approach to education, particularly in the learning of language. As a
result of this change, many researchers have explored the influencing factors
that successful linguistic students faced during the learning of language, and to
know why some linguistic students succeed and others do not, the authors
began exploring Language Learning factors. Researchers agreed that students
use different language learning techniques intentionally or unintentionally to
distinguish between successful and unsuccessful students. Numerous studies link
language learning factors to students' age, gender, nationality, and competence.
Language learning affects Urdu, Punjabi, Saraiki, and English, so it is significant to
wisely recognize and learn the factors faced by the Urdu, Punjabi, Saraiki, and
English students.
It is also suggested that four skills of each language should be given equal
weightage. The learners should be provided a healthy educational atmosphere.
The spoken skills of each student must be given significance. The language
experts are advised to adopt simple techniques to make the learners fluent in
every skill of the language.

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