A Qualitative Study Exploring the Barriers to Fluent Sentences and

Word Flow in Non-Native English Language Speakers

Presented by: Sumbal Shahzad

Student ID: 70142496
Presented to: Ma’am Rida Rehman
Subject: Theories in Linguistics
Semester: Semester I, MPhil Applied Linguistics
Abstract:
 Semi-structured interviews with non-native English speakers from
12 participants were selected through purposive sampling from
various educational institutes in the Punjab region of Pakistan were
used in the study as part of a qualitative research approach.

 The study's findings showed that a variety of factors, including

varying grammar rules, vocabulary, language learning techniques,
cultural variations, a lack of practice and confidence, and anxiety,
had an impact on the sentence structure and word flow of non-
native English speakers.
Chapter 1
Introduction:
 Globalization and the growing need for communication have led
to English becoming the most widely spoken language in the
world. As a result, many non-native English speakers use the
language on a regular basis. But when speaking or writing in
English, these speakers frequently have trouble with grammar and
word order.

 The goal of this study was to investigate the elements that non-
native English speakers encounter when writing sentences and
words smoothly.
 Continued….
 The inability of non-native English speakers to use sentence and
word flow is hampered by issues with grammar, syntax,
vocabulary, idiomatic expressions, and pronunciation.

 Misunderstandings and misinterpretations in grammar,

grammar, syntax, pronunciation, vocabulary, idiomatic phrases,
cultural differences, and a lack of confidence are just a few of the
reasons non-native English speakers have trouble with sentence
and word flow.
Continued….
 Lack of proficiency in English grammar is one of the biggest obstacles
faced by non-native English speakers. For those whose first language does
not share a similar linguistic framework with English, the rules and
patterns of English grammar can be complex and difficult. This might
result in regular mistakes including utilizing the wrong tenses,
misinterpreting subject-verb agreement, and employing the wrong word
order.
 The lack of vocabulary is another element that impacts sentence and
word flow. Finding the appropriate words to communicate one's thoughts
and feelings in English can be challenging for non-native English
speakers. This might result in overused words and phrases that detract
from the coherence and flow of speech or writing.
Continued….
The difficulty in structuring sentences might also be influenced by
cultural differences. For example, non-native English speakers from
various cultures may have diverse communication patterns that are not
always applicable to English. They might utilize slang and idioms from
their native tongue, which can make it difficult for English speakers to
understand them.
Research Objectives
1. To pinpoint the elements that non-native English speakers' phrase construction and
word flow.
2. To examine how these components impact non-native English speakers' capacity
for communication.
3. To offer suggestions for these problems for English language learners.
Research Questions:
1. What are the issues that non-native English speakers have with
word and phrase flow?
2. How do these elements affect non-native English speakers' capacity
for communication?
Significance of the Study
 First of all, English is the language that is spoken by the greatest
number of people on earth, Due to their limited English skills, non-
native English speakers frequently have communication problems.
Non-native English speakers frequently find it difficult to express
themselves in English clearly, which has an influence on both their
personal and professional lives. It can be easier for non-native
English speakers to communicate and work with others when they
are aware of the particular challenges they confront.
 Continued….
 Second, figuring out the elements that interfere with the flow of
sentences and words can help in the development of focused
interventions and assistance for non-native English speakers.
 Lastly , Language teachers can create more effective techniques to
assist their pupils in overcoming these obstacles by recognizing
prevalent areas of difficulty and the causes behind them. For non-
native English speakers, this may ultimately result in more
successful language learning and enhanced communication
abilities.
Chapter 3
Research Methodology
Theoretical Framework
 Semi-structured interviews were the main method utilized to acquire
data for this qualitative study. Twelve non-native English speakers
who were chosen for the study by purposive sampling took part. The
study used theme analysis to examine the information.
 One of the most popular and well-known theories of second
language learning is the Stephen Krashen Model. Krashen created
the Monitor Model in the late 1970s, a "overall" theory of second
language acquisition with significant ramifications for language
teaching. The Monitor Model is supported by the following five
major hypotheses:
Continued…
 The hypothesis contrasting learning and acquisition.
Similar to learning a first language, acquisition occurs
subconsciously, whereas learning occurs consciously and
leads to "knowing about language" (Krashen, 1982:10).
Learning typically occurs in formal settings and does not
"turn into" acquisition, but acquisition can occur in
informal settings without learning (Krashen, 1976,
1982).
Continued…
 The Natural Order Hypothesis is the third. The acquisition of second
language rules occurs in a natural order. Some of them were bought early,
while others were acquired later. While classroom instruction may have an
impact, this order is not always dependent on form simplicity (Krashen,
1985).
 The Input Hypothesis is the fourth .According to Krashen, learning a
second language can only happen when you are exposed to understandable
input.
 The Affective Filter Hypothesis is the fifth. If there is a "mental block," also
known as a "affective filter," that hinders the learning process, learners will
not be able to completely use understandable material (Krashen, 1985).
Research Design:
Semi-structured interviews were employed to collect data
for the qualitative research design of this study. The study's objective
was to discover and look into the barriers that non-native English
speakers face while trying to write phrases and paragraphs that make
sense.
Data Collection Tool and Participants:
The primary instrument for data collection was a semi-structured
interview guide. 12 non-native English speakers were chosen to
participate in the study using purposive sampling to guarantee that
they could provide useful information to the investigation.
Chapter 4
Data Analysis

 The literature analysis revealed a number of factors that contribute to these

difficulties, including grammar rules, a limited vocabulary, lack of
familiarity with language learning strategies, anxiety, cultural differences,
and a lack of confidence.
 Grammar rules can be a big obstacle for non-native English speakers. Non-
native speakers regularly commit grammatical errors, according to Wang
and Zhou's (2011) study, which may make it challenging for them to
connect with and comprehend others.
 In a similar vein, Barjesteh and Vaseghi's (2012) study discovered that non-
native speakers typically use the syntax and sentence structures of their
native tongue when they interact.
Chapter 5
Discussion
 The results showed that sentence structure and word flow
were significantly influenced by grammatical rules, a
limited vocabulary, a lack of prior language learning
experience, anxiousness, and lack of confidence.
 The effects of cultural differences on sentence structure
and word flow led to ineffective communication and
misunderstandings. Language teachers and students
should consider these factors when creating strategies to
address the issues with sentence structure and word flow
that non-native English speakers encounter.
Conclusion
 The study found that a variety of elements, including grammatical
rules, vocabulary restrictions, unfamiliarity with language
learning strategies, anxiousness, and lack of confidence, affected
the sentence structure and word flow of non-native English
speakers.
 By having a deeper understanding of these components,
instructors and students can help non-native English speakers
build strategies to improve their proficiency and communication
skills in English.
 To improve the language learning outcomes of non-native
English speakers, the need for focused interventions to improve
language competency and communication skills is stressed.