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The present research study has been designed to check the factors which may affect second language acquisition of the students in grade 8. In previous studies many factors like gender, medium of instruction, parental/guardian’s SES (socio-economic status), residence, and out of school coaching are reported to determine students’ academic performance and language learning (e.g. Shoukat, Haider, Khan & Ahmed, 2013; Graetz, 1995). A central English examination score for 120, 13 years old, students (55 girls and 65 boys), was collected. The students were randomly selected from four different public sector schools, (2 boys, and two girls’ schools), from a district in central Punjab, Pakistan. Relationship of certain factors like gender, medium of instruction (Urdu or English), socio-economic status (SES), residential area, and out of school coaching with Second language acquisition was estimated with the help of comparing L2 scores through t-tests. Results showed that scores in English examination were significantly different for gender, different SES, and residential area (rural or Urban). Out of school coaching and medium of instruction could not make a significant difference in L2 learning. Unexpectedly, Urdu medium public sector schools’ children performed a little better than English medium schools’ children in English examination, like the children who were receiving out of school coaching for English. On the basis of these results the study concluded that the factors like gender, out of school coaching, and SES could be predictors to language learning. Therefore, government authorities and syllabus designers could work to reduce the differences of literacy skills by adopting better policies.
This study aims at conducting an analysis of the errors committed by the students of graduation in English and knowing their study needs. The sample of data, comprising of 50 answer books of the final term examination, was obtained from a small public sector university in the central Punjab (Pakistan). Findings of the study show that the students of such a higher level of studies still commit errors in their writing. It has been observed that the students commit 3 types of errors in their writing i.e. inter-lingual, intra-lingual and developmental errors with different frequency and percentage ratio. Total number of errors found was 1015. Out of which the frequency of inter-lingual, intra-lingual and developmental errors was 21, 34 and 45 percent respectively. In this way, inter-lingual and developmental errors were found to be minimum and maximum in percentage respectively. The study states various reasons in detail and suggests practicable remedies for these errors.