Examining the Challenges in Learning Urdu as a Second Language among Shina-Speaking Learners

https://doi.org/10.5281/zenodo.17832333

Abstract

This research investigates the learning skills and communicative competencies required by Shina-speaking students during the process of acquiring Urdu as a Second Language (USL) for academic purposes. The primary aim is to identify the linguistic and cognitive difficulties these learners encounter in understanding and using Urdu in academic settings, and to propose effective pedagogical techniques that enhance their communicative competence. The study employs a survey-based methodology, conducted over a 40-hour instructional period, to assess students’ performance and pinpoint the most common challenges faced in language learning. Based on the survey results, the research also presents targeted teaching strategies designed to help learners overcome these obstacles and develop both micro-skills (listening, speaking, reading, writing) and macro-skills (interaction, fluency, academic discourse). In addition to theoretical insights, the study offers practical implications for teachers of Urdu as a Second Language, focusing on task-based activities and skill-oriented approaches that facilitate the development of academic communication competence among Shina-speaking students.