Lexical Issues in English Language Learning and Teaching at The University Level in Lahore

Abstract

This research examines the intricate and multifaceted lexical challenges faced by students and teachers in the ESL classroom at a university in Lahore, Pakistan. The research examines the impact of obstacles arising from the interference of their mother tongue (Urdu), restricted early exposure to English, and the lack of systematic vocabulary instruction on academic communication and learning. A qualitative research methodology was employed, involving semi-structured interviews with nine participants, comprising both students and teachers, to capture both broad and nuanced opinions of language learning and teaching experiences. The thematic analysis of the data reveals that the principal concerns voiced by students pertain to long-term retention, contextual application, and the conversion of passive language into active vocabulary; these issues adversely impact class engagement and comprehension. Teachers identify prevalent errors in collocation, register, and contextual word usage, along with the shortcomings of traditional rote learning methods. The results underscore the imperative for pedagogical transformation towards interactive, context-driven methodologies, including extensive reading, digital resources, and communicative practices. This study suggests that overcoming these lexical challenges necessitates the use of integrated systemic solutions in curriculum design and targeted professional development, aimed at enhancing vocabulary acquisition and teaching efficacy in Pakistani higher education.