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The current study aims to examine the semantic knowledge of the selected English words borrowed in Urdu by the students of grade 12 in a selected classroom in Rawalpindi. Furthermore, the study tends to find out the effect of semantic knowledge on those selected English words borrowed in Urdu. Data for this study has been collected through a questionnaire comprising 20 English words borrowed in Urdu selected for the examination. A classroom of grade 12 consisting of 20 students both male and female aged 16-18 years has been selected. The range of denotative meanings of the borrowed words has been recorded using Google’s dictionary provided by Oxford Languages. The semantic knowledge of the participants about these words has been calculated based on responses given by the students. The effect of the semantic knowledge of the participants on these borrowed English words has also been calculated mathematically. Thematic Analysis is used to investigate commonalities in the responses of the participants. Bloomfield’s theory of Semantic changes has been utilized to see the semantic changes taking place in the words. The analysis of the data has revealed that the average semantic knowledge of the participants is 37.05% and this has made the borrowed words suffer an average semantic loss of 51.3%. Further, the analysis has shown that the borrowed words with more denotative range suffer more semantic loss and the participants have less semantic knowledge and vice versa. The current study can pave the way to find out how the borrowed words can be saved from undergoing semantic loss when they are used by the natives of the loan language. [ABSTRACT FROM AUTHOR]

The current study is conducted to investigate the reading skills of the students of grade 11 in private and public sector educational institutions in Rawalpindi, Punjab, Pakistan. The participants of the study are judged for their ability of sub skills of reading such as speed or fluency, accuracy in pronunciation, phonetics, and marks of punctuation in the light of standards of reading set internationally. This study helps both the teachers and the students to evaluate their skill of reading a text from a textbook in the actual classroom in particular and in real-life contexts in general. The data for this research is collected through visits to the classrooms of the mentioned institutions. The students are made to read the texts aloud while their responses are recorded in real time. A total of 20 participants aged between 14-18 years have been selected 10 from each institution. The research is both qualitative and quantitative. The results of the study have revealed that the students of both institutions particularly the public sector institution lag far behind the standards of reading skills. This research can pave the way in the future to investigate the reasons why the students at these institutions and others fail to achieve the reading standards. [ABSTRACT FROM AUTHOR]

The study aims to explicate any changes that take place when the English borrowed in words in the Majhi dialect of Punjabi are used by the native speakers of the dialect. Also, the study aims to elucidate the types of changes that take place during the process of borrowing in the Majhi Dialect of Punjabi. This study tis significant to find the types of semantic changes which take place during the borrowing of English words used by the native speakers of the Majhi dialect of Punjabi there by affecting the sematic range of the words of donor language. The research is both qualitative and quantitative. The data for this research has been collected through interviews of the 8 monolingual native speakers with equal number of both male and female participants with primary education. Bloomfield's framework of borrowing is applied in order to observe certain types of semantic changes. The results of study show that different types of changes take place during the borrowing process. Borrowing facilitates the native speakers at the cost of the donor language. [ABSTRACT FROM AUTHOR]