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Morphosyntactic Analysis: A Study of English and Urdu Determinatives

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 American Journal of Humanities and Social Sciences Research (AJHSSR) 2021

American Journal of Humanities and Social Sciences Research (AJHSSR)

e-ISSN :2378-703X
Volume-5, Issue-9, pp-78-85
www.ajhssr.com
Research Paper Open Access

Morphosyntactic Analysis: A Study of English and Urdu

Determinatives
Muhammad Ali Shahid1, Tahir Hussain Syed2, ALI Furqan Syed3, Kiran
Shahbaz4 & Farooq Ahmad5
1
Principal, the Hope College of Science & Management, Sargodha, Pakistan
2
MPhil Scholar, the University of Lahore, Sargodha Campus, Pakistan
3
Lecturer, the University of Lahore, Sargodha Campus, Pakistan
4
Lecturer, the University of Lahore, Sargodha Campus, Pakistan
5
MPhil Scholar, the University of Lahore, Sargodha Campus, Pakistan
Corresponding author: Muhammad Ali Shahid

ABSTRACT: Syntax is the branch of linguistics that determines how two words are brought together to form
meaningful words, phrases, and sentences. It is critical to comprehend the syntax rubrics when learning the
English language in order to promote intelligibility, comprehensibility, and interpretability in the perspective
language. To solve this issue with pupils, a morphosyntactic assessment of their papers is required to diagnose
their writing skills. The goal of this study is to learn about 'Determinatives' to increase English Language
Learners' language competency. The researcher used the qualitative descriptive approach to analyse the
'Determinative Phrases' obtained from a paragraph in the Intermediate students' syllabus on 'An Essay on
Excursion Trip.' The study's findings indicate that syntax is a tool in the formation of grammatical sentences,
and understanding the phrase is almost impossible without a deeper understanding of the Determinatives.

Keywords –Morphosyntax, Intelligibility, Compressibility, Interpretability,Copetence

I. INTRODUCTION
There is always the danger of incorrect structures and outputs when learning a foreign or second
language. As a result, writing in a second language is one of the more difficult challenges that students may
confront. According to Harmer (2004), spoken language is acquired naturally through contact and exposure,
whereas written language is learned consciously. As a result, academic writing requires intentional effort and
practise in writing, constructing, developing, and analysing ideas (Myles, 2002). Furthermore, Pearson (1976 –
as cited in Welsh Assembly Government 2010) claims that writing includes three major cues: semantic cues
(knowledge about topics, cultures, and ideas), syntactic cues (knowledge about grammar and text organisation),
and graphophonic cues (knowledge about graphs) (i.e., knowledge about words and how they are pronounced).
As a result, second language writing assessment has advanced significantly during the last two decades. Many
academics are interested in the various types of writing errors and how they can be used to identify
developmental patterns in the acquisition of specific grammatical features (Ellis, 1997). As a result, the goal of
this paper is to investigate the morphosyntactic mistakes made by Pakistani EFL students in their written
compositions.
A. Historical Background
There has been a surge of interest in the study and analysis of errors made by second language learners
over the last few decades. Many linguists, language teachers, and scholars throughout the world are considering
and researching error analysis (Heydari & Bagheri, 2012). In general, there are two ways to studying errors:
contrastive analysis (CA) and error analysis (EA). CA is defined as a comparison of the learner's mother tongue
and the target language. Predictions were made based on the similarities and contrasts between the two
languages' (Heydari & Bagheri, 2012). EA, on the other hand, is defined as “a procedure used by both
researchers and teachers that involves collecting samples of the learner language, identifying the errors in the
sample, describing these errors, classifying them according to their nature and causes, and evaluating their
seriousness” (Corder 1967 – as cited in Heydari & Bagheri, 2012). In terms of learning theories, there are two
major hypotheses about language learning errors. They are called the Behaviorist Learning Theory and the

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Mentalist Learning Theory, respectively. According to Ellis (1997), the Behaviorist Theory was the dominant
theory in the 1950s and 1960s. It asserts that language learning entails the creation of habits. In other words, a
habit is a stimulus-response relationship. Later, as an alternative to Behaviorism, the Mentalist Theory emerged.
It asserts that human language is an innate ability. Furthermore, it states that input is only needed to trigger the
language acquisition device's process. Furthermore, they can generate an endless number of buildings. Errors
may occur during this procedure, but they are considered natural and part of the learning process.
Richards (1971) distinguishes four types of intra-lingual errors: (1) overgeneralization, (2) ignorance of
rule constraints, (3) incomplete application of rules, and (4) incorrect concepts postulated. The first concerns
cases in which the learner creates unexpected structures based on prior knowledge of other structures in the
target language. The second addresses the flawed structures that result from a lack of understanding of the
constraints. That is the application of rules outside of their contexts. The third occurs when learners fail to
construct and create a complete structure in the target language. Furthermore, the fourth worry is the lack of
grasp of variations in the target language. As a result, learners frequently mistake some structures for others.
B. Statement of Problem
The rules that control how words combine to produce phrases, clauses, and sentences are referred to as
"syntax" in linguistics. English Language Learners must learn these rules to have a deep and internal
understanding of the sentence and so improve their comprehension. The purpose of this research is to learn
about „Determinatives' to improve the compression competency of English Language Learners.
C. Morphology
Bauer (2003) asserts that there is a deeply ingrained and established awareness in the field of language
morphology that words are built in a variety of ways. The term "morphology" was coined in the nineteenth
century to characterise the study of change in the constructs and constructions of words such as Read – reader,
reading; Hate – hated, hating; Love – loved, lover, loving; and other similar structures and constructions.
Morphology has traditionally been defined as the study of the internal structures of words; the components that
frame words (known as Morphemes); and the procedures by which morphemes are linked together. Morphemes
are various types of word parts, such as prefixes, stems, infixes, and suffixes. Thus, a single Urdu word, e.g.,
‫(خوتصورت‬beautiful) has two morphemes‫خوب‬and‫„ ;صورت‬beautiful‟ can be broken into three morphemes (beau-
ti-ful. For example, the Urdu word ‫(اچھی صورت‬good looking) is a compound word and both the constituents‫اچھی‬
and‫صورت‬are two independently occurring words. Good looking has tree morphemes (good-look-ing).
D. Syntax
The syntax is the branch of linguistics that studies the structure and formation of sentences. It
demonstrates how correct sentences are generated by carefully arranging words and phrases. If the words are in
their proper locations and agree with one another, a phrase can have no sense yet still being correct in syntax.
Noam Chomsky (1965) provided a classic example of a situation in which a statement is valid but does not
make sense: "Colorless green ideas sleep fiercely." To develop grammatically correct and acceptable English
sentences, we must adhere to English syntax norms. The goal of syntax is to investigate sentence structure and
formation. It entails establishing standards for constructing meaningful and grammatically acceptable sentences
by focusing on word order, phrases, clauses, and their links. Our effective spoken and written communication
both rely on following syntax norms more loosely, allowing us to convey our message. The examples in the
table below will demonstrate how grammatically organised sentences make sense and non-grammatical
sentences do not.
Grammatical Sentence Non-Grammatical Sentence
We go to college together. Go we together college‫۔‬
‫ہن اکٹھے کب لج جب تے ہیں۔‬ ‫جبتے ہیں ہن اکٹھے کبلج‬
Children play hide and seek. Play hide and seek children‫۔‬
‫ثچے آًکھ هچولی کھیلتے ہیں۔‬ ‫کھیلتے ہیں آًکھ هچولی هچے‬
The Sun rises in the East. The Sun in rise East.
‫سورج هطرق سے طلوع ہوتب ہے۔‬ ‫سورج سے طلوع ہوتب ہے هطرق‬

E. Morpho-syntax
The study of grammar can be separated into two categories: morphology and syntax. The study of
words and the laws that govern their development is known as morphology. Syntax, on the other hand, is the
study of sentences and the rules that govern their creation. In essence, morphology and syntax are both studies
of the same thing - the rules that govern the formation of a language – but at different "levels."
F. Determinatives
A Determinative is a genus for the language element that appears as a constituent in phrases and is
responsible for determining the identifiability quantity of those phrases. Determinatives are words and phrases
that indicate definiteness, proximity, quantity, and relationships concerning a noun phrase or verb phrase in the

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form of a present participle.e.g.,” one cat )‫(ایک ثلی‬,” “many cats)‫ ” ( تہت سی ثلیبں‬or to clarify what the noun refers
to e.g., “my cat)‫ (میری ثلی‬,” “the cat)‫ (خاص ثلی‬,” “that cat )‫” (وہ ثلی‬. Boldface words are the determinatives in the
The seven grammatical forms that can function as thedeterminative are:
i. Articles (a, an , the)
ii. Demonstrative Determiners (this, that, these, those)
iii. Interrogative Determiners (what, when, which, where, etc.)
iv. Possessive Determiners (his, her, my, your, our, its, their)
v. Quantifiers (some, little, much, many, more, few etc.)
vi. Numerals (one, two, three, four, five etc)
The present stud dealt with articles, determinative determiners, possessive determiners and quantifiers.
G. Objective of study
The purpose of this research is to gain a thorough understanding of the structure, application, and relevance of
the term "Determinatives" in the English and Urdu languages.
H. Research Question
Why do „Determinatives‟ of English and Urdu cause problems in Morphosyntactic Analysis?

II. LITERATURE REVIEW

Many researchers and professors from various nations have expressed an interest in error analysis.
Although many studies appear to share the same broad goals, they are done in diverse situations and under
different conditions. The current researcher chose several reviewed studies to immerse the reader in the field of
error analysis and to demonstrate the study's contribution in the final paragraph.
Hourani (2008) examines the most common grammatical faults committed by Emirati male students in
their English writings. The research is being carried out in five Emirati schools, with 105 pupils and 20 teachers
taking part. The study's findings show that the most prevalent grammatical errors are in passivisation, verb tense
and form, word order, prepositions, subject-verb agreement, articles, plural forms, and auxiliaries. Furthermore,
there are intralingual mistakes. Finally, the study makes various recommendations, such as including more free
and regulated writing tasks in school textbooks to improve students' writing skills.
Kirkgöz (2010) investigates the writing faults of Turkish adult English learners. The study's goal is to
discover and categorise errors into two categories: interlingual and intralingual faults. The study's corpus
comprises 120 essays produced by 86 Turkish students at ukurova University in Turkey. According to the
study's findings, the majority of the students' errors are interlingual and are instances of first language
interference. Furthermore, the study implies that students' blunders should be seen favourably because they are
milestones toward acquiring the target language.
Wee et al. (2010) investigate the written verb-form errors in the EAP writings of 39 second-year
Malaysian students enrolled in a Malaysian public university. The study's goal is to determine the prevalence
and types of verb-form errors. According to the findings, the most common forms of errors are omission,
addition, misformation, and ordering. Furthermore, the deletion of the third person singular marker is associated
with a significant frequency of errors. Furthermore, the students struggle with the auxiliary verb „to be.' Finally,
the researchers stress the importance of grammar in learning a second language.
Nayernia (2011) investigates the writing faults of Iranian EFL students to identify the various
intralingual errors and determine if L1 has a role in learning L2. The researcher asks his students to write several
paragraphs on a topic of their choice for the study. Following that, 30 erroneous sentences are chosen for study.
The study's findings show that the majority of the faults in students' papers are intralingual, with only a few
(16.7 percent) being interlingual. Finally, the study emphasises the significance of mistake analysis in gaining a
deeper knowledge of the language system.
Al-Shormani (2012) explores the causes of grammatical problems in Yemeni earners' English written
writings. The study's sample consisted of 50 third-year English students at Ibb University in Yemen. The
researcher uses James' (1998) mistake taxonomies, which divide syntactic errors into four categories: L1
transfer, L2 influence, L1&L2, and unrecognised. The study's findings show that Yemeni pupils struggle with
English syntax. Furthermore, rather than remembering rules, it is strongly advised to teach syntactic categories
inductively. Finally, the study proposes a solution for syntactic errors by utilising the „discovery' technique
pioneered by Celce-Murcia and Hilles (1988), which includes: I presentation, (ii) focused practice, (iii)
communicative practise, incorporating information gap, choice, and feedback, and (iv) providing teacher
feedback.
Basri et al. (2013) investigate the syntactic errors that occur in descriptive paragraphs written by
Indonesian students of English. The study's goal is to discover the types and patterns of English syntactic faults
in students' compositions. According to the study's findings, 16 different types of syntactic errors occur in
descriptive paragraphs, including auxiliaries, word form, and world-class. In terms of error types, the results
reveal 18 problems such as incorrect verb form, omission of auxiliaries, and incorrect word order. It finds that

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due to the syntactic differences between English and Indonesian, English phrases are the biggest challenge that
Indonesian learners confront.
Al-Khasawneh (2014) investigates Jordanian undergraduate students' writings. He is working on
evaluating a corpus of 26 English paragraphs authored by 26 students from various majors at Ajloun National
University in Jordan. Following data collection, any errors made by students are detected and classified. The
study's findings show that the majority of students made errors in spelling, subject-verb agreement, word order,
and the overuse of English articles. The study closes with various implications, such as the fact that Jordanian
EFL students should practise English writing regularly to develop their writing skills.
Rostami & Boroomand (2015) investigate the sources of faults in written compositions made by 100
Iranian EFL students. The study's goal is to discover, describe, and categorise errors based on their sources.
Using gender as a variable in the study, 50 male and 50 female students are chosen at random, and their written
works form the corpus of the study. The data demonstrate that the bulk of errors are caused by inadequate
mastery of the target language, with only a few errors caused by the L1 transfer. Furthermore, female learners
make more errors than male learners, although the classification of errors in the two groups is the same.
The aforementioned studies used the error analysis method to delve into morpho-syntactic rules to gain
a better understanding of the text. The current study used a descriptive and qualitative approach to analyse the
determinative phrases on two levels: morphologically and syntactically. The study also included a comparison
of English and Urdu phrases to help with comprehension.

III. METHODOLOGY
The qualitative method was used to analyse data in this descriptive study. Thedata was gleaned from an
essay titled "An Excursion Trip" from the book Intermediate Part-II. The researcher read the entire essay and
then chose an excerpt for morpho-syntactic analysis. He translated the excerpt into Urdu before coding the
decisive Determinatives in both English and Urdu. Finally, he morphologically and syntactically developed the
determinative phrases.

IV. DATA ANALYSIS

The paragraph for data analysis has been taken from an essay on „An Excursion Trip‟ from the book of Second
Year students. From the paragraph, Determinatives were chosen which fall in the following categories.
I. Articles
1. An Excursion Trip,‫ایک تفریحی سیر‬
Morphologically „an‟ is a determiner in the phrase „an excursion trip‟. An is a single inflectional morpheme with
two phonemes. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „an excursion trip‟ is Adjective Phrase that has been used as an Adjunct in the
sentence. With more elaboration „excursion‟ is an adjective „trip‟ is a noun and „an‟ is a determiner.

2. have free time and are in a frivolous jolly mood, ‫ایک خوش کي هساج هیں‬
Morphologically „a‟ is a determiner in the phrase „in a frivolous jolly mood‟. „A‟ is a single inflectional
morpheme with a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „in a frivolous jolly mood‟ is an Adjective Phrase, which has been using as a
complement in the sentence. With more elaboration „jolly‟ is an adjective, frivolous is a modifier of „jolly
mood‟ „mood‟ is a noun and „a‟ is a determiner.

3. we plan an enjoyable excursion trip ‫ایک خو ش کي تفریحی سیر‬

Morphologically „an‟ is a determiner in the phrase „an enjoyable excursion trip‟. „An‟ is a single inflectional
morpheme with two phonemes. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „an enjoyable excursion trip is an Adjective Phrase that has been used as a
complement in the sentence. With more elaboration „excursion‟ is an adjective, enjoyable is a „modifier‟, „trip‟
is a noun and „an‟ is a determiner.

4. To a soothing location.‫ایک پر سکوى هقبم‬

Morphologically „a‟ is a determiner in the phrase „a soothing location‟. „A‟ is a single inflectional morpheme
with a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a soothing location‟ is Adjective Phrase, which has been used as an Adjunct in
the sentence. With more elaboration „soothing‟ is an adjective, „location‟ is a noun and „an‟ is a determiner.

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5. It was a lovely cloudy day, ‫ایک خوثصورت ثبدلوں ثھرا دى‬

Morphologically „a‟ is a determiner in the phrase „a lovely cloudy day‟. „A‟ is a single inflectional morpheme
with a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a lovely cloudy day‟ is Adjective Phrase, which has been used as a complement
in the sentence. With more elaboration „cloudy‟ is an adjective, „lovely‟ is a modifier, „day‟ is a noun and „a‟ is
a determiner.
6. A cool and pleasant day instead. ‫ایک ٹھٌڈا اور خوضگوار دى‬
Morphologically „a‟ is a determiner in the phrase „a cool and pleasant day‟. „A‟ is a single inflectional
morpheme with a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a cool and pleasant day‟ is Adjective Phrase that has been used as a
complement in the sentence. With more elaboration „cool‟ and pleasant are adjectives, „and‟ is complementizer,
„day‟ is a noun and „a‟ is a determiner.

7. They were in a good mood. ‫وٍ اچھے هساج هیں تھے‬

Morphologically „a‟ is a determiner in the phrase „a good mood‟. An is a single inflectional morpheme with a
single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a good mood‟ is Adjective Phrase that has been used as a complement in the
sentence. With more elaboration „good‟ is an adjective, „mood‟ is a noun and „a‟ is a determiner.

8. They told me that I needed to get ready for an urgent trip out. ‫ایک فوری سیر‬

Morphologically „an‟ is a determiner in the phrase „an urgent trip‟. „An‟ is a single inflectional morpheme with
two phonemes. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „an urgent trip‟ is Adjective Phrase as a complement in the sentence. With more
elaboration „urgent‟ is an adjective „trip‟ is a noun and „an‟ is a determiner.

9. I was not immediately ready for a herculean task ‫ایک ًب هوکي کب م‬

Morphologically „a‟ is a determiner in the phrase „a herculean task‟. „A‟ is a single inflectional morpheme with
a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a herculean task‟ is Adjective Phrase, which has been used as a complement in
the sentence. With more elaboration „excursion‟ is an adjective and „an‟ is a determiner.

10. as they had arrived with a firm determination

Morphologically „a‟ is a determiner in the phrase „a firm determination‟. „A‟ is a single inflectional morpheme
with a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a firm determination‟ is Adjective Phrase as a complement in the sentence.
With more elaboration „excursion‟ is an adjective, „determination‟ is a noun and „an‟ is a determiner.

11. We now had nothing to do but embark on a long-awaited journey‫ایک دیریٌہ سفر‬
Morphologically „a‟ is a determiner in the phrase „a long-waited journey‟. „A‟ is a single inflectional morpheme
with a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a long-waited journey‟ is an Adjective Phrase, which has been used as a
complement in the sentence. With more elaboration „long-awaited is an adjective, „journey‟ is a noun and „an‟ is
a determiner.

12. for a long-desired trip. ‫ایک دیریٌں خواہص کب دى‬

Morphologically „a‟ is a determiner in the phrase „a long-waited trip‟. „A‟ is a single inflectional morpheme
with a single phoneme. In the same way in Urdu, the word (‫ )ایک‬is called „Ism e sift Taadadi.
Syntactically, the whole phrase „a long-waited trip‟ is Adjective Phrase that has been using as a complement in
the sentence. With more elaboration „long-desired is an adjective, „trip‟ is a noun and „an‟ is a determiner.
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J. Demonstrative Determiners (this, that, these, those)

1. To be a part of that adventurous trip. ‫وہ هہوبتی سیر‬
Morphologically „that‟ is a demonstrative determiner in the phrase „that adventurous trip‟. „that‟ is a single
inflectional morpheme with three phonemes. In the same way in Urdu, the word (ٍ‫ )و‬is called „Ism e Ishara.
Syntactically, the whole phrase „that adventurous trip‟ is Adjective Phrase that has been using as a complement
in the sentence. With more elaboration „adventurous‟ is an adjective, „trip‟ is a noun and „that‟ is a
demonstrative determiner.
2. it was too late for me to refuse that ready-made offer, ‫وہ طے ضذٍ پیص کص‬
Morphologically „that‟ is a demonstrative determiner in the phrase „that ready-made offer‟. „that‟ is a single
inflectional morpheme with three phonemes. In the same way in Urdu, the word (ٍ‫ )و‬is called „Ism e Ishara.
Syntactically, the whole phrase „that ready-made offer‟ is Adjective Phrase that has been used as a complement
in the sentence. With more elaboration, „ready-made‟ is an adjective, „offer‟ is a noun and „that‟ is a
demonstrative determiner.
3. to take that long-desired leap‫وہ دیریٌہ هہن‬
Morphologically „that‟ is a demonstrative determiner in the phrase „that long-waited leap‟. „that‟ is a single
inflectional morpheme with three phonemes. In the same way in Urdu, the word (ٍ‫ )و‬is called „Ism e Ishara.
Syntactically, the whole phrase „that long-waited leap‟ is Adjective Phrase that has been used as a complement
in the sentence. With more elaboration, „long-desired is an adjective, „leap‟ is a noun and „that‟ is a
demonstrative determiner.
4. It was impossible for me to arrange in such a short period. ‫ایسا هختصر وقت‬
Morphologically „such‟ is a demonstrative determiner in the phrase „such a short period‟. „such‟ is a single
inflectional morpheme with three phonemes. In the same way in Urdu, the word (‫ )اایسب‬is called „Ism e Ishara.
Syntactically, the whole phrase „such a short period‟ is an Adjective Phrase that has been used as an Adjunct in
the sentence. With more elaboration „short‟ is an adjective, „period‟ is a noun, „a‟ is a modifier and „such‟ is a
demonstrative determiner.
K. Possessive Determiners (my, our, your, his, her, its, their)
1. To please my dearest friend. ‫میرا ست سے پیبرا دوست‬
Morphologically „my‟ is a possessive determiner in the phrase „my dearest friend‟. „My‟ is a single inflectional
morpheme with two phonemes. In the same way in Urdu, the word (‫ )هیرا‬is called „Ism e Zameer Azafi.
Syntactically, the whole phrase „my dear friend‟ is an Adjective Phrase that has been used as a compliment.
With more elaboration „dearest‟ is an adjective, „dearest‟ is a noun and „my‟ is a possessive determiner.
2. I had to make my hasty plans. ‫میرے جلذ ثبزی کے کب م‬
Morphologically „my‟ is a possessive determiner in the phrase „my hasty plans‟. „My‟ is a single inflectional
morpheme with two phonemes. In the same way in Urdu, the word (‫ )هیرا‬is called „Ism e Zameer Azafi.
Syntactically, the whole phrase „my hasty plans‟ is an Adjective Phrase that has been used as a complement in
the sentence. With more elaboration „hasty‟ is an adjective, „plans‟ is a noun and „my‟ is a possessive
determiner.
3. with all their necessary arrangements ‫ااپنے کے ضروری اًتظبهبت کے سب تھ‬
Morphologically „their‟ is a possessive determiner in the phrase „my dearest friend‟. „Their‟ is a single
inflectional morpheme with three phonemes. In the same way in Urdu, the word (‫ )هیرا‬is called „Ism e Zameer
Azafi.
Syntactically, the whole phrase „their necessary arrangements‟ is an Adjective Phrase that has been used as a
complement in the sentence. With more elaboration „necessary‟ is an adjective, „arrangements‟ is a noun and
„their‟ is a possessive determiner.
L. Quantifiers (some, many, little, much, more, few etc.)
1. I have many friends, mostly good friends, ‫زیادہ تر اچھے دوست‬
Morphologically „mostly‟ is a quantifier in the phrase „mostly good friends‟. „Mostly‟ is a single inflectional
morpheme with two phonemes. In the same way in Urdu, the word (‫ )زیبدٍ تر‬is called „Ism e Sift Tadadi.
Syntactically, the whole phrase „mostly good friends‟ is an Adjective Phrase. With more elaboration „good‟ is
an adjective, „friends‟ is a noun and „mostly‟ is a quantifier.
2. When all of my friends, ‫هیرے تمام دوست‬
Morphologically „all‟ is a quantifier in the phrase „all of my friends. „All‟ is a single inflectional morpheme with
two phonemes. In the same way in Urdu, the word (‫ )توبم‬is called „Ism e Sift Tadadi‟.
Syntactically, the whole phrase „all of my friends‟ is an Adjective Phrase that has been used as a subject in the
sentence. With more elaboration „my‟ is a possessive determiner, „friends‟ is a noun and „mostly‟ is a quantifier.
3. Some of my friends unexpectedly showed up at my house ‫هیرے کچھ دودت‬
Morphologically „some‟ is a quantifier in the phrase „Some of my friends. „Some‟ is a single inflectional
morpheme with two phonemes. In the same way in Urdu, the word (‫ )کچھ‬is called „Ism e Sift Tadadi‟.

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Syntactically, the whole phrase „mostly good friends‟ is an Adjective Phrase that has been used as a subject in
the sentence. With more elaboration „good‟ is an adjective, „friends‟ is a noun and „some‟ is a quantifier.
4. because I was doing some kind of assignment ‫کچھ طرح کی تفویض‬
Morphologically „some‟ is a quantifier in the phrase „Some kind of assignment‟. „Some‟ is a single inflectional
morpheme with two phonemes. In the same way in Urdu, the word (‫ )کچھ‬is called „Ism e Sift Tadadi‟.
Syntactically, the whole phrase „some kind of assignment‟ is an Adjective Phrase that has been used as a
complement in the sentence. With more elaboration „kind‟ is an adjective, „assignment‟ is a noun and „some‟ is
a quantifier.
5. As a result, I wasa bit hesitant ‫قدرے گھجرایب ہوا‬
Morphologically „a bit‟ is a quantifier in the phrase „a bit hesitant‟. „A bit‟ is a single inflectional morpheme
with three phonemes. In the same way in Urdu, the word (‫ )قررے‬is called „Ism e Sift Tadadi‟.
Syntactically, the whole phrase „mostly good friends‟ is an Adjective Phrase that has been used as a complement
in the sentence. With more elaboration, „hesitant‟ is an adjective, „and „a bit‟ is a quantifier.
6. Without further ado,‫ثغیر کچھ اور کیے‬
Morphologically „without‟ is a quantifier in the phrase „without further ado‟. „Without‟ is a single inflectional
morpheme with two phonemes. In the same way in Urdu, the word (‫ )کچھ‬is called „Ism e Sift Tadadi‟.
Syntactically, the whole phrase „without further ado‟ is an Adjective Phrase that has been a complement. With
more elaboration „further‟ is an adjective, „ado‟ is a noun and „without‟ is a quantifier.
7. They were all spick-and-span. ‫وٍ سة کے سة تیبر تھے‬
Morphologically „all‟ is a quantifier in the phrase „without further ado‟. „All‟ is a single inflectional morpheme
with two phonemes. In the same way in Urdu, the word (‫ )ست کے ست‬is called „Ism e Sift Tadadi‟.
Syntactically, the whole phrase „without further ado‟ is an Adjective Phrase, which has been used as with more
elaboration, „spick-and-span‟ is an adjective, and „without‟ is a quantifier.
8. with all their necessary arrangements. ‫اپٌے تمام اًتظبهبت کے سبتھ‬
Morphologically „all‟ is a quantifier in the phrase „without further ado‟. „All‟ is a single inflectional morpheme
with two phonemes. In the same way in Urdu, the word (‫ )زیبدٍ تر‬is called „Ism e Sift Tadadi‟.
Syntactically, the whole phrase „without further ado‟ is an Adjective Phrase that has been used as an Adjunct in
the sentence. With more elaboration „necessary‟ is an adjective, „arrangements‟ is a noun and „all‟ is a
quantifier.

V. DISCUSSION
For example, in a multilingual country such as Pakistan, even a highly skilled teacher may switch to the
national language Urdu or even a regional language to ensure that the students understand what is being said. As
soon as the orator finishes his sermon, it will be pointless to have a teacher present to impart the lesson. The
feedback provided by the pupils has an impact on the teacher's performance. If we are talking about the
grammar that is being taught in the classroom, an effective teacher must keep in mind that he or she is required
to follow the Grammar Translation Method (GTM). To achieve the intelligibility, comprehensibility, and
interpretability promised by Burns (2003), it becomes required that the speaker be equally proficient in both
English and Urdu grammatical rules, to elucidate the determinatives of both languages at the same time. If the
teacher can teach grammar in both languages while also having a skill, the results of the students will be
astoundingly superior to the teacher's actions in the classroom, as described by T.S. Eliot (1925) as "rustling of
dry grass" and "running of mice in a dark, dry cellar," respectively.

VI. CONCLUSION
The objective of this was to get a complete understanding of the structure, application, and importance
of the term "Determinatives" in the English and Urdu languages. The term "Determinatives" is defined as
follows: To make things clear with comparison, the findings of the study provide the solution that a teacher must
have a sophisticated understanding of grammar in both the languages of English and Urdu. According to
(Harmer, 2001), a teacher who is well-versed in morphosyntactic norms and who employs appropriate processes
such as the PPP, which stands for Presentation, Practice, and Production, would achieve the desired result. The
scope of this analysis is limited to a single excerpt from “An Essay on Excursion Trip.” An MPhil scholar to
provide a better and more satisfying understanding should expand the morphosyntactic analysis into a well-
developed thesis.

REFERENCES
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[2] Al-Shormani, M. (2012). Sources of Syntactic Errors in Yemeni Learners‟ EnglishCompositions: A

Psycholinguistic Analysis. Arab World English Journal, 3, 4, 275-296.
[3] Basri, M., Ampa, A., & Junaid. (2013). Syntactic Errors in Descriptive Paragraphs by Native
Indonesian - Speaking Students of English. International Journal of Linguistics, 5, 5, 125-137
[4] Bauer, L. (2003). Introducing Linguistic Morphology (Second Edition ed.). Edingham University Press.
[5] Chomsky, N. (1965). ASPECTS OF THE THEORY OF SYNTAX. Massachusetts: The M.I.T. Press,
Massachusettes Institute of Technology, Cambridge.
[6] Corder, S. (1967). The Significance of Learners‟ Errors. IRAL, 5, 161-170.
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[9] Harmer, J. (2004). How to Teach Writing. UK: Pearson Education Limited. ISSN: 2229-9327
[10] Heydari, P., & Bagheri, M. (2012). Error Analysis: Sources of L2 Learners‟ Errors. Theory andPractice
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[11] Hourani, T. (2008). An Analysis of the Common Grammatical Errors in the English Writing
Made by Third Secondary Male Students in the Eastern Coast of the UAE.Unpublished Master Thesis,
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[13] Myles, J. (2002). Second Language Writing and Research: The Writing Process and Error
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Linguistics, 3, 2, 200-217.
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Perspectives on Second Language Acquisition (pp.172-188). London:
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[16] Rostami, A., & Boroomand, F. (2015). A Quantitative Analysis of Iranian EFL Learners‟
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Appendices
English Text
An Excursion Trip
I have many friends, mostly good friends. When all of my friends, including myself, have free time and are in a frivolous jolly mood,
we plan an enjoyable excursion trip to a soothing location. It was a lovely cloudy day, a cool and pleasant day instead. Some of my
friends unexpectedly showed up at my house. They were in a good mood. They told me that I needed to get ready for an urgent trip
out. I was not immediately ready for a herculean task because I was doing some kind of assignment to please my dearest friend. As a
result, I wasa bit hesitant to be a part of that adventurous trip. In any case, it was too late for me to refuse that ready-made offer, as
they had arrived with a firm determination to take that long-desired leap. Without further ado, I had to make my hasty plans. First,
I was hesitant because it was impossible for me to arrange in such a short period. To my surprise, they were all spick-and-span. They
had arrived at my house with all their necessary arrangements. We now had nothing to do but embark on a long-awaited journey for
a long-desired trip.

Urdu Text
‫ایک تفریحی سیر‬
‫فبرغ وقت رکھتے ہوں اور اًتہبئی خوش هساج هساج هیں‬ ‫ جت‬، ‫ ثطوول هیرے سبتھ‬، ‫ زیبدٍ تر اچھے دوست ہیں۔ جت هیرے سجھی دوست‬، ‫میرے تہت سے دوست ہیں‬
‫ ٹھٌڈا اور خوضگوار دى تھب۔ هیرے کچھ‬، ‫ تو ہن آرام دٍ اور پرسکوى هقبم پر گھوهٌے پھرًے کے سفر کب ارادٍ کرتے ہیں۔ یہ ایک خوثصورت اثر آلود دى‬، ‫ہوتے ہیں‬
‫دوستوں ًے غیر هتوقغ طور پر هیرے گھر آ وارد ہویے ۔ وٍ اچھے هوڈ هیں تھے۔ اًہوں ًے هجھے ثتبیب کہ هجھے فوری سفر کے لئے تیبر ہوًے کی ضرورت ہے۔‬
، ‫هیں فوری طور پر ہرکولیي کبم کے لئے تیبر ًہیں تھب کیوًکہ هیں اپٌے پیبرے دوست کو خوش کرًے کے لئے کسی قسن کی تفویض کر رہب تھب۔ اش کے ًتیجے هیں‬
‫ کیوًکہ وٍ اش طویل خواہص هٌذ‬، ‫ هجھے اش تیبر پیص کص سے اًکبر کرًے هیں ثہت دیر ہوچکی تھی‬، ‫هیں اش ثہبدر سفر کب حصہ ثٌٌے هیں ہچکچب رہب تھب۔ ثہرحبل‬
‫ هیں ہچکچب رہب تھب کیوًکہ اتٌے هختصر‬، ‫ هجھے اپٌی جلذثبزی کب هٌصوثہ ثٌبًب پڑا۔ پہلے‬، ‫چھالًگ کو اٹھبًے کے پختہ ػسم کے سبتھ پہٌچے تھے۔ هسیذ دیرکے ثغیر‬
‫ وٍ ست تیبرتھے۔ وٍ توبم ضروری اًتظبهبت کے سبتھ هیرے گھر پہٌچے تھے۔ ہوبرے پبش‬، ‫ػرصے هیں هیرے لئے اًتظبم کرًب ًبهوکي تھب۔ حیرت کی ثبت یہ ہے کہ‬
‫اة کچھ کرًب ثبقی ًہیں تھب لیکي طویل اًتظبر کے سفر کے لئے طویل اًتظبر هیں سفر کے لئے سفر کرًب تھب۔‬

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