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Key Criterions For Assessing The Proficiency In Urdu Language Learning

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When it comes to learning a foreign language, there are different criteria on the bases of which the proficiency of a learner is viewed and analyzed. If the progress in learning is not judged on regular bases in a proper way, then one cannot properly asses the kind of progress one is making in the learning process.

Proficiency in learning urdu language

When it comes to learning a foreign language like Urdu, taking admission in an Urdu learning schools is the first step in the process. However, when one formally starts learning, then it becomes imperative that the learner keeps track of learning and assesses it on regular bases. The lines below give some factors that need to be considered when assessing the proficiency in Urdu language.

Correct Use Of Grammar:

The first and perhaps the most important factor that needs to be assessed when weighing the proficiency in Urdu language is the use of grammar by the learner. In Urdu, grasping the grammar is one of the hardest things to do and requires great practice. Therefore, if a learner is able to use the grammar of the language properly, then his or her progress in learning of Urdu can be regarded as satisfactory. Similarly, if the learner is not able to use the grammar of the language properly, then the progress of the learning is not satisfactory.

Diversity in Vocabulary:

The second tool criteria that can be used to weigh and analyze the progress made by a learner in learning Urdu language is the diversity in the Urdu vocabulary used by the learner. In this regard, it is imperative that the analyzer of the learner him or herself has sufficient knowledge about the language and is able to understand the different kinds of words used by the learner in the language. Moreover, in order to improve the vocabulary the learner can read different Urdu magazines, listen to songs and so on to ensure that the vocabulary gets diversified. Ergo, the diversity in vocabulary is another tool that can be used for the assessment of the progress made by the learner when pursuing learning of Urdu as a second language.


The third tool that can be used pertaining to assessment of progress in Urdu is the pronunciation of Urdu. When it comes to analyzing the linguistic competence of a learner, the speaking of a learner holds the primary position. In analyzing pronunciation, the judge needs to make sure that the pronunciation of the learner is according to the standard Urdu language and not the slang or its dialectic forms. Therefore, if and when a learner is able to speak the Urdu words and phrases in the right form with right sounds , stress and intonations, only then can a learner be regarded as proficient in Urdu language.

Bottom Line:

In a nutshell, it is imperative that a learner views and analyzes his or her competency on the bases of pronunciation of the language, the correct use of grammar and the diversity of vocabulary. The better a learner is in these areas, the more proficient he or she is in Urdu.


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