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The paper provides new insight into the analysis of exocentric compounds in English and Punjabi by introducing a new step-by-step mechanism devised with the help of cognitive and cultural linguistics. The main purpose of the study is to show that exocentric compounds are very productive in the Indo -European languages. The current study claims that every exocentric compound is metaphoric in nature. Every constituent in an exocentric compound carries several  interpretations based on specific metonymic relations and  cultural knowledge. The meaning of one constituent aids and activates the interpretation of another constituent.   In this paper*, only four examples of NN compounds are discussed in detail. Although the study is not a comparative analysis in actual sense, however, the formations of such compounds in English  are also analyzed to show the applicability of the mechanism in other languages as well. The results revealed that the above mechanism is equally applicable in both the languages and supports the metaphoric interpretation in exocentric compounds. The study also nullifies the claims about the non-productivity and unpredictability of the exocentric compounds.   

The study aims at the analysis of bahuvrihi (exocentric) compounds in Punjabi with special focus on how these compounds arrive at the meaning of 'having X'? In literature exocentric compounds could not grasp the attention of the linguists due to their unpredictable meaning and less productivity, so no theory or model is introduced yet for the analysis of these compounds. Looking at the whole scenario the study with the help of data collected in Punjabi-a New Indo-Aryan language claims that every exocentric compound is based on some cultural conceptualizations and carries a metaphoric meaning. The study with the help of cultural linguistics tries to answer the question how the exocentric compounds arrive at the interpretation 'having X'. The data analysis proves that arriving at the meaning of 'having X' in the compounds is not a mystery, if someone has the linguistic cultural background knowledge.

The study examines the metaphorical use of animals in English and Punjabi exocentric compounds. In figurative expressions such as idioms and proverbs the use of animals is very common but no attention is paid towards the metaphorical use of animals in exocentric compounds. Thus, to fill the gap the study with the combo of cognitive and cultural linguistics attempts to bring into light that due to the cultural variations there are certain similarities and disparities in the negative and positive conceptualization and metaphorical use of animals in the languages. The study argues every exocentric compound is culture specific and its meaning cannot easily arrived at by simple cognition. The study further argues that every constituent in an exocentric compound carries some cultural specific conceptualizations and there are certain culturally determined metonymic relations. Thus, for arriving at the metaphorical meaning the cultural background knowledge plays an important role. The data comprised of 50 English and Punjabi exocentric compounds and was analyzed with the combo of cognitive and cultural linguistics framework. The analysis showed that due to cultural differences there are some similarities and disparities in the conceptualizations of animals. The culturally determined metonymic relations help in the formation and for arriving at the metaphorical meanings.

The present study analyzes the influence of L1 on the learning of the lexicon of two L2s. While a number of studies have been conducted on the influence of first language on the learning of one second language, little work has been done on the influence of first language on the acquisition of two second languages. The data for the present study was collected from the Pakistani learner of English and Arabic as second languages in a madrassa named Dar-ul-Uloom Mhammadia Ghausia in Gujrat. Cummins’ (1980) model of Common Underlying Proficiency (CUP) and Separate Underlying Proficiency (SUP) was used as the theoretical framework. The data showed that Urdu played a largely facilitative role in the learning of the lexicon of both English and Arabic; however, there was a difference of the degree of facilitation. Due to the inherent similarities between Urdu and Arabic, Urdu played a more facilitative role in the learning of Arabic lexicon; whereas, due to the structural differences between Urdu and English, the former played a less facilitative role. Therefore, the learners found learning English more difficult than learning Arabic and the types of errors they made also proved the same. Keywords: Two Second Languages, L1 Influence, Lexicon, English, Arabic, Urdu.