English has entered the world of Englishes that crosses the boundaries of English native countries (Hardt & Neri, 2000). Now, it is the language of science, technology, education, judiciary, army, electronic and print media in 70 countries around the world (Kachru, 1998). Albeit, many years of studying English non-native English speakers face communication problems, particularly in colloquial conversation (Jabeen, 2013). Therefore, globally, consultants, engineers, designers, solicitors, judiciaries, legislators, dealers, distributers, exporters, writers, artists, educators, learners, etc. may face some difficulties that may be due to unintelligible and incomprehensible communication (Al Hosni, 2014; Burnett, 1998; Paakki, 2013; Riemer, 2007).
Similarly, like other non-native learners of English, Pakistani learners also have unintelligibility and comprehensibility issues. Most of the educated members of the society are incapable to communicate in English language. Some writers (e.g., Rahman, 2014; Sheikh, 2012) claim that Pakistan has its own variety of English, i.e., Pakistani English (PE) that can fulfill the need of the Pakistani society. However, most of the experts do not support this idea as they think that PE is not only unintelligible to native English speakers but also a retorted shape of English (Shahzada, et al. 2012; Hussain, 2004, as cited in Hashmi, 2012). Thus, PE speakers may not be able to understand native English speakers and vice versa (Bughio, 2014).