The Impact of Using L1 for Teaching Grammar among Iranian EFL Learners

Afsaneh Alijani and Hamed Barjesteh
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Afsaneh Alijani: Department of English Language, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran
Hamed Barjesteh: Department of English Language, Ayatollah Amoli Branch, Islamic Azad University, Amol, Iran

English Literature and Language Review, 2018, vol. 4, issue 3, 26-31

Abstract: The current study examined the effects of using L1 in teaching grammatical instruction on the Iranian EFL learners’ grammatical accuracy. To fulfill the purpose of the study, 40 out of 50 EFL learners were selected through an Oxford placement test at Nasr Zabangostar Institute in Amol city. They were divided into two groups: an experimental group and a control group. A pre-test of grammar was administered before the treatment. For treatment, the teacher explained the grammatical structures in their first language. In each session, one grammatical point was selected and taught in L1. In the control group, the grammatical points were taught in English as their target language. After treatment, a post-test of grammar was administered to screen the probable change. The result indicated that a significant effect on learners’ grammatical accuracy and the performances of the experimental group in grammatical accuracy was better than the control group after they were given instruction.

Keywords: First language (L1); Second language (L2); Foreign language (FL); Grammatical accuracy; Grammatical instruction (search for similar items in EconPapers)
Date: 2018
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