LANGUAGE IN INDIA

Strength for Today and Bright Hope for Tomorrow

Volume 13:4 April 2013
ISSN 1930-2940

Managing Editor: M. S. Thirumalai, Ph.D.
Editors: B. Mallikarjun, Ph.D.
         Sam Mohanlal, Ph.D.
         B. A. Sharada, Ph.D.
         A. R. Fatihi, Ph.D.
         Lakhan Gusain, Ph.D.
         Jennifer Marie Bayer, Ph.D.
         S. M. Ravichandran, Ph.D.
         G. Baskaran, Ph.D.
         L. Ramamoorthy, Ph.D.
Assistant Managing Editor: Swarna Thirumalai, M.A.

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The Impact of Using the Native Language on Developing English Language Grammar Achievement

Mohammad Alseweed
Qassim University
malseweed@qu.edu.sa

Abstract

The present paper investigates the impact of using the students` mother tongue, the Arabic language (L1), on enhancing achievement and learning of the English language (L2) grammar. It also seeks to find out whether the use of L1 in teaching the grammar of L2 affects the students` learning outcome.

Twenty six male students of the English Language Program at Buraydah Community College, Qassim University participated in this study. They were divided into two groups; the experimental group studied in L1 teaching context and the control group studied in L2 teaching context. The grammar lesson, "the passive and the active voice" was chosen as the grammar topic.

Data was obtained through pre-post tests, and students and teachers feedback. The statistical analysis and the comparisons of the scores of the two groups show that the use of L1 in teaching L2 grammar does not benefit the students since the scores of the control group members (who were taught in L2) are higher than those achieved by the experimental group members (who were taught in L1).

Key Words: L1 and L2, teaching L2 grammar, L2 learning outcome.

Introduction

The use of students` first language (L1) in teaching a second language (L2) has been debated for many years. During the last fifty years, the use of L1 in teaching (L2) has been an active area of debate among methodologists as well as teachers and professionals. (Auerbach 1993, Atkinson 1987, Haycraft 1978, and Harmer1997, among others).The question that has been investigated by those writers and others is whether to activate the use of the native language (L1) in teaching the target language (L2) or to prohibit it.

This is only the beginning part of the article. PLEASE CLICK HERE TO READ THE ARTICLE IN PRINTER-FRIENDLY VERSION.

Mohammad Alseweed
Qassim University
malseweed@qu.edu.sa
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