The Effectiveness of Using L1 in Teaching L2 Grammar

Abstract

The present paper investigates the use of the students` mother tongue, the Arabic language (L1), in teaching grammar topics and constructions of the English language (L2) to find out whether the use of L1 in teaching the grammar of L2 affects the students` comprehension and learning outcome. The participants were 26 level two male students of the English Program at Buraydah Community College, Qassim University. They were divided into two groups; the experimental group studied in L1 teaching context and the control group studied in the usual 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, 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 by the use of L1).