The Effect of L1 in English Grammar on elt students at a State University Gamze Reis Abstract

Anahtar Sözcükler: Dil1 (Türk Dili), Dil2 (İngilizce Dili), Gramer Öğrenme, İngiliz Dili Öğretimi

Introduction
The issue for the necessity of L1 usage in L2 grammar classes has been debated for years. While in some places learners prefer to use L1 to understand a subject properly, some others think that L1 hinders their comprehension. For some researchers, English can be used in classes when needed. Also, the native language can be used to get the meaning properly (Damra and Al Qudah, 2012). On the other hand, the only usage of L2 has been seen as an important issue. According to Alseweed (2012), the native language shouldn’t be used in the classrooms. L2 should be used as a medium for teaching grammar.
This present paper aims to investigate the value of native language on L2 grammar teaching. Also, it looks for how often the learners need to use the native language in their L2 grammar courses.
Literature Review
Damra and Al Qudah (2012) determined the effect of native language on grammar achievement and attitudes of EFL Jordanian university students. As a tool, they used grammar achievement test and questionnaire to ninth grade students. The study results showed that native language can be used to make students understand properly. In addition, it emphasized that teachers need to know the time and place for using native language in EFL classes.
Alseweed (2012), on the other hand argued with his study that the native language has no value on teaching L2 grammar. 26 male students were chosen for study at Qassim University and “the passive and the active voice” was chosen as the grammar topic. The aim of investigation was to determine whether L1 is useful in teaching L2 English grammar. The study revealed that L2 must be used as a medium for teaching English grammar.
Demir (2012) investigated the Black Sea University students’ attitude towards using L1 in foreign language grammar teaching. According to study results, the majority saw L1 usage necessary when needed. However, others’ opinion showed that using L1 caused motivation disorder. As a result, according to study there were disadvantages and advantages of using L1 in grammar teaching.
It can be clearly seen that the arguments about the effect of native language in L2 classes still continue. Mahmoud (2012) mentioned in his study that in the 18^th and 19^th centuries with the grammar-translation method, native language was seen an important tool in L2 classes. Nevertheless, later approaches like audio-lingual approaches suggested that L1 has no place in L2 classrooms. He chose 50 students as a sample in order to examine the effect of native language while teaching target language. His study pointed out that avoiding using native language in classes was beneficial for both the lecturers and students. It showed that if students preferred to use only target language, their participation and consideration to the course would increase. Besides, teachers would be more qualified as they used the L2 in classes.
On the contrary, Mourssi (2013) conducted a study with the aim of investigating the effect of L1 on L2 acquisition for linguistic items. He chose 74 Arab learners of English in the University of the West of England, Bristol, UK. As a result, the study showed that L1 has an effect on L2 acquisition. In the study, the past simple was given as an example and overgeneralization was seen as a result.
To sum up, although there have been many investigations about the effect of L1 on L2 English classes, the controversies have still continued. While some researchers (Damra & Al Qudah, Demir (2012), Mourssi (2013) argued the positive effect of native language in second language classes, on the contrary, some other researchers (Alseweed, Mahmoud (2012) claimed the necessity for eliminating L1 in L2 classrooms.