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

Statement	Disagree		Not Sure
Agree
1. I think learning English grammar by using English makes me lost.	14	73.68%	3	13.68%	2	10.52%
4. I could not understand any rules of grammar by using English itself.	16	84.2%	3	15.78%	0	0%
5. I find English language is difficult to understand when used only in grammar class.	7	36.84%	6	31.57%	6	31.57%
7. I find using English language in grammar class is interesting.	3	15.78%	4	21.05%	12	63.15%
8. I find using English language in grammar class is boring.	12	63.15%	5	26.31%	2	10.52%
19. I feel afraid of making mistakes when teacher using English only in grammar class.	6	31.57%	3	15.78%	10	52.63%
20. Learning English grammar by using English itself is a waste of time.	11	57.89%	7	36.84%	1	5.2%

Table 3. Negative Effect of English Usage in L2 Grammar Teaching
Above, the table shows that the participants can understand grammar when only English is used in English grammar classes. 84.2% disagree with the idea of not understanding any rules of grammar by using English itself. Besides, 63.15% don’t find using English language boring in English grammar class. 57.89% of the participants don’t see learning English grammar by using English as a waste of time. Only 52.63% responded as they feel afraid of making r mistakes when teacher using English only in grammar class (see Table 3).

Statement	Disagree		Not Sure		Agree
3. I prefer learning English grammar by using English itself.	3	15.78%	3	15.78%	13	68.42%
16. Using English in grammar class helps me interact with teacher and students.	0	0%	7	36.84%	12	63.15%
17. Using English in grammar class makes me think in English.	2	10.52%	3	15.78%	14	73.68%
18. Using Turkish in English grammar class makes me think in Turkish.	4	21.05%	6	31.57%	9	47.36%

Table 4.Positive Effect of L2 in Grammar Teaching
The participants stated that they find English useful in grammar class. 68.42% of the participant group prefers to use English itself while learning English grammar. 63.15% see using English grammar useful to interact with teacher and students. 73.68% responded as they think in English when they use English in grammar class. Only, 47.36% of the participants state that using Turkish in English grammar class makes them think in Turkish (see Table 4).
Discussions and Suggestions
The aim of this study is to investigate the effect of native language on English grammar. The results showed that native language has little effect on English grammar teaching as Alseweed (2012) mentioned in his study, L2 should be used as a medium for teaching English grammar. Learners emphasize that L1 can be used for passing the exams. Also, they think that using native language in English grammar class gives the feeling of comfort because, according to participants, they afraid of making mistakes when only English is used in grammar class. So, this shows the similarity of Damra and Al Qudah’s (2012) study. They say, teacher needs to know when to use target language.
The questionnaire results show the importance of using L2 in English grammar classes. The participants say that they can improve their language skills if they use target language. Besides, they think that they can develop themselves by using target language in grammar classes.
The results reveal that L1 usage in English grammar class has some advantages and disadvantages. As an advantage, learners can feel relaxed. In addition, they can benefit in order to pass the exams. For disadvantages of L1 usage, the item 18 (Using Turkish in English grammar class makes me think in Turkish) reveals that if a learner thinks in Turkish, s/he can make mistakes in grammar learning. For instance, the learner may make complex structures while composing a sentence. Also, thinking in Turkish may lead motivation disorder; the learners get difficulties speaking or any other comprehension skills.
Looking all these results, it can be suggested that learners need to be motivated for using target language in classrooms. Besides, if native language is required to use, the teacher should know when and where it can be used in classrooms. Apart from this, in order to get more comprehensible result, the number of participants can be increased.
Limitations
As our evaluation questions are limited they can be boosted. In addition, the study was applied only in one university and one class, so it can be more in order to get a good result.
References
Aseweed, M.A. (2012). The Effectiveness of Using L1 in Teaching L2 Grammar.
English and Education, 1, 109-120.
Damra, H.M., & Al Qudah, M. (2012). The Effect of Using Native Language on
Grammar Achievement and Attitudes Toward Learning of Basic Stages EFL
Students ın Jordan. Business and Social Science, 3, 300-306.
Demir, H. (2012). The Role of Native Language in The Teaching of The FL Grammar.
Journal of Education, 1, 21-28.
Mahmoud, S.S. (2012). The Effect of Using L1 (Arabic Language) in the L2 (English
Language) Classroom on the Achievement in General English of Foundation
Year Students in King Abdulaziz University. Sino-US English Teaching, 9,
1733-1738.
Mourssi, A. (2013). Crosslinguistic Influence of L1 (Arabic) in Acquiring Linguistic

Items of L2 (English): An Empirical Study in the Context of Arab Learners of

English as Undergraduate Learners. Theory and Practice in Language Studies, 3,

397-403.

*Department of English Language Teaching, Faculty of Education, Sakarya University