L1 and L2 Contrastive Explanation and EFL learners’ Learning of Relative Pronouns

Publish Year: 1396
نوع سند: مقاله کنفرانسی
زبان: English
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شناسه ملی سند علمی:

ELSCONF05_080

تاریخ نمایه سازی: 26 مرداد 1397

Abstract:

The use of contrastive analysis in teaching grammar has been introduced by second language acquisition scholars since the dominance of audio-lingual method. The review of the related studies on pedagogical contrastive analysis show that the results are confusing. While some scholars encourage language teachers to provide EFL learners with contrastive explanation of grammatical structures some others ban the use of contrastive explanation of target language structures. The present study aimed at investigating the impact of contrastive explanation of relative pronouns on improving Iranian EFL learners’ learning of relative pronouns. In doing so, 30 pre-intermediate language learners at Zabansara institute in Tehran were selected through convenience sampling. They were divided into two groups. Group A received L1 and L2 contrastive explanation of relative pronouns; whereas, group B received no contrastive explanation. After a 7-session-treatment the two groups received a post-test on relative pronouns. The data of the study were analyzed through running descriptive statistics and independent samples t-test. Results of the study indicated that there was a significant differencebetween the groups’ mean scores on the post-test, favoring the experimental group. Therefore,it was confirmed that L1 and contrastive explanation significantly contributes to EFL learning of relative pronouns. The results have practical implications for teachers of English as a foreign language as well as material developers