How Does L1 Influence In Learning of L2

By

ACKNOWLEDGEMENT

I would take this opportunity to thank my research supervisor, family and friends for their support and guidance without which this research would not have been possible.

DECLARATION

I, [type your full first names and surname here], declare that the contents of this dissertation/thesis represent my own unaided work, and that the dissertation/thesis has not previously been submitted for academic examination towards any qualification. Furthermore, it represents my own opinions and not necessarily those of the University.

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ABSTRACT

In this study the researcher focuses to determine how Does L1 (Russian) Influence In Learning of L2 (English). This study is the replication of the study “Awareness of L1/L2 differences: does it matter? by Ahlem Ammar”. This target of that study was Russian students learning English as a secondary language. In this study, the participants are Russian students and the entire method and process is replicated.

Aims

To find out how L1 knowledge (meta-linguistic knowledge) will affect in forming Past Perfect tenses in English.

Research Question

What evidence is there of Russian L1 influence on students' ability to judge and to use tenses in L2 English?

What is the relationship between learners' awareness of L1-L2 differences and their success in judging or constructing L2 English tenses?

What is the correlation between multi-linguistics and grammar performance?

To what extent the rules of grammar teaching is a effective tools that help learners to distinguish the fields use the simple past and imperfect in Russian?

Findings

Russsian students do face problems in forming Past perfect tense in English.

Russian students do have a understanding of english words, they don't have full command but can transalte the English word in their native language.

Conclusion and Recommendations

In conclusion, we can say that the students who have English as a foreign language have to face a number of problems when they have to study in the conventional classrooms. The reason behind this problem is the fact that these students usually face a number of problems in their EFL classrooms and it is very difficult for these students to buck up. Meta-linguistics capabilities should be developed in Russian students during their childhood, it should be include in their schooling curriculum. Proper framework should be developed in order to get proper understanding of the grammatical structure of English by the Russian students.

TABLE OF CONTENTS

ACKNOWLEDGEMENTII

DECLARATIONIII

ABSTRACTIV

CHAPTER 1: INTRODUCTION1

Background of the Research1

Introduction2

Problem Statement3

Purpose4

Aim of the Study4

Research Question4

Rationale5

CHAPTER 2: LITERATURE REVIEW6

Previous research6

Relationship between First and Second Language8

Developing the ability to regard language as an object of reflection11

CHAPTER 3: METHODOLOGY13

Research context13

Participants14

Measures14

Instrument15

Grammaticality judgement15

Scrambled questions15

Interviews16

CHAPTER 4: DISCUSSION AND ANALYSIS18

Results18

Grammatical Judgment18

Interviews20

Scrambled questions22

Discussion23

CHAPTER 5: CONCLUSION AND RECOMMENDATIONS29

Recommendations33

REFERENCES34

APPENDICES39

Appendix 139

Appendix 242

CHAPTER 1: INTRODUCTION

Background of the Research

Second language is an emerging stream of research which indicates the existence of a link between meta-linguistic capabilities and recognition of word. Researchers also believed that learners in the beginning of learning a second language has no or moderate connection between the texts understanding and same skills (Bialystok & Ryan, 1985).The studies also signify the existence of a relationship between the capacity in L1 and L2; and the possibility of ...