A Comparative Study of the Use of Persian vs. English in Teaching English Grammar to Iranian Students in Junior High School

Autor/inn/en	Mehrseresht, Kowsar; Gowhary, Habib; Azizifar, Akbar
Titel	A Comparative Study of the Use of Persian vs. English in Teaching English Grammar to Iranian Students in Junior High School
Quelle	In: Advances in Language and Literary Studies, 6 (2015) 4, S.221-225 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2203-4714
Schlagwörter	Foreign Countries; English (Second Language); Second Language Learning; Language Usage; Language of Instruction; Achievement Tests; Pretests Posttests; Comparative Analysis; Grammar; Teaching Methods; Outcomes of Education; Language Tests; Junior High School Students; Textbook Content; Statistical Analysis; Indo European Languages; Second Language Instruction; Native Language; Females; Iran + Suchen Sie Ihr Suchwort? Ausland; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sprachgebrauch; Teaching language; Unterrichtssprache; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Grammatik; Teaching method; Lehrmethode; Unterrichtsmethode; Lernleistung; Schulerfolg; Language test; Sprachtest; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Lehrbuchtext; Statistische Analyse; Indoeuropäisch; Fremdsprachenunterricht; Weibliches Geschlecht
Abstract	This study compared the relationship between the use of Persian vs. English in teaching English grammar to Iranian students and their achievement in learning English grammar. The participants of this study include 50 female students from a junior high school in Mehran. The researcher randomly selected 2 groups, one group was taught through the medium of Persian, while the other group was taught the same material through the medium of English. The materials were based on the content of the 3 lessons of third grade English text-book. Then a 30-item achievement test (pre-test) was administered to two groups to be getting insured of their homogeneity. The instruction began in two groups separately and the treatment lasted for 5 weeks. After the end of the instruction, the test was administered to two groups as post-test again. The data analysis showed that two languages (Persian & English) lead to positive learning outcomes in the post-test, although the instruction through Persian caused better results than the instruction through the English. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01