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Volume : II, Issue : XII, January - 2013 INVESTIGATING THE IMPACT OF L1 GRAMMAR NEGATIVE TRANSFER OF EFL UNIVERSITY STUDENTS ON L2 WRITING SKILL – REVISITED ASGHAR BASTAMI BANDPAY Published By : Laxmi Book Publication Abstract : This study was re-conducted after 2 years to a larger population to confirm the
previous research findings and also to discover why some Persian learners (EFL) have
still problems in learning certain structures of English language even in an academic
level. To answer, a general proficiency test was administered to a total of 426 female and
male university students of Payame-noor and Azad Universities in three different
departments (Humanities, Basic Sciences and Technical Engineering) through
homogenization. Out of which 220 participants whose scores ranged from 55-75 out of
100 were chosen as the upper-intermediate level and 46 participants were crossed out
during the TOEFL test due to frustration and lack of self-confidence. The same
instruments re-applied consisted of an edited researcher-made Opinionaire (RMO) with
new obtained reliability of 0.89 administered to 46 L2 teachers and edited Translation-
Recognition test (TRT) with new obtained reliability of 0.95 administered to respective
university instructors and L2 teachers and finally the respective participants' TOEFL
scores. To this end, the TRT administered to the participants contained one aspect of
grammatical errors which were predicted to be problematic parts of learning. That is,
the participants were required to translate 27 Persian sentences into English and in
recognition test, the participants were asked to read 27 English sentences and recognize
the erroneous part. To determine the level of difficulty of using English 11 grammatical
items for Iranian upper-Intermediate participants, a hierarchy of difficulty was
developed. In doing so, the number of errors was counted. On the contrary, in this study
the outnumbered issue was just highlighted. Then descriptive and inferential statistics
(Independent Samples Ttest, Pearson correlation and Friedman test) were applied to
analyze. The results also showed that L1 grammar negative transfer dose affect on L2
writing skill on Iranian EFL learners even in the academic level. Consequently, as
mentioned before and the same result was extracted in this study, by applying CA in EFL
classes, of course from guidance schools, drawing the EFL learner's attention to those
problematic areas of L2, increasing the time of teaching hour, assigning a trained
teacher for the respective classes and above all, to make these steps more practical. We
would probably be able to have more informed and less frustrated university EFL
learners owing to negative transfer. Keywords : Article : Cite This Article : ASGHAR BASTAMI BANDPAY, (2013). INVESTIGATING THE IMPACT OF L1 GRAMMAR NEGATIVE TRANSFER OF EFL UNIVERSITY STUDENTS ON L2 WRITING SKILL – REVISITED. Indian Streams Research Journal, Vol. II, Issue. XII, http://oldisrj.lbp.world/UploadedData/1829.pdf References : - Aid, F M, (1974). Semantic universals in instructional materials, TESOL Quart. Adjamian, C. (1976). "On the Nature of Interlanguage system."Language Learning". Akinbote,O.E., E. Odolown T, Ogunsanuvo (2003). The use of indigenous language in promoting permanent literacy and numeracy in the UBE programme.
- Routledge London and New York Brown, J. D. (2005). Testing in Language Programs. New York, NY: McGraw Hill.Cambridge's Preliminary English Test
- Bown, H. D. (1996) Contrastive Analysis and the language classroom. In Ronlinett (Ed.), On teaching English to speakers of other languages: Paper Read at the TESOL Conference, N.YCity,Washington, D.C. 1967, PP. 80-87
- Brown, H. D. (1994). Principles of Language Learning and Teaching (3rd ed.). Englewood Cliffs, NJ: Prentice Hall
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