International Journal of Language and L inguistics 2014; 2(6-1): 28-34 Published online November 18, 2014 (http://www.sciencepublishinggroup.com/j/ijll) doi: 10.11648/j.ijll.s.2014020601.15 ISSN: 2330-0205 (Print); ISSN: 2330-0221 (Online)

The relationship between the of Persian / Turkish as the first language and the grammar of English for Iranian female high school students

Maryam Dorosti, Fatemeh Behjat, Seyed Jamal Abdolrahim Zadeh

English Department, Abadeh branch, Islamic Azad University, Abadeh, Email address: [email protected] (M. Dorosti), [email protected] (F. Behjat) To cite this article: Maryam Dorosti, Fatemeh Behjat, Seyed Jamal Abdolrahim Zadeh. The Relationship between the Grammar of Persian / Turkish as the First Language and the Grammar of English for Iranian Female High School Students. International Journal of Language and Linguistics. Special Issue: Innovations in Foreign Language Teaching. Vol. 2, No. 6-1, 2014, pp. 28-34. doi: 10.11648/j.ijll.s.2014020601.15

Abstract: Relationship between first and second language effects the learning of the second language. The more the target language is similar to the first language, the better language achievement can be observed. The present study was an attempt to investigate the relationship between the grammar of Persian/Turkish as the first language and the grammar of English for Iranian female high school students. To this end, in the present study 6o high school female students from Marvdasht were selected as the participants. Out of 60, 30 students had Persian as their first language (Group A) and 30 students had Turkish as their first language (Group B). Regarding the aims of the study, Persian students took part in Persian grammar test, the Turkish students took part in test, and both groups participated in an test which was a standard achievement test based on students’ high school English text book. In this study, statistical techniques as mean, standard deviation, Pearson correlation were used. The result of the correlational analysis indicated that the grammar of Turkish and Persian are related to the grammar of English, but there is positively more relationship between the grammar of Turkish and English. Keywords: Bilingualism, English as a Second Language (EFL), First Language, Teaching Grammar

1. Introduction Whatever language we speak, English, Chinese, Hindi, or The medium by which speakers of a language Spanish, it will help us define ourselves personally and communicate their thoughts and feeling to others, the tool identify the community we belong to. But the fact is that we with which they conduct their business or the government of have a language is inextricably bound up with our humanity. millions of people, the vehicle by which has been transmitted To be human is to use a language, and to talk is to be a the science, the philosophy, the poetry of the culture is person (Maghsoudi, 2010). language. It is reasonable that an educated person should It allows people opportunities to express their point of know something of the structure of his or her language, its view, solve disagreements, and persuade peers to work position in the world and its relation to other tongues, the together. Language is a major means of influencing thinking wealth of its vocabulary together with the sources from and behavior of another person or one’s own. For language to which that vocabulary has been and is being enriched, and expand, children need to be given many opportunities to the complex relationships among the many different varieties interact. Children learn from speaking. Children need to feel of speech that are gathered under the single name of the socially competent and accepted to become competent language. The history of a language is bound up with the language users. Language is the way children are socialized history of the people who speak it (Baugh & Cable, 2002). by adults and the way we communicate with other people and Iran, a multilingual society, is home to a number of with ourselves (Berk&Winsler, 1995; Lindford, 1991; Tabors, language communities speaking Turkish, Kurdish, Arabic 1997). language among others. So, many children learn and speak International Journal of Language and Linguistics 2014; 2(6-1): 28-34 29

their first language at home and study all of the courses in used regularly outside the classroom, using the instructional Persian and English through their education. techniques and the intensity of instruction required to achieve Turkish grammar is not looked on by the Turks themselves success. The term English for speakers of other languages as a Classical Structured Language. They have their own (ESOL) is meant to encompass both ESL and EFL. Given the grammar rules which are not based on a classical system as importance of English in the modern, globalized economy, those in Latin or Greek.Most Turkish grammar for foreigners ESL is a large field of practice supported by considerable are written by linguists and grammarians, and they tend to bodies of research and many curricular resources. English is use a classical language framework; consequently, most an international means of communication, used by 1.5 billion , are peppered with such classic terms as accusative, people around the world for both instrumental and integrative dative, and locative, together with such tenses and moods as purposes (Alptekin, 2002;Griffler-Brutt, 2002; Crystal, 2003). subjunctive , etc. There is also a reflexive genitive in Turkish In an increasing number of universities around the world where both the owner and owned are suffixed. This there are seminar recordings on the uses of English in construction does not occur in classical grammar. So many international contexts, or on how effective methodologies can teachers have resorted to using a Persian name /izafet/. be developed for teaching an international language i.e. precede their noun and donot have to agree in English and what can be done to train future users of such a number or case. (Akalin&Zengin, 2007). global language. According to Nayar, (1997) there are clarifications of the terminology on 2. Literature Review teaching in different geographical regions of the world such as English as second language (ESL) as opposed to English Language is a source of communication. Whether this as foreign language (EFL) as well as English as an additional language is Russian, English or even sign language, the language (EAL). importance is that we have some sort of source for human In Iran Many children learn and speak their first language interaction. Knowing many different languages supplies us at home and study all of the courses in Persian through their with enormous possibilities in our contacts and education (Khadivi&Kalantari, 2011). understanding of other people living in other parts of the Learning grammar has been important in the process of world, that is, to say bilingualism (Nordlund, 2005). English language learning as a criteria, particularly for The concept of bilingual encompasses individuals who are English knowledge. Through English, individuals can attain sophisticated speakers, readers, writers of two or more their goals such as getting a job or passing an examination. languages. Bilingualism has been treated both as societal and To this end, the ability to reach at the high level of individual phenomenon (Romaine, 1995). In the world, proficiency in learning grammar has become the first and among the reasons cause bilingualism are various kinds of most important requirement for students throughout the migration, inter-marriage, and educational/vocational world (Carrvell, 1989; Grabe,1991; Lynch & Hutson,1991). opportunities (Crystal, 2003). Around 70 percent of the Every body’s first language influences the way one learn earth’s population is thought to be bilingual or monolingual his/her second language (Liszka, 2004). Many linguists from (Trask, 1999).Thus, there is a good reason to believe that diverse contexts are in fact, in favor of having an acceptable bilingualism is a norm for the majority of people in the world. amount of first language before second language acquisition, Bilingualism is common in some parts of the world, arguing that it can work as an important pedagogical tool to especially those places where there are many ethnic learn the grammar of another language (Anton &Dicamilla, minorities within a culture (Reich, 1986). 1999; Celik, 2008; Cook, 2001; De la Calina& Mayo, 2009). Because of modernization, some degrees of bilingualism Some people may feel comfortable using both languages in are typical of most people in the world. Bilingualism is a the same setting, and many switch from one to other easily. feature not just of individuals but also of societies. Societies There is now a world-wide recognition of the social, personal in which two languages are used regularly, or in which more and cognitive advantages of bilingualism. A sound than one language has official status or a recurrent functions, foundation is the language of home which increases people’s can be called bilingual. self-esteem and confidence, enhances motivation for Bilingualism is often the product of second language learning, increases cognition, strengthens family relations learning after the first language has been acquired, either supplies as a strong basis for learning the second language. through non-tutored exposure or through instruction. When people expand their abilities in two or more Individuals can become bilingual at any age, depending on languages, they catch a deeper understanding of language when they need to learn a second language or when and use it effectively. They put more practice in processing instruction becomes characteristic of a child’s earliest the language, especially when they gain literacy in both, and language system. Children growing up with parents who they are able to compare and contrast the ways in which their speak a minority language may also be bilinguals. English as two languages organize reality. Research has indicated that a second language refers to the process of producing bilingual children may also develop more flexibility in their bilinguals by teaching English as a second language (ESL) to thinking as an outcome of processing information through learners in an English- speaking context. By ESL, one means two different languages (Commins, 2001). the instruction is delivered in a context where English is not De la Compa and Nassaji (2009) conducted a study with 30 Maryam Dorosti et al .: The Relationship between the Grammar of Persian / Turkish as the First Language and the Grammar of English for Iranian Female High School Students two indicators teaching German at a university located in 4. Method western Canada, with their classes for pedagogical and social reasons, including translation, comparing and contrasting 4.1. Participants both languages, paraphrasing students’ ideas, and making The participants in this study were 60 students of Iranian jokes. Both the experienced and novice instructors have female high school students who were selected based on positive attitudes toward the exploration of first language in availability sampling. Out of 60, for 30 students Persian was that it enhances learning. their first language (group A) and for the rest, Turkish was Another study, the focal concern of which is the function their first language (group B). All these students were at pre- of teachers’ code- switching belongs to Gulzar (2010), who university level in high school in Marvdasht. The age range conducted a survey with 406 teachers in Pakistan EFL of these students was between 17-19 years old. classrooms. The findings of the study indicated that teachers employ code-switching to their first language for eleven 4.2. Instruments functions including clarification, ease of expression, giving effective instruction, creating a sense of belonging, checking To fulfill the purpose of this study which was to determine understanding, translation, socializing, emphasis, repetitive, whether there is any significant relationship between the function, topic shift, and linguistic competence in the same grammar knowledge of Persian and Turkish as first languages vein of thought. and English as a foreign language for Iranian high school Another study was conducted with four English teachers at students, there were three kinds of tests employed to answer a two after- school private language institutes in Cyprus by the present research questions. Copland and Neokleous(2011).Their transcriptions of the 1) A Persian grammar test (test1) which was developed observed class showed that teachers made use of L1 for a and piloted for reliability and validity, and the content total of eleven functions, including organizing the course, of which was a synthesis of all grammar points Iranian giving explanations, most notably grammar, giving students learn on Persian at school. instructions, asking and answering questions, reprimanding 2) A Turkish grammar test (test2) which was developed (Macaro, 2001), making jokes, praising, translating, using it and piloted for reliability and validity. This had the as markers, giving hints and opinions to the students. same contents as the first test adapted to the grammar of However, the qualitative analysis of the interviews with the Turkish. teachers indicated that all were critical of the use of Greek in 3) An English grammar test (test3) which was a standard language classes, even though they did not overuse it. achievement test based on students’ English high school Therefore, Copland and Neokleous (2011) concluded that text book. there are contradictions between the actions and beliefs of As for the validity of the first two tests (Persian and teachers because bilingual teachers have a sense of guilt Turkish grammar tests), the content was consulted with two when they teach L2 with L2.They also stated that the more teachers who were familiar with high school Persian the target language is similar to the first language, the better grammar text books. The Turkish grammar test was also language achievement can be observed. approved as being valid. With respect to the reliability of Considering the effects of first language on learning the these two tests, they were administered prior to the actual second language and regarding the importance of the administration of the test for research purposes to groups relationship between two languages causes some researchers similar to the participants of the study. An item analysis question whether this relationship can affect the students’ revealed an acceptable reliability level through Cronback’s learning. The present study is an attempt to investigate the Alphas as .67 and .82 respectively. The English grammar test relationship between knowing Persian as a first and Turkish was a standard achievement test based on students’ English as a second language and the knowledge of English as a high school text book. This test was taken from a preparatory foreign language grammar. test book for the applicants of the University Exam, the items of which has been previously used in Konkoor Examination, and therefore considered both as valid and reliable. The items 3. Research Questions of each test were 25, and students were took part in Persian The study is an attempt to answer the following questions: and Turkish grammar tests (Persian grammar test for Group 1 Is there any relationship between the knowledge of A and Turkish grammar test for Group B) for 30 minutes, and Persian and English grammar for Iranian female high then, both groups took the 25- item English grammar test, school students? which has done 30 minutes. 2 Is there any relationship between the knowledge of 4.3. Procedures Turkish and English grammar for Iranian female high school students? Before the administration of the tests, all participants were Which first language grammar, Persian or Turkish, is more given an oral description on the objectives and procedures of related to English grammar? the study in order to follow the research procedures thoroughly. The three tests were administered in on session. First, the first group whose mother tongue was Persian were International Journal of Language and Linguistics 2014; 2(6-1): 28-34 31

asked to complete the Persian grammar test, and then the Based on the obtained results, a correlation was found participants whose first language was Turkish were asked to between Persian grammar and English grammar (r=0.43), answer the Turkish grammar test. They completed them in 25 and as P<0.05, the relationship between Persian and English minutes. Then, the standardEnglish grammar test was given grammar scores was statistically significant. Therefore, the to both Groups A and B. It took about 25 minutes, too. first null hypothesis stating that there is no relationship Finally, the scores were obtained to be matched for further between Persian and English grammar is rejected here. data analysis. 5.3. The Second Research Question 4.4. Data Analysis and Design The second question concerns the relationship between the For answering the research questions, we used a grammar of Turkish as the first language and the grammar of correlational analysis. The SPSS software was used in English as the second language. analyzing the data through correlation coefficient. As the first Is there any relationship between the knowledge of Turkish step of data analysis, mean scores and standard deviations and English grammar for Iranian female high school were obtained to describe the data. The relationship among students? students’ knowledge of Turkish, Persian, and English To answer the question, the Pearson correlation coefficient grammar were then examined using Pearson correlation. was performed. According to the below table, there was a positive relationship between the knowledge of the grammar 5. Results & Discussion of Turkish and English as it was 0.57 (P<0.05). Table 3 shows the results. 5.1. Descriptive Statistics for the Participants’ Performance in the Three Tests Table 3. The Correlation between Turkish & English Grammar Scores

Descriptive statistics for Turkish, grammar, and English Variables correlation coefficient Sig. Turkish grammar test scores are presented in Table below. It shows 0.57 0.001 that the mean score for participants’ scores in Persian English grammar is 13.56, in Turkish grammar is 16.20, and in Total 30 English is 15.90. As Table reveals, there is a positive relationship between Table 1. Descriptive Statistics of the Participants’ Performance in Turkish, the students’ Turkish and English grammar scores. It can be Persian, and English Grammar Test concluded that the higher the scores of Turkish grammar, the Variable N mean Standard Deviation higher the knowledge of English grammar. Thus, the second Persian Grammar 30 13.56 2.78 null hypothesis is rejected, too. Turkish Grammar 30 16.20 2.92 5.4. The Third Research Question English Grammar 60 15.90 2.44 The last question posed in the present study was: 5.2. The First Research Question Which first language, Persian or Turkish, is more related to English grammar? The first research question concerns the relationship Considering the results of the above Tables the correlation between the grammar of Persian as the first language and the coefficient of Turkish grammar was 0.57, and that of Persian grammar of English as the second language. In order to grammar was 0.43. Therefore, we can conclude that Turkish answer this question, Pearson correlation test was used to grammar is more related to English than Persian grammar. identify the relationship between the grammar of Persian as Grammar is an important aspect of second language the first language and the grammar of English as the second acquisition, and it is the most important language area to be language. The research question was: mastered by EFL learners to use the language. Is there any relationship between the knowledge of Persian Second language learners appear to accumulate structural and English grammar for Iranian female high school entities of the target language but demonstrate difficulty in students? organizing this knowledge into appropriate, coherent Table 2 below reveals the correlation coefficient between structures. There appears to be a significant gap between the knowledge of the Persian grammar and the knowledge of accumulation and the organization of the knowledge. When English grammar. writing or speaking the target language (L2), second language learners tend to rely on their native language (L1) Table 2. Correlation between Persian and English Grammar Score structures to produce a response (Dechert, 1983, Ellis, 1997). Variables correlation coefficient Sig. Phipps and Brog, (2009) examined tensions in the grammar teaching beliefs and practices of three practicing Persian grammar 0.43 0.016 teachers of English working in Turkey. The teachers were English grammar observed and interviewed over a period of 18 months. The Total 30 observations provided insights into how they taught grammar 32 Maryam Dorosti et al .: The Relationship between the Grammar of Persian / Turkish as the First Language and the Grammar of English for Iranian Female High School Students while the interviews explored the beliefs underpinning the represented in the Table 4.3. There was a significant positive teachers’ classroom practices. The analysis indicated while at relationship between the grammar of the Turkish and English. one level teachers’ practices in teaching grammar were at The result of the third question was also investigated. The odds with specific beliefs about language learning, at another third question explores which one is more related to the level, these same practices were consistent with a more grammar of English, Persian or Turkish. As it was shown generic set of beliefs about learning. The latter, it is above, there was a relationship between the grammar of hypothesized, constituted the teachers’ core beliefs and it was Persian, Turkish, and English, but Turkish grammar is more these, rather than the more peripheral beliefs about language related to the grammar of English than Persian. learning, that were most influential in shaping teachers’ Despite the similarities of English and Turkish in noun- instructional decisions. phrase construction, noun-phrase in Persian are different and The foreign language teaching field is dynamic, and the their heads could be a noun or an infinitival verb. Pronouns mother tongue can be a useful instrument in the and proper names may also head noun-phrases, functioning communicative foreign language classroom. For instance, as genitives in complex noun-phrases. In Turkish, Noun where English grammar is posing a conceptual difficulty, an Phrase constraints are like English. illustration of a mother tongue equivalent can be helpful. For In both Persian and Turkish, the infinitival constructions many years, using the students’ mother tongue in teaching are very similar to the English gerundive. The only difference English in monolingual classes as a learning aid.(Georgiana, appears in the word order, where Turkish seems to behave 2012). like English more than Persian. In Persian, the head noun is The similarities between the languages enable students to preceded by determiner, the numeral constraints and the learn a language better. It also help them use their best way quantifiers, and it is followed by the modifiers, which consist possible. This study was an attempt to investigate the of an adjectival phrase. English and Turkish allow the relationship between the grammar of Persian and Turkish as determiners, numeral expressions, quantifiers and modifiers the first language and the grammar of English, and to find after the head noun except for literacy styles where adverbial which one is more related to English grammar. In this part, phrases can precede the head noun. the results are discussed and the research questions are Superlative adjectives do not appear in the postponed answered. adverbial phrase, instead, they precede the head noun. The first research question deals with the relationship Turkish and English share the same feature. If the head noun between the grammar of Persian and English. The is the subject or direct object of the relative clause, it is often correlational analysis for the knowledge of Persian and left. In such cases, the relativized noun may be replaced by a English grammar was 0.47. As shown in Table 4.2, there was resumptive pronoun in the clause it originated from. The use a positive relationship between the grammar of Persian and of the resumptive pronoun usually occurs when the head English. noun is separated from the relative clause by an intervening The finding of this study are consistent with Rashidi and Verb Phrase. Turkish and English follow the same rule, too. Dastkhezr (2009) who compared L1 (Persian) and L2 Dispite the similarities of English and Turkish in noun- (English) organizational pattern in the argumentative writing phrase constraints. Noun-phrase in Persian are different, and of Iranian EFL students. The study made within-subject their head could be a noun or an infinitival verb. Pronouns of L1 and L2 compositions in terms of and proper names may also head noun-phrases, function as organizational patterns, L1/L2 compositions into analysis. genitives in complex Noun Phrases. In Turkish, Noun Phrase The results showed that a majority of students use deductive constraints are like English. organizational patterns in both L1 and L2, but despite Bialystok (2001) considered the results of several studies similarities between L1 and L2 organizational patterns, L2 as concluded that bilingual children have advantages over organization patterns scores were not significantly correlated monolinguals in tasks which require a high level of control of with L1 organization scores, and their composition total attention that include misleading, distracting or irrelevant scores were different to each other. information. For example, logical reasoning in which the Based on this study, which points to the similarities participants have to consider several ideas – some of them between the grammar of Persian and English, and Turkish, perhaps irrelevant or misleading – before arriving at a correct certain propositional phrases such as locative and directional conclusion or decision. Bilinguals were better able to control prepositional phrases can follow verb. English and Persian their attention and performed significantly better than their follow a head initial pattern in noun-phrases. English and monolingual counterparts on tasks in which they were given Persian share the Propositional Phrase head feature. The misleading information. similarities between two languages cause students use the Ahangari, (2005) in her investigation stated that transfer of same way in analyzing and investigating the materials and assumptions from L1 writing cansometimes help the process use the same method. ofwritinginL2. In learning a second language writing The result of the second question was also investigated. skill,learners have two primary sources to construct a second The second research question deals with the relationship language system: knowledge and skills from the first between the grammar of Turkish and English. The analysis language and input from the second language. Herstudy for the knowledge of Turkish and English grammar was wasconducted to investigate the relative impact of first International Journal of Language and Linguistics 2014; 2(6-1): 28-34 33

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