The Interference of Mother Tongue in English Language Grammar Classes: A Case Study on Grade Six EFL Teachers

Abstract

The major intent of this study was to explore the interference of mother tongue in EFL grammar classes. Felege Abiot Elementary School was chosen via random sampling method (lottery). In this school in particular grade six, there were three EFL teachers. Three of them were selected with comprehensive sampling technique as to be participants. The study was a case study research design in nature. Classroom observation and interview were used to gather data from participants; the data were then analyzed qualitatively. The result of the study revealed that Amharic (L1) could be sparingly utilized in EFL grammar classes. Additionally, it was found that Amharic was used in occasions when the teachers and their learners failed to apply L2 in explaining idea, comparing and contrasting rules of Amharic and English language, offering instructions and confirming students’ comprehension. However, EFL teachers utilized the rules of Amharic to English language words. On the basis of these, it was possible to conclude that EFL teachers believed the use of L1 in L2 classes positively, but they directly employed the rule of L1 to L2 contexts unsystematically.