An-Najah National University Faculty of Graduate Studies An Investigation of the Influence of Foreign Language Teaching on Mother Language Learning in 1st and in 3rd Grade Students from the Perception of Teachers in Nablus and Tulkarm Districts By Samira Lotfy Mahmoud Supervisor Dr. Fayez Aqel This Thesis is Submitted in Partial Fulfillment of the Requirements of the Degree of Master of Teaching Methods, Faculty of Graduate Studies, An- Najah National University, Nablus, Palestine. 2011 ii An Investigation of the Influence of Foreign Language Teaching on Mother Language Learning in 1st and in 3rd Grade Students from the Perception of Teachers in Nablus and Tulkarm Districts By Samira Lotfy Mahmoud This Thesis was defended successfully on 21 /9 /2011 and approved by: Defense Committee Members Signature 1. Dr. Fayez Aqel / Supervisor .. 2. Dr. Omar Abu Humos / External Examiner .. 3. Dr. Suzzane Arafat / Internal Examiner .. iii Dedication TToo tthhee ssoouull ooff mmyy ffaatthheerr.. FFiirrsstt,, mmyy hheeaarrttffeelltt tthhaannkkss ttoo AAllllaahh tthhee AAllmmiigghhttyy ffoorr ggiivviinngg mmee tthhee eenneerrggyy ttoo ccoommpplleettee tthhiiss tthheessiiss,, ffoorr bbeeiinngg mmyy iinnssppiirraattiioonn aalloonngg tthhee wwaayy.. MMyy ddeeeeppeesstt ggrraattiittuuddee ggooeess ttoo mmyy hhuussbbaanndd BBaassiimm wwhhoo uurrggeedd mmee ttoo aallwwaayyss ttrryy ttoo ccoommpplleettee tthhiiss tthheessiiss.. II tthhaannkk hhiimm ffoorr hhiiss lloovviinngg ssuuppppoorrtt aanndd eennccoouurraaggeemmeenntt,, wwiitthhoouutt hhiiss ttoottaall ssuuppppoorrtt,, tthhiiss tthheessiiss wwoouullddnn tt hhaavvee bbeeeenn ppoossssiibbllee MMyy ddeeeeppeesstt tthhaannkkss ggoo ttoo mmyy mmootthheerr,, bbrrootthheerrss aanndd ssiisstteerrss.. TToo mmyy mmootthheerr eessppeecciiaallllyy ffoorr hheerr eennccoouurraaggeemmeenntt aanndd lloovvee.. II ddeeddiiccaattee tthhiiss tthheessiiss ttoo mmyy pprreecciioouuss cchhiillddrreenn SSaaeeeedd,, AAyyaahh,, LLaaiitthh,, RReeeemm,, DDaalliiaa,, GGhhiinnaa aanndd LLaammaarr wwhhoo cchheeeerrffuullllyy uunnddeerrssttoooodd aanndd hheellppeedd mmee wwhhiillee wwoorrkkiinngg oonn mmyy ssttuuddyy,, wwiitthhoouutt tthheeiirr ppaattiieennccee,, uunnddeerrssttaannddiinngg,, aanndd ssuuppppoorrtt aanndd,, mmoosstt ooff aallll,, lloovvee,, tthhiiss wwoorrkk wwoouulldd nnoott hhaavvee bbeeeenn aaccccoommpplliisshheedd.. iv Acknowledgments Words can't truly express my deepest gratitude to my supervisor, Dr. Fayez Aqel whose encouragement, guidance and support from the initial to the final stages enabled me to develop and understand the subject. My thanks and appreciation goes to my thesis committee members for their encouragement, support, interest and valuable hints . Thanks also go to An-Najah National University for supporting this work. I also appreciate the efforts of all respected teachers and staff of Teaching Methods Department at An-Najah National University. Last but not least, I extend my thanks to all of those who supported me in any respect during the production of this thesis v : An Investigation of the Influence of Foreign Language Teaching on Mother Language Learning in 1st and in 3rd Grade Students from the Perception of Teachers in Nablus and Tulkarm Districts . Declaration The work provided in this thesis, unless otherwise referenced, is the researcher s own work, and has not been submitted elsewhere for any other degree or qualification. : Student's name: : Signature: : Date: vi List of Abbreviations English as foreign language EFL public schools P S first language L1 foreign language L2 second language acquisition SLA second language SL teaching English as a second language TESL foreign language FL mother tongue ML first grade 1st G third grade 3rd G English medium instruction EMI English as second language ESL vii Table of Contents Page Content No. iii Dedication iv Acknowledgements v Declaration Vi List f Abbreviations vii Table of Contents x List of Tables xii Abstract 1 Chapter One: Introduction to the Domains and the core of the Study 2 Introduction 1-1 4 The Statues of the English language 1-2 7 Teaching English 1-3 8 English Language in the Palestinian Educational System 1-4 10 Perceptions 1-5 11 Statement of the Problem 1-6 12 Purpose of the Study 1-7 12 Significance of the Study 1-8 13 Questions and Hypotheses of the Study 1-9 14 Limitations of the Study 1-10 14 Definition of Terms 1-11 15 Summery 1-12 16 Chapter Two: literature review 17 Introduction 2-1 17 Studies conducted in the Arab World 2-1-1 18 Studies in Arab World that claim that there is a positive influence of FL on ML concerning students` skills, cognitive abilities, cultural , identify and communication 2.2.1.1 22 Studies in Arab World that claim that there is a negative influence of FL on ML concerning student's skills, cognitive abilities, cultural and identify , and communication 2.1.2.1 26 Foreign studies 2-2-2 31 Discussion of Previous Studies 2.3 31 Summary 2.4 33 Chapter Three: Methodology 34 Introduction 3-1 34 Study Design 3-2 34 Population &sample of the study 3-3 36 Instrumentation 3-4 37 Reliability of the Instrument 3.4.1 37 Validity of the Instrument 3-4-2 viii Page Content No. 37 Statistical Analysis 3-5 38 Pilot Study 3-6 38 The Study Fieldwork Procedure 3-7 39 Study Variables 3-8 39 Independent Variables 3-8-1 39 Dependant Variable 3-8-2 39 Procedures 3-9 40 Distribution of the study sample according to the study variables 3-10 41 Ethical Issues 3.11 41 Summary 3.12 42 Chapter four: Results 43 Introduction 4-1 43 Results Related To the First Part 4-2 44 Teacher's Experience Domain 4-2-1 45 Student Development Domain 4-2-2 47 Student Previous Experience Domain 4-2-3 48 L1 Use In L2 Class Domain 4-2-4 50 Student Acquisition Domain 4-2-5 51 Student Age Domain 4-2-6 53 Part Two : Testing The Study Hypothesis 4-3 53 Results of the first hypothesis 4-3-1 55 Results of The Second Hypothesis 4-3-2 56 Results of the third hypothesis 4-3-3 60 Results of The Fourth Hypothesis 4-3-4 63 Results Of The fifth Hypothesis 4-4-5 65 Summary 4-4 67 Chapter Five: discussion 68 Introduction 5-1 68 Results related to the first part 5.2 68 Teacher's experience domain 5.2.1 69 Student Development Domain 5.2.2 70 Student previous experience domain 5.2.3 71 L1 Use in L2 Class Domain 5.2.4 71 Students' acquisition domain 5.2.5 72 Students' Age Domain 5.2.6 73 Part two discussion of the results testing the study hypothesis 5. 3 73 Discussion of Results of the first hypothesis 5.3.1 74 Discussion of Results of the second hypothesis 5.3.2 75 Discussion of results of the third hypothesis 5.3.3 76 Discussion Results of the fourth hypothesis 5.3.4 ix Page Content No. 76 Discussion Results of the fifth hypothesis 5.3.5 77 Recommendations 5.4 78 References 87 Appendixes x List of Tables Page Table No. 35 The distribution of the study population according to district and grade. Table (1) 35 Public school distribution according to district Table (2) 36 Items and item numbers of the domains in the questionnaire of the influence of FL teaching on ML in 1st and 3rd grades from teacher's perception in Nablus and Tulkarem Districts Table (3) 37 Alpha formula of instrument reliability. Table (4) 40 Sample distribution according to the study variables Table (5) 44 The scale scoring of Likret Scale Table (6) 44 Mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus and Tulkarem Districts on teachers` experience domain. Table (7) 45 Mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus and Tulkarem Districts on student development. Table (8) 47 Mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem Districts on the student previous experience domain. Table (9) 48 Mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus and Tulkarem Districts on the L1 use In L2 class domain. Table (10) 50 Mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem Districts on students' acquisition domain Table (11) 51 Mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus and Tulkarm districts on students' age domain Table (12) xi Page Table No. 53 Total score of all domains Table (13) 55 An independent-samples t-test was conducted to compare influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem districts in females and male teachers. Table (14) 56 An independent-samples t-test was conducted to compare influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem Districts in married and single teachers. Table (15) 57 Ms and SD between diploma, bachelor, and master degree holders Table (16) 58 A one-way between subjects ANOVA of the influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem Districts due to qualifications Table (17) 59 Post hoc comparisons using the Scheffe test Table (18) 60 Post hoc comparisons using the Scheffe test Table (19) 61 Ms and SD between subjects on the years of experience Table (20) 62 A one-way between subjects ANOVA of the influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem Districts due to qualifications Table (21) 63 Ms and SD between subjects on the years of experience Table (22) 65 A one-way between subjects ANOVA of the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus and Tulkarem Districts due to qualifications Table (23) xii An Investigation of the Influence of Foreign Language Teaching on Mother Language Learning in 1st and in 3rd Students from the Perception of Teachers in Nablus and Tulkarm Districts BY Samira Lotfy Mahmuod Supervisor Dr. Fayez Aqel Abstract The present study aims at investigating the influence of foreign language teaching on the mother language in 1st and in 3rd grades from the teachers' perceptions in Nablus and Tulkarm Districts. The research attempts to answer the following question: What is the influence of foreign language teaching on mother language in 1st and in 3rd grades from the teachers' perception in Nablus and Tulkarm Districts? After conducting an extensive literature review on the influence of foreign language (FL) teaching on mother language (ML), data was collected via a structured questionnaire developed in English which consisted of (70) items classified in four parts to measure the influence of FL teaching on ML in 1st and in 3rd grades from the teachers' perceptions. The participants of the study consisted of teachers in elementary schools in Tulkarm and Nablus Districts, particularly, the English teachers who teach 1st and 3rd Grades in the academic year 2010\2011. xiii The study was conducted on sample of (305) English teachers, which represent (34.15%) of the total study population. The sample was selected on the stratified random sample. The researcher managed to get a list of the public schools in both districts arranged in alphabetical order and assigned them numbers and selected schools with dual number in each district . Different statistical techniques were used to find out the result of the study. Statistical package for social science (SPSS) version 17 was used for data analysis. Various statistical tests and procedures were used including (means, frequencies, standard deviation, cross-tabulation, t-test for independent samples, ANOVAs, Post hoc Scheffe's test, Kolmogorov- Smirnov z to test the normality of distribution). P-value of less than or equal to 0.05 was used to test the significance in testing the study hypothesis . The results show that there is a positive influence of second language learning (L2) on first language learning (L1) in the study area. Teachers have positive attitudes towards teaching English in early ages: they enjoy teaching it. The claim, which indicates that L2 negatively influence L1 from the perceptive of students` development and cultural values are not valid according to the finding of the study. It can be said that introducing English in early ages will have neither cultural nor linguistic effects on Arabic acquisition. 1 Chapter One Introduction and Background 2 Chapter One Introduction to the Domains and the Core of the Study 1.1 Introduction Several studies were conducted in the Arab World about the significant role of teaching English as a second language (TESL). These studies maintain that learning English at earlier stages broadens the students` horizons and positively affects the learners` awareness, intelligence and achievement. They believe that English is an international language, the language of communication, business, science and scientific research. (Ahmad, 1990; Umaria, 1989). On the other hand, other studies oppose this point of view. Their main arguments are based on the opinion that introducing English as a second language in the primary schools interferes and consequently hinders the learning of their ML (Arabic). Moreover, this confuses the students and has a negative impact on their culture, religion and identity. These studies argue that students learning efforts should be concentrated on their ML. (Al-Shammary, 1989; Derbas, 2002; Al-Shawair, 2002; AL-Mutawa, 2005). Some Arabic scholars went further by issuing a religious statement (fatwa) that parents who teach their children English as a second language instead of focusing on Arabic language will be accounted on the Day of Judgment (Ibn Uthaimeen, n.d, Saudi Arabia). 3 A major shift in the new Palestinian curriculum is the decision made by the Palestinian Ministry of Education to teach English language as a foreign language starting from the 1st grade. Before this, the Jordanian and Egyptian curriculum taught English as a foreign language starting from the 5th grade. This decision was based on the theories of many linguists that there must be bidirectional interdependence between the ML (L1) and the FL (L2). As a matter of fact, only one side of this interaction has been emphasized in the relevant literature (Cummins, 1979). Moreover, there are many efforts in the field of linguistic studies that discuss the influence of the ML on the FL. Few of them deal with learning process itself. In fact they tend to the opposite direction; the effect that FL learning has on the development of ML skills (Larsen-freeman & long, 1991). Cummins (1979) predicts that transfer doesn t only occur from ML to FL but also from FL to ML, unless the exposure and motivation conditions are negative. While, in principle, transfer can occur both ways, Cummins emphasizes that we generally see only transfer from the ML to the other language. He attributes the lack of transfer in the opposite direction to the absence of motivation and exposure in a second or FL environment. 4 We argue in this study that the interdependence hypothesis may work both ways in an FL environment, and Cummins is right when he considers motivation and exposure as criteria for positive transfer from L2 to L1. It should be stressed that in this study, the FL is learned through instruction in the classroom, and students don t have direct access to the target language culture. Krashan called it "Poor acquisition environment" (Krashan, 1985). 1-2 The Statues of the English language After World War II, the spread of English became more visible as a result of sociopolitical and economic events. In addition to its dominance in colonized areas of the world, it began to spread in non-colonized countries and eventually English became the worldwide lingua franca, a language used for communication between people whose ML differs (Holmes, 1997). The unique case of the English language is often attributed to it being the dominant language of international diplomacy, business, commerce, popular media, education, science and technology in the twentieth and twenty-first century (Fishman 1992; Master, 1998). Today, for transmission of information, English is mainly used, accelerating its spread and making it the international language of knowledge and information, which are recognized as the tools of political 5 and economic power in our age. This being the case, it is no wonder that English is becoming more and more integrated into the field of education all over the world. The overwhelming spread of English necessitates that countries review their language policies in connection with education. The two outstanding phenomena in this respect are English-medium instruction and the teaching of English as a SL / FL. The former is known to be prevalent in former colonies of Britain and the U.S.A. where English had an official/semi-official status at some or all levels of education. Although there is now a tendency to revert back to the education in the ML, in some of these countries, due to social and political restructuring subsequent to political independence, English- medium instruction perpetuates. (Evans, 2002; Flowerdew; 1998; Rahman; 1997; Ramanthan, 1999; Tickoo, 1996). Among the countries that use English as instructional language in some of schools are China, Denmark, Poland, Turkey, Czech, where English does not have official/semi-official status (Crystal, 1987). In addition to the spread of English-medium higher education institutions throughout the continental Europe, English-medium secondary schools exist in countries such as Sweden .(Winsa, 1999) The spread of English can be viewed as three concentric circles, each representing type of spread, patterns of acquisition and the functional domains in which English is used: The inner circle, the outer circle and 6 expanding circle. The inner circle refers to the traditional basis of English, where it is the primary language (e.g. UK., us, Ireland, Australia, Canada and new Zealand); the outer circle includes over 50 countries where English is institutionalized (e. g. Singapore, India, Malawi) as a result of colonization and the expanding circle refers to countries that recognize the importance of English as an international language but have no colonial history (e.g. China, Japan, Israel, Greece). (Crystal, 1987, p.107). In outer circle countries English is learned and taught as a "second" language at schools (ESL), whereas in expanding circle countries English is learned and taught as a "foreign" language (EFL) and studied as a regular subject at schools, in terms of language instruction. English medium instruction (EMI) is an issue often addressed in connection with the outer circle countries, which are ESL contexts, where the major language of education is not the native language of students. In these countries, most of which are multilingual and multicultural, EMI affects a majority of people as it is a part of the national educational policy and is not solely a matter of concern for private schools. On the other hand, EMI is not a major concern for expanding circle countries that have adopted an education-in-the- mother-tongue policy at national level and EMI appears to be a rare educational practice rather than a common one in monolingual areas of the world (Crystal, 1987). 7 1.3 Teaching English Al-Mutawa' (2005) categorizes teaching English into three main forms: 1- Education bilingual programs: Where students learn two languages at the same time, with a gradual increase of what he learns in English more than his ML which at the end take place of his ML . 2- Immersion program student: where the child is being taught in English language at his early life with neglect to his ML. e.g. Canada 3- English as a second language: where students learn their ML and take English courses. This helps in spreading the English language (Al- Mutawa', 2005) 4- Teaching English as a foreign language: This form is widespread in the Arab world and in Palestine. Krashan (1985) mentions the term "poor acquisition environment" to describe the condition where students learn English only in the classroom environment without any exposure to the language in real life .This explains why students suffer from a general weakness in learning English and sometimes form Arabic words in English letters to compensate for this weakness. It should be stressed that in this study, the FL is learned through instruction in the classroom and students don t have direct access to the 8 target language culture. This study is about the influence of FL learning on the ML on the 1st and 3rd grade students. 1.4 English Language in the Palestinian Educational System Palestine like other Arab countries was under Ottoman Empire control for nearly four centuries, during which English language teaching was limited only to rich people like merchants. This changed dramatically after 1918 following the British invasion of Palestine and the establishment of the British Mandate. As with any other British controlled territory, English language became very important to Palestinian natives. After 1948, the educational system was neglected and English teachers had to rely on Jordanian English language textbooks in the WestBank (which taught English starting from the 5th grade) and on Egyptian texts in Gaza Strip (which teach English and French starting from the 9th grade) (Abdul-Aziz, 2001 as cited in AL-Mutawa, N. (2005). Palestinians assumed control of their own educational system only in 1994, following the Oslo Accord that gave them limited autonomy. In 1994, the Palestinians established the first curriculum center on the basis of a formal agreement between UNESCO and the newly established ministry of education of the Palestinian Authority (PA). The center, directed by the late Ibrahim Abu-Lughod, began its work in October 1995 with a team of researchers analyzing the existing curriculum. They consulted with educators and teachers throughout the West Bank and Gaza Strip and produced a blueprint containing the basic principles that should govern a 9 unified Palestinian curriculum. Since that time, new English language textbooks have been prepared for grades one and six and were introduced in September 2000. The PA Ministry of Education's plan was to introduce new English language textbooks for two more grades every year (grades two and seven in September 2001, grades three and eight in 2002, grades four and nine in 2003, and so on.) By the beginning of the 2006-2007, all students in all grades were using the Palestinian national textbooks (Mustafa, Matar & Bsharat, 2008) . In preparing the English language books, the ministry tried to incorporate basic principles suggested by Jarbawi. The most important of these principles focused on encouraging students to become critical thinkers. In the application of this principle, the new English language textbooks, as can be seen from the grades issued, rely less on facts and more on a student-centered approach (Moughrabi, 2009). Added to this, teachers of English language must be holders of bachelor degrees in literature and teaching English as a FL (TEFL). In the Palestinian Territories education system, compulsory basic education includes grades 1 to 10 and this is divided into the preparatory stage (grades 1 to 4) and the upper basic level (grades 5 to 10). Secondary education (general secondary education and a few vocational secondary schools) covers grades 11 and 12. (World Bank, 2006) 10 There is no grading system (marks) or written tests in grade 1 to 3. Teachers assess students on the basis of their progress through formative assessments, observations, student portfolios, and other assigned student work as the basis of their graduating judgment (Mustafa, Matar & Bisharat, 2008). 1.5 Perceptions Perceptions refer to evaluative concepts encompassing opinions and beliefs. They are interrelated concepts that have been areas of study for social psychologists. A conceptual overview of the umbrella term Attitude in the literature is presented below: about attitude attitudes have varied widely (Oskamp, 1977, p5). Differing definitions of perceptions have been offered. For example, in the early 1930 s, the attitude construct was seen as readiness to act, (Alport, 1935, as cited in Oskamp, 1977.) The view that studying attitudes is meaningful was connected to its relation to overt behavior. Many social scientists still believe that if attitude cannot predict behavior; it is futile to study attitudes in their own right. All of these concepts are closely interrelated and are difficult to measure in isolation. Besides, these distinctions are instrumental insofar as they have empirical consequences. The tripartite model of perceptions has been traditionally preferred for empirical validity (Fiske & Taylor, 1997). 11 The present study attempts to describe the perceptions described as opinions and beliefs, which are related to attitudes. 1.6 Statement of the Problem In spite of many merits of teaching English as a FL, in Palestine introducing English in low grades is still a controversial issue. There are educationalists and teachers who support this trend (Ahmad ,1990), while others are against it (Derbas ,2002). The former group believe that English is a universal language, being the language of science, communication and business. They also maintain that learning English in early stages broadens the horizon of the students and positively affects their awareness, intelligence and achievement. The latter group believe that introducing English in the primary schools interferes and hinders the learning of their ML, Arabic. They argue that Arabic is a complex language and children need to focus on it, and introducing another language at that early stage will confuse them and negatively impact on their ML and also on learning the FL later on. The researcher being an English language teacher in Tulkarm schools since 2007 felt the priority of conducting such a research in the field of FL and ML relationship, because of its importance to both students and teachers in the field of education, in addition to the assumption that understanding the relationship between ML and FL is important in successful language learning. The lack of studies being conducted in the 12 field of ML and FL relationship in Palestine was another reason for conducting this study. 1.7 Purpose of the Study The present study aims at investigating the influence of FL teaching on ML in 1st and in 3rd grades from the teachers' perception in Nablus and Tulkarm Districts. 1.8 Significance of the Study The analysis of the influence of FL on ML perhaps could be significant in three domains: to the teacher; they show a student s progress; to the researcher; they show how a language is acquired (what strategies the learner uses) and to the learner in that he can learn from these errors. The present study is significant as it: 1. Provides insight for both teachers and learners on the relationship between FL and ML on students at an early age. 2. Increases the teachers awareness of the influence of L2 on L1 through training them on the use of language teaching in the light of FL and ML relationship. 3. Provides explanation for the most common errors made by the 1st and 3rd grade students. 4. Deals with a new topic, which hasn t been given due attention in EFL. 13 1.9 Questions and Hypotheses of the Study 1.9.1. Study Question: What is the influence of FL teaching on ML in 1st and in 3rd grades from the teachers' perception in Nablus and Tulkarm Districts? 1.9.2. Study Hypothesis: The present study has the following null hypotheses: 1. There are no statistically significant differences at ( = 0.05) in the influence of FL teaching on ML in 1st and in 3rd grades from the teachers' perceptions in Nablus and Tulkarm Districts due to the teacher's gender. 2. There are no statistically significant differences at ( = 0.05) in the influence of FL teaching on ML in 1stin and 3rd grades from the teachers' perception in Nablus and Tulkarm Districts due to teacher's years of experience. 3. There are no statistically significant differences at ( = 0.05) in the influence of FL teaching on ML in 1st in and 3rd grades from the teachers' perceptions in Nablus and Tulkarm Districts due to teacher's academic qualifications. 4. There are no statistically significant differences at ( = 0.05) in the influence of FL teaching on ML in 1st in and 3rd grades from the teachers' perceptions in Nablus and Tulkarm Districts due to teacher's marital status. 14 5. There are no statistically significant differences at ( = 0.05) in the influence of FL teaching on ML in 1st and in 3rd grades from the teachers' perceptions in Nablus and Tulkarm Districts due to teacher's age. 1.10 Limitations of the Study: This study is limited to 1. The 1st and 3rd graders English language teachers in public schools in Nablus and Tulkrem Districts. 2. The academic year 2010-2011. 1.11 Definition of Terms: 1. 1st graders: This refers to the students who are in first grades in public/private schools in Palestine (Mohammed, 2004). 2. 3rd graders: This refers to the students who are in 3rd grades in public/private schools in Palestine (Mohammed, 2004). 3. FL: It is a term which is used for situations in which learners learn a language that is neither their ML nor spoken as means of communication in the place where they live (Mohammed, 2004). 4. Lingua franca: A Language used for communication between people whose first languages differ (Holmes, 1997). 5. "Poor acquisition environment : Describes the condition where students learn English only in the classroom environment without any real exposure to the language in real life. (Krashan ,1985) 15 6. Second language: It is known to be prevalent in former colonies of Britain and U.S., where English had an official/semi-official status at some or all levels of education. 7. Perceptions: Refer to evaluative concepts encompassing opinions and beliefs. Perceptions are interrelated concepts that have been areas of study for social psychologists. A conceptual overview of the umbrella term Attitude in the literature is presented below: about attitude attitudes have varied widely. 1.12 Summary This chapter has introduced the statement of the problem, objectives of the study, significance of the study, subject of the study, research hypotheses and procedures, limitations of the study and definition of terms. 16 Chapter Two Review of Related Literature 17 Chapter Two Review of Related Literature 2.1 Introduction This chapter surveys some of the studies conducted both in the Arab World and in foreign environments. Finally, this chapter is concluded by pinpointing the similarities and differences between the current study and pervious related ones. 2.1.1 Studies conducted in the Arab World Studies in the Arab World that discuss learning English at an earlier stage are divided into two different opinions: some Arab scholars (Ahmad, 1990; Umaria, 1989) claim that teaching English at an early stage for Arab students broadens their horizons and positively effects the learners` awareness, intelligence and achievement. They believe that English is an international language, being the language of communication, business, science and scientific research. On the other hand, other studies (Al- Shammary, 1989; Derbas, 2002; Al-Shawair, 2002) oppose this point of view. Their main argument is based on the opinion that introducing English as a second language in primary schools interferes and consequently hinders the learning of their mother language (Arabic). Moreover, it confuses the students and has a negative impact on their culture, religion and identity. These studies insist that students learning efforts should be concentrated on their mother tongue. (AL-Mutawa, 2005) 18 some Arabic scholars have gone further by issuing a Fatwa (an Islamic statement regarding an issue relating to Islam) that parents who teach their children English as a second language, instead of focusing on Arabic, will be accounted on the Day of Judgment (Ibn Uthaimeen, n.d Saudi Arabia). 2.2.1.1 Studies in Arab World that claim that there is a positive influence of FL on ML concerning students` skills, cognitive abilities, cultural and communication abilities Al-Ammar (2007) study aims at knowing the effect of studying English language on the Arabic language skills of pupils and their attitudes towards Arabic through the observation of Arabic language teachers and the opinions of specialists in teaching both Arabic and English, in addition to the direct monitoring of the effects on pupils using study instruments. The informants included different samples (pupils of sixth grade, Arabic language teachers and specialists in teaching languages). The study tries to answer the following questions: 1. What is the effect of teaching English on the attitudes of the pupils of sixth grade toward Arabic and their learning of Arabic language skills in different Arabic courses? 2. Through their observation, what do Arabic language teachers think about the effect of learning English on the Arabic language skills of their sixth 19 grade pupils, and what effect does it have on their attitudes towards Arabic? 3. From the language-teaching specialist's point of view, how does teaching English affect the Arabic language skills of pupils of sixth grade and how does it affect their attitudes toward Arabic? 4. Does differing in specialization have any statistical significance? The researcher adopted a descriptive analytical approach and used a number of instruments: A questionnaire for measuring pupils attitudes "before and after application", language skills tests "before and after application", comparisons between pupils' grades in Arabic courses of fifth and sixth grades, a second revision of the questionnaire for Arabic language teachers, and the third revision for specialists in teaching languages. The study was conducted in the academic year 2002, after approval had been granted to teach English language in primary schools in the Kingdom of Saudi Arabia. This study arrived at several conclusions and recommendations including: In the final analysis of the results, no difference of statistical significance was found to affect pupils' language or attitudes. The effect was only found in some of the language skills and some items of the attitudes measuring instrument. Teachers were found to adopt an objective position regarding the effect on students' mother tongue and their attitudes towards it, although some had noticed a small effect on some language skills. Language specialists denied any positive effect on pupils' native language or their attitudes towards it. On the contrary, Some 20 Arabic language-teaching specialists were found to be against teaching English in primary schools. 19.9% of Arabic language teachers and 22.7 % of the specialists in teaching languages were against teaching English in primary schools. Noor (2007) in his study aimed to discuss the influence of L2 on the syntactic processing of L1 by Arab EFL learners. Approaching syntactic processing through the Competition Model Research Paradigm, this study examined how Arab university students assigned the subject to the sentence of their mother-tongue (Arabic). The question of this study, therefore, was whether the advanced EFL learners processing of L1 syntax differed from that of EFL beginners in some respect. The subjects of the study were 72 Saudi university students. They belonged to either a mono-lingual university group (36 students) or to a bilingual university group (36 students) majoring in English. Overall, bilingual Ss displayed better performance as compared to their monolingual peers. However, there were no significant effects for word order. Other significant effects, such as intimacy, showed up primarily in NVN sentences in the performance of the bilingual Ss. When the two sentences had animate nouns, the bilingual Ss scored significantly higher on both VNN and NNV. This result shows that bilingual Ss used the benefit of their knowledge of the L2 to better process these sentences. The bilingual Ss showed more preference only for N1 subjective in VNN than the monolingual group, when speaking about case ending factors. This 21 demonstrated that bilingual Ss showed greater preference for a cue than the monolingual Ss. The overall results indicated that the differences between the performance of both the monolingual and bilingual Ss were mainly due to the overall changed state of the L2 users (i.e. their multi competence). Jamal (2005) discussed the effect of L2 on L1 writing (Arabic) on a sample of sixth grade students from KSA. In order to achieve the study objectives, the researcher developed a group of tests (5) in order to identify the main influence on L1. The study results showed that there were differences in competence between public and private school students. The research explained that English had no effect on Arabic but it might develop the students competence. A study conducted by the government of the Kuwait (2001) to identify the effect of L2 on L1 on a sample of (1200) students at an early stage of education. The results indicated that teaching English at early age helped develop student awareness and language skills. The study also showed that teachers attitudes were positive toward teaching students in Arabic rather than L2 in the teaching curriculum. Al Mutawa (1996) conducted a study in Kuwait to discuss the effect of SL on ML in the elementary stage. The comparison was of the effect of L2 on L1 with both a post and pre-experiment. The researcher found that L2 did not affect L1 in the second grade, while the level of 1st grade students was enhanced after including English in student s learning classes. 22 AL-Mutawa (1996) aimed at identifying the effects of introducing L2 on L1 in curriculum at the primary school level. The researcher also wanted to identify teacher attitudes toward L2 effect on L1. A sample of (2407) was selected.The study result showed that there were no negative effects of L2 on L1, and it enhanced the acquisition of Arabic as (L1). Taresh (1995) conducted a study to identify the effect of the teacher, supervisor, and administrator attitudes towards teaching English language in the elementary stage on students in Kuwait. His study found that the effect was an enhancement on the skills of communication, comprehension, reading and composition. He concluded that L2 enhances the students skills and their culture. 2.1.2.1. Studies in Arab World that claim that there is a negative influence of FL on ML concerning student's skills, cognitive abilities, cultural and communication abilities. Al Qudsi (2007) as cited in Jamal (2005) opposed this direction, which was one of the main goals of the Egyptian revolution in 1952. Al- Husary joined this opposition when he said "Teaching English affects negatively the child and hinders his cognitive growth." 23 Summary The above studies can be said to have the following claims: - Adults abilities in learning English are stronger than children . - Learning a second language is a very complex process and stresses children, particularly those from the Arab world because they already learn formal Arabic at school and cannot cope with learning, in effect, a third language . - Teaching English at 1st grade could have a negative effect, which causes some difficulty in writing for the two languages as evidenced by some studies on writing numbers and forming sentences. - Teaching English also increases the student s burden and will take some time away from other important subjects . - Teaching English opposes the main trend in Arab countries in Arabizing education. Al Ghammidy (2004) as cited in Jamal (2005) conducted a study about the effect of teaching English as a second language on mother language in the elementary school stages. In this study, Al Ghamidy indicated that there were some fears that there will be a negative effect on ML on the level of culture. 24 A governmental study in Qatar (2000) was conducted to identify the effect of L2 (English) on student language development on L1 (Arabic). The study examined students of the 4th and 6th grades, the scale was conducted on a sample of (1074) students distributed to 6 public schools that taught English at a late age and another 5 schools that taught L2 at an early stage, starting at the kindergarten level, and one school that taught all subjects in English .The study showed the following results: The excellent students who were taught subjects in Arabic and did not study any L2 in early stages in comparison to students who were taught in L2: There were no statistically significant differences at the level (alpha= 0.05) in mean of student scores in the 4th grade who did not study any L2 and students who studied in L2 for the side of students who study with L2 . There were no statistically significant differences at the level (0.05) in the mean of students scores in the 6th grade who did not study any L2 and students who did not study in L2 (AL-Mutawa, 2005).. . Afifi (1989) cited in Al-Mutawa (2005) conducted a study on the negative effects of bilingualism in Egypt. The researcher selected a sample of 575 to identify student s attitudes toward sciences taught in English and a post hoc test on two groups of students that been taught in Arabic and English at 6 schools. The study revealed that students that been taught in 25 Arabic as their L1 were better than students with English as their L2 (AL- Mutawa, 2005). Ashour (1986) cited in Al-Mutawa (1996) conducted a study in Egypt that aimed at identifying the effects of English language as L2 on students on L1. The study applied the lingual development scale on a sample of students in the 4th and 6th grades. The researcher found that L1 is negatively slower for students have been taught other foreign languages in comparison to students who were taught in Arabic only. The study concluded that the development of L1 for students who also learn another L2 is slow. Al Ma moury et al (1983) cited in Al-Mutawa (1996) conducted a study to reveal the effect of L2 on the learning of L1 (Arabic) for students in the elementary and secondary stage in Arab countries. The study was conducted on a sample of (700) student in various Arab countries. The study reached the following results: Students attitudes toward learning Arabic as (L1) is higher than English as (L2). The increase of the usage of colloquialism in class, decreasing student s attention toward L1 because of learning (L2). Based on the results of this study, the researchers recommended that students should learn L2 at a higher age when the students only focus the attention on his L1 (AL-Mutawa, 2005). 26 2.2.2 Foreign studies Ga´Bor Kova´ Cs (2008) conducted a study on handling L2 input in phonological STM. He discussed the effect of non-L1 phonetic segments and non-L1 phonetics on non word repetition. This article reports on an experiment comparing the effects of three discrete types of deviance from native language (L1) phonetics and phonology on verbal short-term memory performance. A non-word repetition task was used to measure the recall of four stimulus types: (a) high-probability L1-sounding non-words, (b) low-probability L1-sounding non-words, (c) non-words containing illegal L1 phoneme sequences, and (d) non-words containing non-L1 sound segments. Special response assessment criteria were used in order to control potential production effects such as an accent. Results revealed a seriously detrimental effect caused by the presence of unfamiliar sound segments in the input. The supporting effect of phonetic knowledge is restricted to perceptual analysis and the role of phonological/ phonetic knowledge is confined to reconstructive processes. Haisheng (2008) conducted a study to reveal effect of L2 phonetic learning on L1 vowel production. Mandarin-English bilinguals differing in the amount of L1 use produced Mandarin and English vowels. An acoustic analysis showed that both the Mandarin-English bilinguals of high L1 use and those of low L1 use deviated from the norm of Mandarin vowel /ii/. The Mandarin-English bilinguals of low L1 use who successfully acquired 27 English vowel /ai/ deviated from the norm of Mandarin vowel /ai/, indicating a carry-over effect of L2 vowel on L1 vowel production. An analysis of inter speaker variability indicated that some individual Mandarin-English bilinguals, including both speakers of high L1 use and low L1 use, were accented in the production of /y/, /ai/ and /au/. This research suggests that the L1 phonetic system established in childhood does not remain static; instead, it may undergo reorganization when the L1 and L2 phonetic systems are juxtaposed in a common phonological space interact. Benson (2005) conducted a study, proposing that mother tongue- based education perpetuates equity in education, especially among girls who are often regarded as disadvantaged in access to education. The study showed that mother tongue-based bilingual education aims to develop the learner's knowledge through reading, writing and thinking skills in the mother tongue (L1) while teaching a second or foreign language (L2) as a separate subject. Also, teachers in the mother tongue would gain the trust of girls and reduce the risk of abuse. The study participants from the Philippines and Papua New Guinea confirmed the proposition that girls stay longer in formal schooling and get positive results from mother tongue bilingual education. Margit (2004) conducted a study to reveal changes in back channeling behavior, the influence from L2 to L1 on the use of backchannel cue. Backchannel cues seem to exist in all languages. 28 However, backchannel behavior differs according to language and culture. This study argued that in the research on the use of backchannel cues in L1 and L2, transfer from L2 to L1 has to be considered reciprocally; e.g. Transfer of L2 Japanese back channeling into L1 German, as well as the transfer of L2 German back channeling into L1 Japanese. The results of this study show that both findings hold true. Data collected from videotaped dyads between monolingual Japanese and monolingual Germans first established the difference in the usage of backchannel cues in the two languages, with German as low and Japanese as high in the frequency of backchannel cues. Next, one long-term Japanese resident of Germany and one long-term German resident of Japan were each videotaped conversing with a monolingual speaker of their L2 and then again with a speaker of their L1. Their usage of backchannel cues in each conversation was analyzed. Participants were given a questionnaire to ascertain their awareness of differences in conversational styles. The results showed a transfer from L2 Japanese on L1 German but none from L2 German on L1 Japanese. Various reasons for the transfer or non-transfer of backchannel cues are presented, as well as possible measures which could incite Japanese to change back channeling behavior, to avoid disasters in political and economic negotiations. Kecskes (2001) conducted a study that aimed at studying how foreign language learning affects mother tongue acquisition. The main argument of this study is that foreign language learning can support L1 29 development. This is not a new idea because Vygotsky (1962: 110) wrote the following: ....foreign language facilitates mastering the higher forms of the native tongue. The child learns to see his language as one particular system among many, to view its phenomena under more general categories and this leads to awareness of his linguistic operations . Although most linguists acknowledge that there must be a bidirectional interdependence between the first language (L1) and the foreign language (FL), only one side of this interaction has been emphasized in the relevant literature (Cummins, 1979; Cook, 1991; Larsen-Freeman & Long, 1991). The researcher argued in this study that the interdependence hypothesis may work both ways in a foreign language environment from L2 to L1 and from the first language to the other language. Pavlenko (2000) conducted a study to reveal L2 Influence on Ll in Late Bilingualism. The purpose of the present paper is to bring together several studies in an emerging area of inquiry, suggesting that the acquisition of the second language (L2) influences the first language (L1) in adulthood, in order to reconceptualize the findings within a unitary theoretical framework. Previous research has convincingly established that L2 may influence L1 learning. In the present paper; evidence is presented that similar processes may take place in adult L2 learning and lies, with L2 influencing L1 phonology, morph syntax, lexical, semantics, pragmatics, rhetoric, and conceptual representations. The processes taking place in these diverse areas are brought together within a single framework as 30 borrowing, convergence, shift, restructuring, and loss. Possible constraints of L2 influence in adulthood are proposed and theoretical implications discussed, in particular with regard to the nature of L1competence. Kecskes and Papp (2000) in their study examine all aspects of the influence of foreign language learning (FLL) on the development of mother tongue skills from a cognitive-pragmatic perspective. They explain and analyze in-depth throughout the book how FLL influences L1. They go farther than other studies in this field. They discuss this effect, focusing not only on demonstrating that this influence exists but also on explaining how it occurs by reexamining and discussing issues such as conceptualization in an L2, meta linguistic awareness, linguistic relativity, the relationship of thought and word, transfer of skills, and others. The authors analyze rigorously and in-depth the influence of FLL on the mother tongue in multilingual environments and the educational benefits that FLL brings. They argue that learning languages brings not just linguistic benefits but also positively affects cognitive development. The issues that this book raises are based on the authors' research and on their review of a large number of research studies in the field. The authors state the necessity of implementing and putting into practice intensive FL instruction across the curriculum, so that learners can achieve high proficiency in a FL. In this way, by being multilingual, performance in the L1 is enhanced. McNamara (1996) sees that achievement in the second language is always negative to the acquisition of the skills of mother language. 31 Cummins (1978) opposes this view by emphasizing that this negative effect is due to the time dedicated to teaching ML, but not to the influence of the FL. (AL-Mutawa.N, 2005). 2.3 Discussion of Previous Studies After the researcher conducted an extensive survey on previous studies that are related to the field of the influence of FL on ML, she managed to identify two main approaches: The first approach claims that there is a positive influence of FL on ML. Such studies are more accurate and new .The influence of FL on ML concerning student's skills, cognitive abilities, cultural and communication abilities. e.g. ( Al-Ammar ( 2007), Hashim H. Noor (2007) , Jamal (2005), Kuwait (2001):, Al Mutawa (1998) Taresh (1995) , Ahamd (1990) , Al- Mutawa (1996), Margit Krause-Ono (2004) Istvan Kecskes and Tünde Papp (2000) The other approach opposes these claims, stating as a matter of fact that there is a negative influence of FL on ML . E.g. (Al Qudsi ( 2007) , Al Ghammidy (2004),Qatar(2000), Afifi (1989), Benson, Carol (2005) Ashour (1986) , Al Ma moury et,al (1983)and Macnamara (1996) . 2.4 Summary This study is similar to previous studies in that it seeks to investigate the influence of FL on ML from the perception of teachers while it is different from other studies in that it is conducted in the Palestinian environment and it also includes 1st and 3rd grade English teachers 32 perceptions of such influence. However, this study is the first to investigate the role of variables (gender, experience, qualification, status, and age) on L2 influence on L1 in a Palestinian setting . 33 Chapter Three Methodology 34 Chapter Three Methodology 3.1. Introduction This chapter is devoted to specifying the steps and the methodology used in carrying out the research endeavor. This chapter discusses research design, study population and sample, instrument and its validity and reliability, data collection procedures, and the statistical analysis. 3. 2 Study Design This study uses a cross-sectional design, based on questionnaires. The study design involves observation of a representative sample of the 1st and the 3rd grade English language teachers in Nablus and Tulkarem Districts in the 1st of April 2011 till- 30th of June. 2011. It employs descriptive and inferential design. The primary goal is to try to provide as comprehensive description as possible, whereas the cross sectional is focused on individuals at a fixed events during life. 3.3 Population & Sample Of The Study This study was conducted in two Palestinian districts (Nablus and Tulkarem). The study population included all the 1st & the 3rd grade English language teachers in public schools in these areas. The study sampling frame was restricted to public 1st and 3rd grades English teachers, taken from the Palestinian Ministry of Education and 35 higher education database in 2010-2011 in Nablus and Tulkarem Districts. The number of schools and 1st and 3rd grade English language teachers was established from information at the Department of Planning and Statistics at the Palestinian Ministry of Education in each respective district. A numbered list of public schools was taken and printed, each school with a dual number was selected in order to ensure a random sample. According to the Department of Planning and Statistics, the total number of public schools in both Nablus and Tulkarem is (266), with a total of (N=893) of 1st and 3rd grade teachers. The following table shows the numbers and distribution of the study sample. A representative stratified sample of (n=305, 34.1%) was selected according to their districts. Table (1) shows the distribution of the study population according to district and grade. Males Females grade district 87 203 1st grade Nablus 177 298 3rd grade 264 293 total 18 46 1st grade Tulkarem 22 47 3rd grade 40 93 total Source: planning and statistics department, PMOE 2011-2010 Table (2): Public school distribution according to district District No. Public Schools Nablus 143 Tulkarem 123 Total 266 source: Planning and Statistics Department, PMOE 2011-2010 36 The study was conducted on a sample of (305) English teachers which represented (34.15%) of the study population. 3.4 Instrumentation After conducting an extensive literature review on the influence of FL teaching on ML, data was collected via a structured questionnaire developed in English language which consisted of (70) items in three parts, organized to measure the influence of FL teaching on ML in the 1st and 3rd grades from the teachers' perceptions in Nablus and Tulkarm Districts: A- First: it informed the respondant of the objectives and the importance of the study, and assured them that the data collected was for scientific purposes only. B- The Second: it collected demographic information (gender, years of experience, qualification, marital status, and age). C- The third: this was devised to collect information on the influence of FL teaching on ML in 1st and 3rd graders from teacher's perception in Nablus and Tulkarem Districts. The following table shows these domains and their items in the questionnaire Table (3): items and item numbers of the domains in the questionnaire on the influence of FL teaching on ML in 1st and 3rd graders from teacher's perception in Nablus and Tulkarem Districts\ No. Of Items Items Domain 7 8-14 Teachers` Experience 6 15-20 Students Development 6 21-26 Students Previous Experience 14 27-40 ML Usage In FL Class 12 41-52 Student Acquisition 18 53-70 Student Age 37 3.4.1 Reliability of the Instrument To determine the reliability of three sub-questionnaires, alpha formula was used as in table (4). Table (4) alpha formula of instrument reliability. Domain Reliability Teachers` Experience 0.78 Students Development 0.82 Students Previous Experience 0.72 Ml Usage In FL Class 0.65 Student Acquisition 0.73 Student Age 0.81 Total Score 0.77 The results of table (4) show that the ranges of reliability were between (0.72 0.82), and total score (0.77), all of these values are suitable for conducting such a study. 3.4.2 Validity of the Instrument The questionnaire was reviewed by a group of experts in the field of English language teaching (see appendix C). They deleted and rephrased some items until the study instrument reached its final form. 3.5 Statistical Analysis The Statistical package for social science (SPSS) version 17 was used for data analysis. Various statistical tests and procedures were used including (means, frequencies, standard deviation, cross-tabulation, t-test for independent samples, ANOVA, post hoc Scheffe's test). P-value of less 38 than or equal to 0.05 was used to test the significance in testing the study hypothesis. 3.6 Pilot Study A pilot study was carried out in (7) public schools in Tulkarem in order to identify potential problems and to revise the methods and logistics of data collection before starting the actual fieldwork. (30) 1st and 3rd English teachers were selected randomly, of which (58.2 %) females and (41.8%) age with mean age of (31-35) years for males and (26-30) years for females. After the pilot study, the proposed time set for the questionnaire was revised as it was found that more time was needed. In addition, some questions in the questionnaire were revised to make it more easily understandable for participants while preserving the same objectives of the questions. 3.7 The Study Fieldwork Procedure 1- Nablus schools: (73) public schools were visited in Nablus in order to distribute the questionnaire on 1st and 3rd grade English teachers. Each visit took (3 hrs) and the fieldwork in Nablus public schools was carried out in (19) days resulted in interviewing (219) teachers. 2- Tulkarem schools: (28) public schools were visited in Tulkarem District in order to distribute the questionnaire on 1st and 3rd grade English 39 teachers. Each visit took (2 hrs) and the field work in Tulkarem public schools was completed within (10) days resulted in interviewing (86) teachers. 3.8 Study Variables The study included the following variables: 3-8-1 Independent Variables Gender: with two classes (male and female) Years of experience: with four levels (1-5, 6-10, 11-15, and more than 15 years) Qualification: with three levels (diploma, bachelors or masters) Age: with four levels (less than 25, 26-30, 31-35, and more than 35years old). Status: if the teachers were married or single . 3-8-2 Dependant Variable The influence of FL teaching on ML in 1st and 3rd grade from the teachers' perception in Nablus and Tulkarem Districts. 3.9. Procedures The researcher used the following procedures during the application of this study: First, after establishing the validity and reliability of the instrument by the experts in education who approved the utility of the instrument for carrying 40 out the study, the researcher incorporated the changes, which were suggested by the experts. Second, the researcher brought the population of the study. Third, the researcher selected the study sample using stratified random sample method as a sample of the study (Krejice & Morgan, 1970). Fourth, the researcher conducted a pilot study on (30) 1st and 3rd grade English language teachers in Tulkarem public schools. Fifth, the researcher herself distributed the copies of the instrument on teachers. In order to obtain more valid and credible results teachers were given the freedom to complete the questionnaire. In addition, the completion was voluntary. Sixth, the researcher managed to collect almost all the copies. Then the questionnaire was statically treated. 3-10 Distribution of the study sample according to the study variables. Table (5) sample distribution according to the study variables. Study independent variable N % Variable Level Gender Male 160 .525 Female 145 .475 Years Of Experience 1-5 Years 125 41.0 6-10 Years 85 27.9 11-15 Years 30 9.8 More Than 15 Years 65 21.3 Qualifications Diploma 30 9.8 Bachelor 260 85.2 Master 15 4.9 Marital Statues Married 160 52.5 Single 145 47.5 41 Study independent variable N % Variable Level Gender Male 160 .525 Age Less Than 25 Years 30 9.8 26-30 Years 80 26.2 31-35 Years 75 24.6 More Than 35years 120 39.3 3.11 Ethical Issues This study is conducted on human subjects, and to assure that the ethical issues are taken into consideration, permission to conduct this study was obtained from the Palestinian Ministry of Higher Education in Ramallah, Nablus, and Tulkarem. In addition, teachers were informed about the purpose of the study before the interview and were told that their participation was voluntary, and any information obtained would be confidential and would be used for scientific research purposes only . 3.12 Summary This chapter dealt with methodology and design. Moreover, the researcher classified the chapter by first presenting the population distribution. Then, the researcher presented the sample in accordance with the study variables (gender, qualification, years of experience, marital status, and age). Additionally, the researcher ensured that checks on the validity and reliability of the instrument were enforced. After that, the researcher displayed the procedures she followed in carrying out the study. 42 Chapter Four Results 43 Chapter Four Results 4.1 Introduction The Results will be presented in two parts. The first part deals with the descriptive analysis of the influence of FL teaching on ML in 1st and 3rd grade from the teachers' perceptions in Nablus and Tulkarem Districts in studying seven domains. The second part is dedicated to test the validity of the study hypothesis, and to discuss the role of the variables (gender, experience, qualification, martial statues, and age) in the perception of 1st and 3rd grade English language teachers in the study area. 4.2. Results related to the first part The first question was: What is the influence of FL teaching on ML in 1st and 3rd grades from the teachers' perceptions in Nablus and Tulkarem Districts? To answer the study questions; mean, standard deviation, and percentages of each item, domain and total score of the influence of FL teaching on ML in 1st and 3rd grades from the teacher perceptions in Nablus and Tulkarem Districts is computed. The study adopted a five-point scale in which the length of cells was determined through calculating the range of the scale (5-1=4) and divided on the highest value of the scale to determine the cell length, (5\4=0.8) then added to the lowest value in the scale to determine the lowest value of scale (1+0.8=1.8): 44 Table (6): the scale scoring of Likret Scale 1-1.8 very low 1.81-2.60 Low 2.61-3.40 Moderate 3.41-4.20 High 4.21-5 very high for data analysis, the researcher used the following percentages: (80 %) and more is very high degree of self-learning effect. (70-79.9%) is a high degree. (60 - 69.9 %) is a moderate degree. (50 - 59.9 %) is a low degree. (less than 50 %) is a very low degree. The following tables (7) , (8), (9) , (10), (11) and (12) shows the results of the study question: 4.2.1. Teacher's Experience Domain What is the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perceptions in Nablus and Tulkarem Districts on the teachers' experience? Table (7) mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML . No Items M SD Percent degree 1. I feel responsible for taking the class on time. 4.0000 .62828 80.0 Very high 2. I d try to do my best to accomplish the job with enthusiasm. 3.8852 .77158 77.7 high 3. They feel responsible for getting information about the student's social life 3.2951 .63723 65.9 moderate 4. I try to do my best to help 3.9508 .49425 79.0 high 45 poor students 5. I enjoy teaching of English as L2 in particular. 4.2459 .76209 84.9 very high 6. I Spend time with the students on lesson-related subjects (activities) 4.0000 .62828 80.0 Very high 7. I have the ability to look for supplementary material to support L2 classes. 3.5738 .87845 71.5 high Total score of teacher's experience 3.8501 .38988 77.0 High maximum point of response ( 5 ) points. Teachers' experience domain, results indicate a high degree with (M=3.8, SD=0.87, 77%). It is worth mentioning that item (8, 11, 13) received the highest score, item (11) (M=4.2, SD=0.76, 85%) which indicates that respondents perception of teaching English as FL is an enjoyable task. This may be interpreted as evidence that teaching English can enhance teacher-student communication and cooperation. 4.2.2. Student Development Domain What is the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception? Table (8) mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML. No Items M* SD Percent Degree 8. L1 errors are frequent among students who have been exposed to L2 3.803 .67424 76.1 High 9. Orthographical errors are the more frequent among students who use L2 in their life. 3.245 .82430 64.9 moderate 10. Pronunciation errors in L1 are common among students 3.245 .88213 64.9 moderate 46 who have been exposed to L2 in their environment. 11. Syntactic errors in L1 are common among students who were exposed to L2 in their environment. 3.114 .94414 62.3 moderate 12. Achievement in L1 is negatively affected when students learn L2. 2.524 1.16989 50.5 low 13. My perception of the cultural values of L1 is influenced by L2. 2.803 1.11538 56.1 low Total score of student development 3.123 .47402 62.5 moderate maximum point of response ( 5 ) points. Student development domain, results indicates a moderate response degree with (M=3.1, SD=0.47, 62.5%). This domain s total score was lower than teacher's experience domain, It is worth mentioning that item (15) received the highest score, item (15) (M=3.8, SD=0.67, 76.1%) which indicates that respondents believe L1 errors are frequent among students who have been exposed to L2. This may be interpreted as meaning that these errors are not as a direct results of the exposure to L2 because almost all student's are exposed to L2. While item (19, 20) "achievement in L1 is influenced negatively for students who study L2 "is the low score (M=2.5, SD=1.1, 50.5%). This indicates that student's achievement in L1, and cultural values are not influenced by exposure to L2. This is very important because it agrees with other studies of the positive influence of L2 on L1.( Ammar ( 2007), Hashim H. Noor (2007) , Jamal (2005) , Kuwait (2001):, Al Mutawa(1998, Taresh (1995) , Ahamd (1990), Al- Mutawa (1996), Margit Krause-Ono (2004), Istvan Kecskes1(2001)and Istvan Kecskes and 47 Tünde Papp (2000 ) and disagrees with many Middle Eastern studies that indicates that L2 negatively influences L1 from the perceptive of students` development and cultural values Macnamar(1996) Al Ma moury et ,al (1983) Ashour (1986) Afifi (1989) Qatar(2000) Benson, Carol (2005) and Al Ghammidy (2004). 4.2.3. Student Previous Experience Domain What is the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus ? Table (9) mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML. No Items M SD Percent Degree 14. Learning L2 at kindergarten affects students` learning of L1 negatively. 3.3607 1.05806 67.2 moderate 15. I feel that courses taught at an early age focus on L1 more than L2. 2.8525 .90387 57.1 low 16. Students acquire their L2 vocabulary from English textbooks . 3.6557 1.00795 73.1 high 17. Students learn songs in L2 more quickly than learning in L1 in the primary school classes. 3.7541 .76209 75.1 high 18. I encourage students to use L2 vocabulary in the class. 3.9672 .86920 79.3 high total score of student previous experience 3.6366 .42158 72.7 high maximum point of response ( 5 ) points. Students` previous experience domain results indicate a high response degree with (M=3.6, SD=0.42, 72.7%). It is worth mentioning 48 that item (23) received the highest score, item (23) (M=4.2, SD=0.94, 84.6%) which indicates that respondents believe that L2 influence is highest among Arab students who were born in an English speaking country, which is a natural outcome of the fact that there is a real exposure to L2. 4.2.4. L1 Use In L2 Class Domain What is the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perceptions in Nablus and Tulkarem Districts on the L1 use In L2 class domain? Table (10) mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML. No Items M SD Percent Degree 19. I prefer to use L1 as a medium of instruction in L2 classroom. 2.6230 .97946 52.5 low 20. L2 could play a supplementary role in teaching L1 in the classroom. 3.0492 .79939 61.0 moderate 21. The use of L2 in teaching affects L1 learning negatively. 2.3115 1.18295 46.2 Very low 22. L2 should be the only medium of instruction in L2 classes. 3.1475 1.14473 63.0 moderate 23. Conversing in the classroom should be in L1 only. 2.7541 1.21200 55.1 low 24. Utterances in the classroom are approximately an equal mixture of L1 and L2. 3.0000 .76948 60.0 moderate 25. Class instruction should be in L2. 3.8852 .94414 77.7 high 26. Utterances used in the class should be in L2 only. 3.4918 .73946 69.8 moderate 27. Teachers beliefs about L1 3.1475 .47421 63.0 moderate 49 are consistent with their teaching practices in L2 classroom. 28. Teachers of EMs differ from teachers of NEMs in terms of their attitudes towards L1 in the classroom 2.8754 .63677 57.5 low 29. L2 teachers can use L1 to convey meaning. 3.0623 .34324 61.2 moderate 30. Relationship between reading in L1 and reading in L2 is stronger in process than in product of reading. 3.0230 .42473 60.5 moderate 31. Transfer of L1 reading strategies negatively affects L2 proficiency. 2.8623 .67428 57.2 low 32. L1 strategies are not always helpful in constructing appropriate meaning. 3.0361 .46099 60.7 moderate total score of L1 use in L2 class 3.366 .42158 67.3 moderate L1 Use In L2 Class domain, results indicates a moderate response degree with (M=3.3, SD=0.42, 67.3%). It is worth mentioning that items (29) received the lowest score, item (29) (M=2.3, SD=1.1, 46.2%) which indicates that respondents indicate that the use of L2 in teaching has a negative effect on the learning of L1. This is very important because it agrees with other studies of the positive influence of L2 on L1 and disagree with many Middle Eastern studies that indicates that L2 negatively influence L1 from the perceptive of students` development and cultural values. 50 4.2.5. Students' Acquisition Domain What is the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus and Tulkarem Districts on students' acquisition domain? Table (11) mean, standard deviation, and percentages of each item, and total score of the influence of FL teaching on ML. No Items M SD Percent Degree 33. Learning L2 is the best way to develop student s comprehension. 3.1705 .52294 63.4 moderate 34. Learning L2 is the best way to develop the student s cognition. 3.1541 .54337 63.1 moderate 35. Learning L2 is the best way to develop the student s language experience. 3.2098 .50839 64.2 moderate 36. Learning L2 affects the student s culture negatively. 3.0852 .49929 61.7 moderate 37. Learning L2 threatens student s identity. 2.8459 .59537 56.9 low 38. L2 decreases student s loyalty to L1. 2.7344 .62694 54.7 low 39. Learning L2 increases student s mental growth. 2.9574 .62945 59.1 low 40. Adults can learn L2 more effectively than children 2.8557 .61144 57.1 low 41. Learning L2 burdens children and their families. 2.9836 .44024 59.7 low 42. Learning L2 burdens teachers 2.8459 .57284 56.9 low 43. Learning L2 is a big load on school timetable. 2.8131 .69856 56.3 low 44. L2 is considered the 3rd language after the colloquial and standard Arabic 2.9639 .71314 59.3 low total score of students' acquisition 2.9683 .20322 59.4 low 51 Student acquisition domain results indicate a low response degree with (M=2.9, SD=0.20, 59.4%). It is worth mentioning that item (45-52) received the lowest score, item (45-52) which indicates that respondents believe that learning L2 does not influence L1 in terms of student's mental growth, identity, affection, or represent a load on school and family. This may be interrupted as meaning that learning L2 has low to no influence on L1 concerning the development of students. This is very important because it agrees with other studies of the positive influence of L2 on L1 (studies) and disagrees with many Middle Eastern studies that indicate that L2 negatively influences L1 from the perceptive of student's development and cultural values. 4.2.6. Students' Age Domain What is the influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts on Students' Age Domain? Table (12) mean, standard deviation, and percentages of each item, and total score of the influence students' age. NO ITEMS M SD Percent Degree 45 Students in the primary stage need to acquire their native language. 3.1049 .65555 62.1 Moderate 46 Students in this primary stage can acquire both L1 and L2 effectively. 2.9639 .71314 59.3 Low 47 Learning L2 has a positive effect on the student s psychomotor skills. 3.1574 .49486 63.1 Moderate 48 Learning L2 has a positive 3.0885 .43153 61.8 Moderate 52 effect on student s writing skills of L1. 49 Learning L2 can increase the acquisition of L2 culture. 3.0426 .48138 60.9 Moderate 50 Learning L2 is necessary because of its use in business and trade. 3.1049 .68018 62.1 Moderate 51 Learning L2 increases colonial culture the acquisition of L1. 3.0525 .50380 61.1 Moderate 52 L2 learning affects student s L1 pronunciation. 2.8885 .63921 57.8 Low 53 Teachers have positive attitudes towards teaching English in first grade. 2.9770 .40894 59.5 Low 54 Teachers see that the best time for learning L2 is in the 5th grade 3.0262 .54949 60.5 Moderate 55 L2 in the Arab world is against the Arab philosophy toward Arabizing education. 2.9574 .69879 59.1 Low 56 L2 learning affects the grammar of LI positively 2.8787 .48839 57.6 Low 57 L2 learning has a positive effect on the lexicon of L1. 2.9508 .59123 59.0 Low 58 L2 decreases social interaction among students. 2.9803 .53767 59.6 Low Total score of students' age 3.0189 .14568 60.4 Moderate Student age domain results indicated a moderate response degree with (M=3.91, SD=0.14, 60.4%). This is very important because it agrees with other studies of the positive influence of L2 on L1. Conversely, it disagrees with many Middle Eastern studies that indicate that L2 negatively influences L1 from the perspective of students` development and cultural values. 53 Table (13) Total score of all domains Domain Mean Percent Degree Total score of teacher's experience 3.8501 77.0 High Total score of student development 3.1230 62.5 moderate total score of student previous experience 3.6366 72.7 high total score of L1 use in L2 class 3.366 67.3 moderate total score of students' acquisition 2.9683 59.4 low total score of students' age 3.0189 60.4 moderate Total score 3.2345 64.7 moderate 4.3. Part Two: Testing The Study Hypothesis The second part is dedicated to testing the validity of the study hypothesis, and to discussing the role of the variables of (gender, experience, qualification, martial statues, and age) in the perception of 1st and 3rd grade English language teachers in the study area. 4.3.1. Results of the first hypothesis There are no statistically significant differences in means that at p value = 0.05) in influence of FL teaching on ML in 1st and 3rd grades from the teachers` perceptions in Nablus and Tulkarem Districts due to gender. An independent-samples t-test was computed to compare the influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts in females and male teachers. There was no significant difference in the scores for males and females on teachers experience, student development, student previous experience domains. Whereas there were significant differences in the scores of males 54 and females on L1 use in L2 class in male (M=2.965, SD=0.265) and female (M=3.079, SD=0.246) conditions; t (303)= -3.857-, p = 0.00. These results suggest that female teachers really do see an influence of FL teaching on ML in 1st and 3rd grades on L1 use in L2 class more than male teachers. Moreover, there were significant differences in the scores of males and females on student acquisition; for male (M=2.94, SD=0.2321) and female (M=2.99, SD=0.16) conditions; t (303)= -2.424--, p = 0.01. These results suggest that female teachers really do experience an influence of FL teaching on ML on student's acquisition in 1st and 3rd grades on L1 use in L2 class more than male teachers. Also, there were significant differences in the scores of males and females on student age; in male (M=3.00, SD=0.19) and female (M=3.03, SD=0.23) conditions; t (303)= -2.020-p = 0.04. These results suggest that female teachers really do see an influence of FL teaching on ML on student's age in 1st and 3rd grades on L1 use in L2 class more than male teachers. Consequently, there were significant differences in the scores of males and females on total score; in male (M=3.21, SD=0.13) and female (M=3.26, SD=0.15) conditions; t (303)= --2.136- p = 0.03. These results suggest that female teachers really do see an influence of FL teaching on ML on total score in 1st and 3rd grades on L1 use in L2 class more than male teachers. 55 Table (14): An independent-samples t-test was conducted to compare influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts in female and male teachers. gender N M SD t df Sig.(2- tailed) Teacher's Experience male 160 3.84 .409 -.299- 303 0.765 female 145 3.85 .377 302.946 Student Development male 160 3.13 .427 .280 303 0.779 female 145 3.11 .526 277.899 Student Previous Experience male 160 3.59 .398 -1.643- 303 0.101 female 145 3.67 .449 287.120 L1 Use In L2 Class male 160 2.96 .269 -3.857- 303 0.00* female 145 3.07 .247 302.831 Students' Acquisition male 160 2.94 .231 -2.424- 303 0.01* female 145 2.99 .164 284.468 Students' Age male 160 3.003 .130 -2.020- 303 0.04* female 145 3.037 .153 293.203 Total Score male 160 3.210 .199 -2.136- 303 0.03* female 145 3.262 .231 278.547 4.3.2. Results of The Second Hypothesis: There are no statistically significant differences in means that at p value = 0.05) in influence of FL teaching on ML in 1st and 3rd grades from the teachers` perceptions in Nablus and Tulkarem Districts due to marital status. An independent-samples t-test was conducted to compare influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem Districts in single and married teachers. There were no significant difference in the scores for married and single teachers on (teacher's experience, student development, student previous experience, L1 use in L2 class students' acquisition, students' age). 56 Table (15): An independent-samples t-test was conducted to compare influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem Districts in married and single teachers. MS N M SD t df Sig. (2- tailed) Teachers` Experience married 160 3.8660 0.372 0.750 303 0.453 single 145 3.8325 0.409 Students` Development married 160 3.1249 0.494 0.079 303 0.936 single 145 3.1206 0.451 Students` Previous Experience married 160 3.7187 0.412 3.645 303 3.135 single 145 3.5459 0.414 L1 Use In L2 Class married 160 3.0424 0.259 1.624 303 0.105 single 145 2.9935 0.264 Students' Acquisition married 160 2.9552 0.237 -1.206 303 0.237 single 145 2.9827 0.156 Students' Age married 160 3.0305 0.148 1.465 303 0.143 single 145 3.0060 0.142 Total Score married 160 3.2706 0.221 3.078 303 0.002 single 145 3.1954 0.202 4.3.3 Results of the third hypothesis: There are no statistically significant differences in means that at p value = 0.05) in influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem Districts due to qualifications. A one-way between subjects was conducted to compare the influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts due to qualifications in Diploma, Bachelors and Masters conditions on domains of teachers experience 57 student development student previous experience L1 use in L2 class students' acquisition students' age total score. It is obvious from table (18) that there are differences in means between diplomas, bachelors, and master degree holders. Table (16) Ms and SD between diploma, bachelor, and master degree holders. N M SD Std. Error Teacher's Experience Diploma 30 3.881 .3600 .0657 Bachelor 260 3.835 .3993 .0248 Master 15 4.048 .1844 .0476 Total 305 3.850 .3899 .0223 Student Development Diploma 30 3.306 .5030 .0918 Bachelor 260 3.109 .4722 .0293 Master 15 3.000 .3727 .0962 Total 305 3.123 .4740 .0271 Student Previous Experience Diploma 30 3.833 .4591 .0838 Bachelor 260 3.609 .4115 .0255 Master 15 3.722 .4303 .1111 Total 305 3.637 .4216 .0241 L1 Use In L2 Class Diploma 30 3.110 .2522 .0460 Bachelor 260 3.001 .2620 .0162 Master 15 3.162 .2282 .0589 Total 305 3.019 .2628 .0150 Students' Acquisition Diploma 30 2.972 .2391 .0436 Bachelor 260 2.965 .2041 .0127 Master 15 3.022 .0666 .0172 Total 305 2.968 .2032 .0116 Students' Age Diploma 30 3.045 .2024 .0370 Bachelor 260 3.015 .1403 .0087 Master 15 3.039 .0986 .0255 Total 305 3.019 .1457 .0083 Total Score Diploma 30 3.409 .2443 .0446 Bachelor 260 3.214 .2044 .0127 Master 15 3.251 .2045 .0528 Total 305 3.235 .2158 .0124 There were no significant differences of means of responses on influence of FL teaching on ML in 1st and 3rd grades from the teachers` 58 perceptions in Nablus and Tulkarem Districts due to qualifications on the domains of teachers experience, L1 use in L2 class, students' acquisition students' age, since the p>.05 level for the three conditions. There were no significant differences of means of responses on influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem districts due to qualifications on student previous experience, and total score. Table (17): A one-way between subjects ANOVA of the influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem Districts due to qualifications Sum of Squares Df MS F Sig. Teachers` Experience Between Groups .672 2 .336 2.228 0.110 Within Groups 45.538 302 .151 Total 46.209 304 Students` Development Between Groups 1.278 2 .639 2.879 0.058 Within Groups 67.028 302 .222 Total 68.306 304 Students` Previous Experience Between Groups 1.470 2 .735 4.222 0.016* Within Groups 52.561 302 .174 Total 54.030 304 L1 Use In L2 Class Between Groups .641 2 .320 4.754 0.009* Within Groups 20.349 302 .067 Total 20.990 304 Students' Acquisition Between Groups .047 2 .024 .572 .565 Within Groups 12.507 302 .041 Total 12.555 304 Students' Age Between Groups .031 2 .016 .737 .479 Within Groups 6.420 302 .021 Total 6.452 304 Total Score Between Groups 1.025 2 .512 11.782 0.000* Within Groups 13.131 302 .043 Total 14.156 304 59 Post hoc comparisons using the Scheffe test (20) were computed to indicated that the mean score for the qualification condition was significantly different between the Diploma and B.A, than the differences that existed for B.A holders and between Diploma and MA holders to M.A holders. Taken together, these results suggest that qualifications really do have an influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem on the Students` Previous Experience domain. Specifically, our results suggest that when teachers have high levels of education, they tend to be more critical of the influence of L2 on L1. Table (18) : Post hoc comparisons using the Scheffe test Diploma Bachelor Master Diploma 0.7500* 0.9524* Bachelor -0.2024- Master Post hoc comparisons using the Scheffe test (20) is computed to indicated that the mean score for the qualification condition was significantly different between the Diploma and B.A, than the differences that existed for B.A holders and between Diploma and MA holders to M.A holders. Taken together, these results suggest that qualifications really do have an influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem on the L1 Use In L2 Class. 60 Specifically, our results suggest that when teacher have high levels of education, they tend to be more critical of the influence of L2 on L1. Table (19) : Post hoc comparisons using the Scheffe test Diploma Bachelor Master Diploma *.2244* 0.111 Bachelor -.1132 Master 4.3.4. Results of The Fourth Hypothesis: H0: There are no statistically significant differences in means that at p value = 0.05) in influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts due to years of experience. A one-way ANOVA between subjects was conducted to compare the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perceptions in Nablus and Tulkarem Districts due to years of experience on domains of teachers experience, student development, student previous experience, L1 use in L2 classes , students' acquisition and students' age total score. 61 Table (20) Ms and SD between subjects on the years of experience N M SD Std. Error Teacher's Experience 1-5 years 125 3.869 .3649 .0326 6-10 years 85 3.756 .4205 .0456 11-15 years 30 4.000 .1678 .0306 More than 15 years 65 3.868 .4427 .0549 Total 305 3.850 .3899 .0223 Student Development 1-5 years 125 3.100 .5680 .0508 6-10 years 85 3.225 .4144 .0450 11-15 years 30 2.833 .3529 .0644 More than 15 years 65 3.167 .3227 .0400 Total 305 3.123 .4740 .0271 Student Previous Experience 1-5 years 125 3.673 .4625 .0414 6-10 years 85 3.637 .4196 .0455 11-15 years 30 3.583 .2543 .0464 More than 15 years 65 3.590 .4041 .0501 Total 305 3.637 .4216 .0241 L1 Use In L2 Class 1-5 years 125 3.105 .2182 .0195 6-10 years 85 2.971 .2758 .0299 11-15 years 30 2.945 .2325 .0425 More than 15 years 65 2.952 .2948 .0366 Total 305 3.019 .2628 .0150 Students' Acquisition 1-5 years 125 2.995 .1816 .0162 6-10 years 85 3.007 .1899 .0206 11-15 years 30 2.867 .2765 .0505 More than 15 years 65 2.913 .1973 .0245 Total 305 2.968 .2032 .0116 Students' Age 1-5 years 125 3.051 .1555 .0139 6-10 years 85 3.014 .1369 .0149 11-15 years 30 2.976 .1395 .0255 More than 15 years 65 2.984 .1280 .0159 Total 305 3.019 .1457 .0083 Total Score 1-5 years 125 3.263 .2395 .0214 6-10 years 85 3.230 .2138 .0232 11-15 years 30 3.172 .1105 .0202 More than 15 years 65 3.215 .2018 .0250 Total 305 3.235 .2158 .0124 There was no significant differences of means of responses on the influence of FL teaching on ML in 1st and 3rd grades from the teachers 62 perceptions in Nablus and Tulkarem districts due to qualifications on the study domains, since the p>.05 level for the three conditions. There was no significant differences of means of responses on influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts due to qualifications on the student previous experience, and total score. Table (21): A one-way between subjects ANOVA of the influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem Districts due to qualifications Sum of Squares df MS F Sig. Teacher's Experience Between Groups 1.4857112 3 0.49523 3.333049 0.01985 Within Groups 44.723723 301 0.14858 Total 46.209434 304 Student Developmen t Between Groups 3.6001285 3 1.20004 5.582381 9.72726 Within Groups 64.705882 301 0.21496 Total 68.306010 304 Student Previous Experience Between Groups 0.3965327 3 0.13217 0.741802 0.52784 Within Groups 53.633521 301 0.17818 Total 54.030054 304 L1 Use In L2 Class Between Groups 1.5657349 3 0.52191 8.087768 3.37553 Within Groups 19.423826 301 0.06453 Total 20.989561 304 Students' Acquisition Between Groups 0.7277006 3 0.24256 6.173367 4.39358 Within Groups 11.827035 301 0.03929 Total 12.554735 304 Students' Age Between Groups 0.2640621 3 0.08802 4.281873 0.00558 Within Groups 6.1875346099 04645 301 0.02055 Total 6.4515968 304 Total Score Between Groups 0.2473185 3 0.08243 1.784108 0.15019 Within Groups 13.908512 301 0.04620 Total 14.155830 304 63 4.4.5. Results Of The fifth Hypothesis There are no statistically significant differences in means that at p value = 0.05) in influence of FL teaching on ML in 1st and 3rd grades from the teacher perception in Nablus and Tulkarem districts due to age A one-way ANOVA between subjects was conducted to compare the influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts due to age on domains of teacher's experience, student development, student previous experience, L1 use in L2 , class students' acquisition and students' age Total score. Table (22) Ms and SD between subjects on the years of experience N M SD Std. Error Teacher's Experience less than 25 years 30 3.833 .3972 .0725 26-30 years 80 3.830 .4136 .0462 31-35 years 75 3.838 .3145 .0363 more than 35years 120 3.875 .4168 .0381 Total 305 3.850 .3899 .0223 Student Development less than 25 years 30 3.111 .4660 .0851 26-30 years 80 3.010 .4171 .0466 31-35 years 75 3.233 .4816 .0556 more than 35years 120 3.132 .4950 .0452 Total 305 3.123 .4740 .0271 Student Previous Experience less than 25 years 30 3.833 .3390 .0619 26-30 years 80 3.615 .4621 .0517 31-35 years 75 3.700 .3076 .0355 more than 35years 120 3.562 .4553 .0416 Total 305 3.637 .4216 .0241 L1 Use In L2 Class less than 25 years 30 3.190 .2512 .0459 26-30 years 80 3.067 .1960 .0219 31-35 years 75 2.941 .2544 .0294 more than 35years 120 2.993 .2860 .0261 Total 305 3.019 .2628 .0150 64 Students' Acquisition less than 25 years 30 3.003 .1443 .0263 26-30 years 80 2.991 .1708 .0191 31-35 years 75 2.948 .2595 .0300 more than 35years 120 2.958 .1954 .0178 Total 305 2.968 .2032 .0116 Student Age less than 25 years 30 3.047 .1220 .0223 26-30 years 80 3.038 .1347 .0151 31-35 years 75 3.003 .1529 .0177 more than 35years 120 3.009 .1526 .0139 Total 305 3.019 .1457 .0083 Total Score less than 25 years 30 3.404 .1947 .0355 26-30 years 80 3.242 .2062 .0231 31-35 years 75 3.205 .1849 .0213 more than 35years 120 3.207 .2272 .0207 Total 305 3.235 .2158 .0124 There were no significant differences of means of responses on influence of FL teaching on ML in 1st and 3rd grades from the teachers` perceptions in Nablus and Tulkarem Districts due to qualifications on the study domains , since the p>.05 level for the three conditions. There were no significant differences of means of responses on influence of FL teaching on ML in 1st and 3rd grades from the teachers perceptions in Nablus and Tulkarem districts due to qualifications on the student previous experience, and total score. 65 Table (23): A one-way between subjects ANOVA of the influence of FL teaching on ML in 1st and 3rd grades from the teachers` perception in Nablus and Tulkarem Districts due to qualifications Sum of Squares df MS F Sig. Teacher's Experience Between Groups 0.1248257 3 0.04160 0.271764 0.845745 Within Groups 46.084608 301 0.15310 Total 46.209434 304 Student Development Between Groups 1.9408488 3 0.64694 2.934247 0.033696 Within Groups 66.365162 301 0.22048 Total 68.306010 304 Student Previous Experience Between Groups 2.1602629 3 0.72008 4.178663 0.006416 Within Groups 51.869791 301 0.17232 Total 54.030054 304 L1 Use In L2 Class Between Groups 1.6013346 3 0.53377 8.286845 2.587844 Within Groups 19.388227 301 0.06441 Total 20.989561 304 Students' Acquisition Between Groups 0.1207608 3 0.04025 0.974448 0.405065 Within Groups 12.433975 301 0.04130 Total 12.554735 304 Students' Age Between Groups 0.0845149 3 0.02817 1.331797 0.264101 Within Groups 6.3670818 301 0.02115 Total 6.4515968 304 Total Score Between Groups 1.0248276 3 0.34160 7.830656 4.759349 Within Groups 13.131003 301 0.04362 Total 14.155830 304 4.4. Summary This chapter investigates the influence of FL teaching on ML in 1st and 3rd grade from the te