Abstract:
This study examines the effectiveness of Bilingual Instruction in Teaching English as
a Second Language grammar. This research is undertaken on the first year students
otFaculty of Management and Commerce and Ramanathan Academy of Fine Arts
(Faculty of Arts). The research problem is that whether bilingual instruction promotes
the learning of specific aspects of English as a second language grammar.In order to
find answer to the research problem, mixed method research methodology is
designed. In the quantitative study, an experimental method in the fonn of classroom
study (both experimental !,'fOUpS and control groups) was adopted in which the test is
the main instrument and probability sampling was used to select the subjects. As for
the qualitative study, ethnographic study of participant observation, teaching method
and semi structured interview were employed. Quantitative study (experimental
method) is explained by three qualitative instruments like ethnographic study of
participant observation, teaching methods and semi structured interview. The same
experimental groups from Management and Commerce and Ramanathan Academy of
Fine Arts were selected for the ethnographic study and teaching method. As for semi
structured interview, non-probabilistic sampling was adopted. The finding shows that
Experimental groups in both faculties ofManagement & Commerce and Ramanathan
Academy of Fine Arts outperfonned the control group except in voice. It was also
established thatthe effect of bilingual instruction is relatively less in learning
preposition than other grammar components like verb fonns, question formation.
However, bilingual instruction has no impact on the teaching of active passive. The
qualitative results from participant observation revealed that in teaching speaking
skill, mother tongue should be avoided. Qualitative research instruments such as
participation observation, teaching methods and semi structured interview brings out
multiple realities as to when to usc Ll, and when not, when to useLl and L2 and how
to use Ll and also the quantity of LI.Therefore, this research finding establishes that
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the principled or the reasonable usc of mother tongue is essential in teaching English
as second language grammar.
