Background: Bilingualism has always been a subject for scholars since societiescontain people from different backgrounds. In Khuzestan, teachers usually deal withclasses which at least contain a few bilinguals. Since teaching in pure monolingualclasses is undoubtedly different from instructing in classes in which the students are amixture of bilinguals and monolinguals, teachers need a sufficient knowledge aboutEnglish grammar which is meaningless in Persian and Arabic that these two groupsapply in language learning. Objective: The main aim of the present study is to examinethe effect of linguality on the use of zero-place predictor. The participants of this studywere two male groups. 1- 41 bilingual (Arabic-Persian). 2- 41 monolingual students(Persian). All of them study at last grade of high school. Several testing instrumentswere utilized in the process of the development of the present research. The first onewas background questionnaire developed by the investigator. It covered issues such asthe subjects’ age, bilinguality status, their parent’s socio-educational background, andoccupation. The subjects were assured that the elicited information would be kept infull secrecy. Second one was Nelson proficiency test used to determine the student'slevel of language proficiency. And the last one was A Grammaticality Judgment Test(GJT), developed by the researcher on the basis of syntactic competence (zero placepredicator), and covered in English textbook designed for Iranian high school level.Results: The results show that there is a significant difference between the performanceof bilinguals and monolinguals regarding their performances on zero-place predicator.Conclusion: In other words, it can be stated that bilingual learners outperformed theirpeers, monolingual, in using zero-place predicator.
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