The Role of Monitor Theory in Explaining First Language Interference for Iraqi Undergraduate EFLs

الملخص

This study aims to investigate the applicability of Monitor Theory in terms of providing an explanation from the perspective of L1 interference within the context of Iraqi undergraduates who are learning English as a foreign language (EFL). The purpose of this study is to investigate how the several primary hypotheses proposed by Stephen Krashen contribute to our comprehension of language faults that are brought about by interference from the first language (L1). An oral questionnaire is used to collect linguistic data from Iraqi undergraduate students, and then error analysis is used to identify systemic irregularities in their English as a Foreign Language (EFL) production. The study employs a mixed-method approach. The ability to completely internalize the norms of the target language may be hindered by affective variables and limited exposure to intelligible material, as evidenced by persistent interference from L1. In the process of error correction, conscious learning processes and the use of the "monitor" are involved; nevertheless, the findings indicate that they may be the cause of the issue if L1 interference continues to be present. This study explores the implications of prior research on interlanguage development in similar sociolinguistic environments for English as a Foreign Language (EFL) classrooms and other domains connected to the academic study of language learning.