Grammar interaction of learning English as a second foreign language with the first foreign language

In this research study, the grammar interaction of learning English as a second foreign language with the first foreign language was conducted at Galatasaray High School where medium of education is French. The research was evaluated with the analysis of written documents collected from the freshman students at Galatasaray High School. After the data were collected, the resources of the interaction and their reasons were presented with the percentages. In this qualitative research, four participant students were given the same writing exam about a book, which has been read in their class. The essays written by the participants were collected. 124 errors were evaluated out of 24 inputs. All the data was analyzed with an interpretive approach. In the light of the results of the research, the effect of French was found in the interaction process. Among 124 errors collected from four participants, it was found that the effect of French is relatively high (56%). Compared with the interaction of French, the errors caused by the interaction of Turkish (mother tongue) is lower (3%). Other errors caused by various reasons (lack of knowledge, slip of pen, carelessness, overgeneralization etc.) are also relatively low when compared with the French interaction caused errors. The errors caused by French, are also evaluated in details and divided into two groups: Errors caused by the borrowing of words (71%) and rules (29%). After the data of the research were evaluated with the error analysis, the reasons for participants? errors were found. It was concluded that learners in multilingual education providing schools, might come up with some errors caused by the interaction of foreign languages.