Kaarer, SaraSenoussi, Nadjet2018-04-172018-04-172015http://hdl.handle.net/123456789/2887Language transfer is a very complex concept to the point that it attracts many researchers and educators' attention all over the world. It has to do with the interference of the mother tongue (MT) while learning any other language; a second or a foreign language (SL/FL) .Negative transfer is one of language transfer types. It took place when the previous language (s) and the target language (TL) are almost dissimilar. The current study aims at investigating the effects of explicit instruction (EI) on eliminating negative transfer -the case of the linking verb to be. In order to see whether this type of instruction is effective or not, a quasi-experimental method was followed. Two pre-existing groups from second year learners at Ksar Sbahi secondary school were randomly assigned to the control group and the experimental one. The subjects of both groups were pre-tested through a paragraph-writing task. Next, they were treated for a period of six weeks. During the treatment period, the E-Was exposed to the experimental group; while, the control group received no instruction. Then, they were post-tested through the same task applied to them in the pre-test. To analyze data obtained, a paired-samples t- test and an independent one were used. After relying on these two tests, the alternative hypothesis was accepted. In other words, EI-Has a significant effect or impact on eliminating negative transfer in terms of the linking verb to be. Finally, Results were discussed and a conclusion was provided.enForeign language : language classroomOther