Abstract

Investigating the role of localized materials in foreign language learning contexts is far from comprehension. This research was an attempt to investigate the effects of localized materials on students’ comprehension in a French foreign language context. 30 male and female Iranian learners of French were asked to read stories written by a native French author, Anna Gavalda and an originally Iranian story by Zoyâ Pirzâd translated into French. Upon reading, they were asked to answer three different types of reading comprehension questions (replication, synthesis, and inference). Results revealed that learners performed better when reading localized materials. Based on the results, incorporating localized materials in classroom syllabus is strongly recommended.

Key words: French foreign language (FFL) context, localized material.