The Effect of L2 Writing Ability on L1 Writing Ability (original) (raw)
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THE INFLUENCE OF L1 TOWARD STUDENTS' WRITING SKILL
Indonesian students who learn English as a Foreign Language (EFL) often find it difficult to produce ideal texts. It might be caused by their limited vocabulary and the lack of grammar insight. One of the research findings shows that the different structure between L1 (first language) and TL (target language) might also contribute to this matter. Regarding these issues, this study aims to find out the significant difference of the use of L1 and TL toward students' writing skill. Furthermore, this study also tries to seek the challenges that the teacher faced in employing L1 and TL as language instructions in the classroom. This study employed Mixed-Method research in which the data obtained would be analyzed quantitatively and qualitatively. Tests and interview were employed as instruments in which both of them would be analyzed quantitatively and qualitatively. The sample of this research was 44 students at grade ten of a Senior High School in West Nusa Tenggara. The sampling technique employed was purposive sampling. The results showed that there was the significant difference of the use of L1 and TL toward students' writing skill. It was indicated after testing the null hypothesis by employing t-test (2.413) which is higher than t-table (2.018) at a confident level.05 (95%) with a degree of freedom (df) 42. Furthermore, from the interview with the teacher, it was shown that the English teacher's main challenge in employing L1 and TL was on the limited time allocation to explain materials in a bilingual way.
High School Students' L 1 Writing Skills
This study endeavored to find out whether or not grade 11 students' L 1 (Amharic, in this case) writing and their L 2 (English) proficiency could significantly predict their L 2 writing. It also investigated whether or not the students' L 2 reading, grammar and vocabulary knowledge could significantly determine their L 2 writing. To this end, students' first semester final English examination, and teacher-made writing (both in L 1 and L 2), English reading, grammar and vocabulary tests were given. Pearson's Correlation Coefficient and multiple regressions were used for analyses. The results indicated that all the predicting (independent) variables significantly correlated with the dependent variable (L 2 writing); however, only students' L 1 writing, first semester overall English and reading test scores were significant predictors of their L 2 writing. Finally, it was recommended that special attention be paid to the students' grammar and vocabulary leaning approach so that they will be able to apply them in their L 2 writing.
Theory and Practice in Language Studies, 2016
This research aimed to investigate the interrelationship among L1 writing skills, L2 writing skills, and L2 proficiency of Iranian English language learners at different proficiency levels. To this aim, two groups of advanced and lower-intermediate participants consisting of twenty learners were asked to write on the same topic in Persian and English in one week interval. Subsequently, the compositions were evaluated based on Jacob Composition Profile (1981). Then, the Pearson product-moment correlation was calculated to examine the correlation between the…
The Modern Language Journal, 1992
This study: (1) examined assumptions made about development of second-language writing skills by the teaching profession, as reflected in the American Cour_il on the Teaching of Foreign Languages (ACTFL) proficiency guidelines, and (2) investigated the relationship between those assumptions and actual skills development, as reflected in the work of competent English writers as they begin writing in Spanish. Subjects were students enrolled in three levels of Spanish instruction at a selective university. Writing samples written during class time (18 at the first level, 12 at the second level, 8 at the third level) were analyzed for general characteristics (quality of message, organization and style, and standards of language use) of the sets of samples at each level. The analysis provided evidence that there are clear distinctions in the writing products of students at various levels of foreign language study. However, this group of students did not appear to follow the developmental sequence implicit in the ACTFL proficiency guidelines when beginning to write Spanish but began by building on English language writing skills. Clear differences were also found in the sophistication and complexity of writing products at different levels of study. Implications for second-language writing theory are discussed. (Contains 70 references.) (MSE)
Theory and Practice in Language Studies, 2016
English is the leading foreign language enjoying a prestigious position in many countries, including Iran. Many Iranian learners start learning English from first grade of junior high school; some other people send their children to English institutes as early as primary school or even preschool , yet the problem is that most of them have problems in obtaining the satisfactory level of proficiency either in receptive skills (Listening and Reading) or productive skills (Speaking and Writing) or in both. Among the four skills, writing is of great importance. Hence, the current study examined the interdependence between writing in Persian (L1) and English (L2). For this purpose, 30 Iranian EFL learners majoring in English Translation at Islamic Azad University of Qaemshahr were selected. First of all, a TOEFL test was used to homogenize the learners. Then, the participants were asked to write English and Persian compositions on the same topic in narrative, descriptive and expository genres in two separate sessions, first L2 compositions then L1 composition after a two-week delay. These writings were scored according to the ESL Composition Profile (Jacobs et al. 1981) by two scorers for each language. Using Pearson product-moment correlation, the correlation between L2 proficiency and L1 writing to L2 writing was examined. The outcomes displayed large correlations between L2 proficiency and L2 writing but no correlation between L1 writing and L2 writing. The findings entail some pedagogical implications for improving EFL learners' L2 writing ability through getting more knowledge in English rather than focusing on Persian writing.
Journal of Languages and Culture, 2013
This study endeavored to find out whether or not grade 11 students' L 1 (Amharic, in this case) writing and their L 2 (English) proficiency could significantly predict their L 2 writing. It also investigated whether or not the students' L 2 reading, grammar and vocabulary knowledge could significantly determine their L 2 writing. To this end, students' first semester final English examination, and teacher-made writing (both in L 1 and L 2), English reading, grammar and vocabulary tests were given. Pearson's Correlation Coefficient and multiple regressions were used for analyses. The results indicated that all the predicting (independent) variables significantly correlated with the dependent variable (L 2 writing); however, only students' L 1 writing, first semester overall English and reading test scores were significant predictors of their L 2 writing. Finally, it was recommended that special attention be paid for the students' grammar and vocabulary teaching approach so that they will be able to apply them in their L 2 writing.
The Impact of First and Second Languages on Azerbaijani EFL Learners' Writing Ability
There has always been a debate whether or not the learners' first language (L1) can facilitate the process of learning foreign language. Since foreign language writing (FL) is a complicated process, it seems that the role of the learners' L1 and its effect on FL writing is of great importance in this regard. The present study aimed at investigating the role of Azerbaijani EFL learners' L1 and L2 (Persian) on their FL writing. To meet the purposes of the study, 30 female EFL upper-intermediate students were selected (through running an OPT), who were native speakers of Azerbaijani, with Persian as their L2 and official language of Iranian context. The data were collected through running three writing sessions (in which the participants wrote three essays in each session using Azerbaijani as L1, Persian as L2, and direct writing) using the think-aloud protocol, through which they were asked to report their thoughts loudly to record using a tape recorder. In addition, a survey was used to ask their perceptions towards each writing task. The analysis of the data obtained from the evaluation of learners' writings indicated that the mere use of their L1 or L2 in foreign language writing was by no means helpful for them and they performed better on direct writing task in comparison with the two other ones. It was also found that the majority of the learners (70%) had difficulty in generating their ideas using Azerbaijani as their L1. In addition, nearly 77% of them claimed that even in direct writing mode, they made use of their L2 (Persian) on the occasions they could not find a proper word or phrase in English. As the implications of the study, it seems that the present study can bring helpful insights for both FL teachers and learners about the roles that Azerbaijani and Persian languages play as the students' L1 and L2 in FL writing.
2019
This study investigates the transfer relationship between first language (L1) (Arabic) proficiency and second language (L2) (English) performance in writing skills of a Saudi bilingual graduate student. Several studies have discussed the transfer issues in language learning, yet a few of them focus on the transfer relationships between Arabic and English language writing skills. Regardless of the huge linguistic distinction between the English language and Arabic language, it is presumed that Arabic and English writing skills positively, negatively, and neutrally transferred in a dynamic relationship. The researcher has conducted observations and interviews with Fatimah, the participant of this study, and analyzed her texts in both languages to illustrate how dynamic relationships between L1 and L2 in the composition skills is and what the effects of language transfer in the composition skills between L1 and L2 are. The data were collected and analyzed in January 2018. The results demonstrate effects of L2 on L1 as the following; first, a reverse or backward transfer implemented in three ways; positive, negative, and neutral transfer. Second, they indicate that there is a dynamic relationship between second language performance and first language proficiency in composition particularly. It is hoped that this knowledge will assist students in being aware of the effects of L2 on L1 specifically in composition and taking the advantages to accelerate the rate of language learning. It is recommended for future research to conduct studies in bilingual writings to investigate how L1 could be a resource and advocate of language development.
Using L1 knowledge to enhance L2 writing performance
The EFL Journal, 2015
This paper examines the effect of L1 mediation on L2 writing performance. 34 Grade 7 Bengali students of English were assessed on writing in two picture description tasks: one an English-only task, and the other a L1 mediated task. The students were placed in four groups according to teacher-ratings: good in L1 and L2 (GG), good in L1 but poor in L2 (GP), poor in L1 but good in L2 (PG) and poor in L1 and L2 (PP). Measures of linguistic complexity (mean length of t-units) and text cohesiveness showed that performance was better in the L1 mediated task for all the groups, indicating a transfer of academic skills in all groups. However, the benefit was significantly higher for GG and GP groups, given their higher academic skills in L1. A pedagogical implication of this study is that L1 academic skills, if used as a resource in a principled manner, can be a determinant of enhanced L2 writing skills.
The assessment of L2 writing performance
There are various attitudes and perspectives on the criteria used for writing assessment. This study reviews the empirical studies on the assessment of writing within language learning contexts by focusing on two main research questions 1. How has writing been assessed by different scholars and researchers? 2. What factors affect L2 writing ability?