Pursuing the complexity of the relationship between L1 and L2 writing

2006 ◽  
Vol 15 (2) ◽  
pp. 142-146 ◽  
Author(s):  
Keiko Hirose
Keyword(s):  
L2 Writing ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
The Relationship

scholarly journals The Exploration of Skilled and Less-Skilled EFL Graduate Students' on L1 and L2 Writing Strategies

2020 ◽  
Vol 9 (3) ◽  
pp. 517
Author(s):  
Syaadiah Arifin
Keyword(s):  
Graduate Students ◽  
English Education ◽  
L2 Writing ◽  
Writing Strategies ◽  
Structured Interviews ◽  
Think Aloud Protocols ◽  
Research Findings ◽  
Cyclical Process ◽  
L1 And L2 Writing ◽  
L1 And L2

This study aims to analyze the similarities, differences, and transferability of students' writing strategies in L1 (Indonesian) and L2 (English). Data were obtained from four participants majoring in English Education, two males and two females, which were categorized into skilled and less-skilled writers. The data were collected for four months using various methods, namely think-aloud protocols (TAPs), retrospective and semi-structured interviews, observations, and written drafts. The result showed that students employed similar personal strategies while writing in Indonesian (L1) and English (L2). This means that they transferred L1 strategies to L2 with some variances and similarities. The skilled writers viewed writing as a cyclical process of planning, writing, reading/rereading, rehearsing, and revising their texts. Meanwhile, less-skilled writers tended to employ linear and less recursive strategies. Furthermore, subsequent studies need to be conducted using these research findings and suggestions.

The implications of cognitive models in L1 and L2 writing

1993 ◽  
Vol 2 (3) ◽  
pp. 203-225 ◽  
Author(s):  
Joanne Devine ◽  
Kevin Railey ◽  
Philip Boshoff
Keyword(s):  
Cognitive Models ◽  
L2 Writing ◽  
L1 And L2 Writing ◽  
L1 And L2

Understanding changes in elementary Mandarin students’ L1 and L2 writing

2005 ◽  
Vol 14 (2) ◽  
pp. 71-104 ◽  
Author(s):  
Sarah J. McCarthey ◽  
Yi-Huey Guo ◽  
Sunday Cummins
Keyword(s):  
L2 Writing ◽  
L1 And L2 Writing ◽  
L1 And L2

scholarly journals L2 Writing and L1 Composition in English: Towards an alignment of effort

2008 ◽  
Vol 43 (2) ◽  
pp. 139-155
Author(s):  
Beverly Anne Baker
Keyword(s):  
Linguistic Diversity ◽  
Native Speakers ◽  
Linguistically Diverse ◽  
L2 Writing ◽  
Language Diversity ◽  
American University ◽  
Mainstream Composition ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
Diverse Groups

Abstract In North American university contexts, the language diversity found in English mainstream composition (“L1”) classrooms resembles more and more that found in ESL (“L2”) writing classrooms. As these two groups become less differentiated, those specifically trained in L2 writing might well wonder whether the needs of the non-native speakers of English are acknowledged and addressed in the mainstream classrooms. The author examines several different theoretical constructs that have informed and continue to inform the literature on L1 composition pedagogy, demonstrating that some of these allow for the inclusion of linguistically diverse groups better than others. Fortunately, the recent turn to social and critical approaches to teaching composition reflect well the preoccupations of both L1 and L2 writing teachers. More and more attention is being paid to discussions of “linguistic diversity,” a term which now includes non-native speakers. This suggests a future convergence in the activities of instructors of L1 and L2 writing, leading to benefits for linguistically diverse groups.

De Relatie Tussen Cognitieve Taakcomplexiteit En Linguïstische Performance Bij Het Schrijven In T1 En T2

2004 ◽  
Vol 72 ◽  
pp. 23-32 ◽  
Author(s):  
Folkert Kuiken ◽  
Ineke Vedder
Keyword(s):  
Second Language ◽  
University Students ◽  
Cognitive Complexity ◽  
Task Complexity ◽  
Cognitive Task ◽  
Linguistic Performance ◽  
L2 Development ◽  
L1 And L2 Writing ◽  
L1 And L2 ◽  
The Relationship

According to Robinson's Cognition Hypothesis of task-based L2 development, cognitively more demanding tasks will lead to the use of lexically and syntactically more complex language (Robinson 2001a, 2001b, in press). A different viewpoint is held by Skehan (1998) and Skehan & Foster (1999, 2001), who hypothesize that the more attention is required for a task because of its cognitive complexity, the less complex will be the linguistic output. The present research focuses on the relationship between taskcomplexity and linguistic performance in L1 and L2 writing. We report on an experiment carried out among 51 Dutch university students of Italian as a second language. The test included two writing tasks, in which cognitive task complexity was manipulated by varying the number of elements to be described and the required reasoning demands. Pre-existing knowledge of Italian was established by means of a pre-test. In the article, the results and theoretical and pedagogical implications of the study are discussed.

scholarly journals Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison

2018 ◽  
Vol 32 (6) ◽  
pp. 1635-1655 ◽  
Author(s):  
Daphne van Weijen ◽  
Gert Rijlaarsdam ◽  
Huub van den Bergh
Keyword(s):  
L2 Writing ◽  
L1 And L2 Writing ◽  
Source Use ◽  
L1 And L2
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