scholarly journals Teaching The Writing Process As A First And Second Language Revisited: Are They The Same?

2015 ◽  
Vol 11 (2) ◽  
pp. 119-124
Author(s):  
Felicia Lincoln ◽  
Anisa Ben Idris
Keyword(s):  
Second Language ◽  
Writing Process ◽  
First Language ◽  
Writing Skills ◽  
Physical Activities ◽  
Ell Students ◽  
Writing Processes

Research on the second writing process is not recent. Both first and second writing processes have been in the area of argument among scholars. It is has been confirmed that both first and second writers nearly all practice similar physical activities pre-writing, during, and post writing stages; however, they still differ in the inner extra thinking activities that non-native writers practice to reduce the transfer of first language rules during the writing processes. Therefore, teachers should provide extensive feedback to ELL students to help them improve their writing skills.

scholarly journals Dynamic Transfer and Relations between First Language (L1) Proficiency and Second Language (L2) Writing Skills Performance

2019 ◽  
Author(s):  
Abdulelah Alkhateeb
Keyword(s):  
Second Language ◽  
Language Learning ◽  
English Language ◽  
First Language ◽  
Writing Skills ◽  
Arabic Language ◽  
Future Research ◽  
Dynamic Relationship ◽  
Arabic And English ◽  
L1 And L2

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.

scholarly journals Language interference in elt writing class

2021 ◽  
Vol 1 (2) ◽  
pp. 92-107
Author(s):  
Muliyana Muliyana ◽  
Muhammad Zuhri Dj. ◽  
Andi Muhammad Yauri
Keyword(s):  
Second Language ◽  
Qualitative Method ◽  
First Language ◽  
Writing Skills ◽  
The Third ◽  
Writing Class ◽  
Tenth Grade ◽  
Language Influence

This research about The Effect of Using Language Interference in ELT Writing Class at The Tenth Grade of Athirah Bone. It is intended to find out two problems of writing. The first problem is the types of errors made by the students in students’ writing skills of the tenth grade of Athirah Bone. This research used a qualitative method by implementing interview. The sample consisted of 9 students from Athirah Bone. The result shows that the students’ perception of the types of students’ errors in writing consist of five perceptions. The first is students’ perceptions relate to the feeling. The second is students’ perceptions relate with the first language’ influence students in mastering the second language. The third is the students’ perception relates to the students’ experiences and kinds of interferences that students have made on writing. The fourth is the students’ perception relates to the factors that cause students to do interfere in writing. The last is about the students’ perception of the difficulties in writing. The second problem is the factors that cause students to do interfere in writing through the observation, it is found that there are four factors that make the students of the tenth grade of Athirah Bone do interfere in writing. The first is do not master spelling. The second is still confused about using the article. The third is Missing using singular and plural nouns. The last is missing space.

Performance of Bilingual Speakers on the English and Spanish Versions of the Hearing in Noise Test (HINT)

2008 ◽  
Vol 19 (01) ◽  
pp. 005-017 ◽  
Author(s):  
Deborah Weiss ◽  
James J. Dempsey
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
First Language ◽  
Writing Skills ◽  
Superior Performance ◽  
Reading And Writing ◽  
Bilingual Speakers ◽  
Competence Level ◽  
Hearing In Noise ◽  
Noise Test

This study compared the performance of bilingual participants on the English and Spanish versions of the Hearing in Noise Test (HINT). The participants were divided into an early bilingual (EB) group and a late bilingual (LB) group based on age of second-language acquisition. All participants acquired Spanish as their first language (L1) and English as a second language (L2). Care was taken to ensure that all participants demonstrated at least a "good competence level" for self-rated speaking, understanding, reading, and writing skills in both English and Spanish. Results revealed superior performance on the Spanish HINT versus the English HINT in both quiet and in noise for both groups of participants. Significant differences in performance were noted for the EB versus the LB participants. A number of possible explanations for superior performance in L1 are provided, and implications for educating students in their L2 are discussed. Este estudio compara el desempeño de participantes bilingües en las versiones en inglés y en español de la Prueba de Audición en Ruido (HINT). Se dividieron los participantes en un grupo bilingüe temprano (EB) y un grupo bilingüe tardío, con base en la edad de adquisición de la segunda lengua. Todos los participantes adquirieron el español como su primera lengua (L1) y el inglés como su segunda lengua. Se tuvo cuidado que todos los participantes demostraran al menos un "buen nivel de aptitud" auto-calificado, en las habilidades para hablar, entender, leer y escribir tanto el inglés como el español. Los resultados revelaron desempeños superiores en el HINT en español versus el HINT en inglés, tanto en silencio como en ruido, para ambos grupos de participantes. Se observaron diferencias significativas en el desempeño para los participantes del EB versus el LB. Se aporta un número de posibles explicaciones para un desempeño superior en L1, y se discuten las implicaciones para educar estudiantes en su L2.

Effects of learner background on the development of writing skills in Japanese as a second language

2009 ◽  
Vol 32 (1) ◽  
pp. 3.1-3.20 ◽  
Author(s):  
Noriko Iwashita ◽  
Sachiyo Sekiguchi
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
First Language ◽  
Writing Skills ◽  
Superior Performance ◽  
First Year ◽  
Tertiary Institutions ◽  
Post Secondary ◽  
Study Experience ◽  
L2 Development

The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.

scholarly journals Enhancing Academic Writing Skills through “Reading to Learn” Strategy

2018 ◽  
Author(s):  
Arab World English Journal ◽  
Listyani
Keyword(s):  
Second Language ◽  
Academic Writing ◽  
English Language ◽  
Mother Tongue ◽  
Teaching Strategy ◽  
First Language ◽  
Writing Skills ◽  
Writing Class ◽  
Learn Strategy ◽  
Reading To Learn

Writing in a second language is different from writing in one’s mother tongue. Writing in a second or foreign language is undeniably more difficult than writing in the first language. Therefore, it is imperative for teachers to understand that there are many differences between first language (L1) and second language (L2) writing. Second language writing is complexified by the addition of new resources and norms (new structural elements of the new language, new rhetorical conventions, and some other things). On that ground, teachers should select the most appropriate teaching methods and strategies in their writing classes, one strategy that teachers can apply in their academic writing class is Reading to Learn strategy. This study presented information on a teaching strategy named Reading to Learn applied to one group of Academic Writing class. One group was taught using Reading to Learn teaching strategy, with the hope of helping students improve in both their reading and writing skills. This study was conducted in a writing course consisting of 20 students. Academic Writing is the highest writing class before students go to thesis proposal writing at the English Department of UKSW Indonesia. One central question to be answered is: How effective is Reading to Learn strategy when it is used to teach Academic Writing students? Instruments used were pre-test, post-test, direct as well as video-recorded observations, weekly journals, and interviews. In Indonesia, not many studies dealing with Reading to Learn have been done. One study was conducted by Samanhudi and Sugiarti (2013). This study reports the effectiveness of using Reading to Learn program in teaching critical writing to teacher candidates in English Language Teaching Department, Sampoerna School of Education, Jakarta. From the statistical analysis as well as from students’ perceptions, several conclusions can be drawn. First, Reading to Learn is effective to teach Academic Writing. Secondly, not all tertiary students like working cooperatively. Some prefer working individually. The next conclusion is students perceive peer review as an important part of their essay writing.

scholarly journals A Comparative Analysis on Cohesive Markers in Essay Composition of First Language and Second Language: Direct Writing Versus Translation

2021 ◽  
Vol 1 (2) ◽  
pp. 01-10
Author(s):  
Noor Shahariah Saleh ◽  
Siti Fatimah Murtaza ◽  
Nurshila Umar Baki
Keyword(s):  
Second Language ◽  
Comparative Analysis ◽  
Writing Process ◽  
First Language ◽  
Direct Writing ◽  
Writing Quality ◽  
L1 Transfer ◽  
Written Text ◽  
Second Language Development ◽  
Advanced Proficiency

Studies have revealed that first language has significant impacts on learners’ second language development. Utilizing L1 in the writing processes such as translation method and direct writing is a conventional strategy used by low proficiency level L2 learners. However, there is a lack of studies that determine the quality of writing influenced by L1 transfer. This study aims to provide a comparative analysis on the use of cohesive markers as a result of the use of Malay in English written text via translation and direct composition. The writing quality in terms of content, organisation and writing style of a group of students with low, intermediate and advanced proficiency levels from a secondary school in the district of Tangkak, Johor was scrutinised. Data were collected via two different topics of writing tasks using direct composition and translation writing process. The first topic involved English direct composition while the second topic employed direct Malay composition which was then translated into English. The results of the study indicated that English essays of direct writing showed less variety of cohesive markers as compared to Malay essays due to the lack of L2 writing skills. The learners apparently generated more ideas in their native language as well as utilized their L1 cohesive markers into L2 composition via the translation writing process. Nevertheless, the similarities and differences of cohesive markers in Malay and English help teachers to understand learners' organisation of Malay and English essays.

Effects of learner background on the development of writing skills in Japanese as a second language

2009 ◽  
Vol 32 (1) ◽  
pp. 3.1-3.20
Author(s):  
Noriko Iwashita ◽  
Sachiyo Sekiguchi
Keyword(s):  
Second Language ◽  
Native Speakers ◽  
First Language ◽  
Writing Skills ◽  
Superior Performance ◽  
First Year ◽  
Tertiary Institutions ◽  
Post Secondary ◽  
Study Experience ◽  
L2 Development

The paper presents preliminary findings of a project which investigated whether learner background, in terms of instruction mode (i.e., school or intensive first-year course at university) and first language (i.e., character based or non-character based), has an impact on the development of writing skills in Japanese as a second language (JSL). Many students in second-year Japanese at university are post-secondary (i.e., they completed Year 12 Japanese at school). They are in class with students who started Japanese at university (i.e., are post-beginners). The intensity of instruction that the two groups have received is very different. A large number of the students learning Japanese at tertiary institutions in Australia are also native speakers of character-based languages (e.g., Chinese). Although there is a substantial volume of studies comparing the effects of instruction mode on L2 development, little is known of how instruction mode and L1 background together may affect L2 development in adult L2 learning settings. The data for the present study include writing samples collected on two occasions from 34 students from a variety of backgrounds. The samples were analysed in terms of length, grammatical complexity and schematic structures, use of kanji (Chinese characters), and vocabulary. The results were compared in terms of study experience and first language. In general, the performance of post-beginner learners from character-based language backgrounds was higher on kanji use and a few other areas, but their superior performance was derived from the interaction of two background factors (L1 and study background). The results show complexity in how different backgrounds affect L2 writing task performance. The study has strong pedagogical implications for teaching a character-based language to students from diverse study backgrounds.

Bilinguals Control Their First Language to Speak the Second Language

2013 ◽  
Author(s):  
Rhonda McClain ◽  
Eleonora Rossi ◽  
Judith F. Kroll
Keyword(s):  
Second Language ◽  
First Language
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