Cross-Linguistic Influences in Writing: A Case Study of a Chinese International Student

Abstract

There has been a longstanding debate on the use of native language (L1) in second language acquisition (SLA). One important topic in language education to investigate is the use of language in the second language (L2) writing process. The majority of studies have focused on L2 writers in English as a foreign language (EFL) settings. Quantitative research approaches have been dominant. Nevertheless, the complexity of this issue cannot be comprehensively explored without qualitative analysis. This case study investigates the language use of a Chinese international college student in the United States throughout the L2 writing process. It adopts a qualitative research approach. The findings show that language learners draw upon their entire linguistic repertoire while writing; even those with a high proficiency level still rely upon their L1 in the L2 writing process. The findings also reveal the multiple functions of the L1 in facilitating L2 writing. Although this study primarily focuses on the linguistic influences of the L1, its implications can be generalized to a broader context. Teachers working with English learners (ELs) or bilingual students are highly recommended to acknowledge and gain a comprehensive understanding of the value of students’ linguistic knowledge, as well as embrace and strategically utilize students’ linguistic repertoires.