Abstract
The first language (L1) use is vital to developing the quality of second-language (L2) writings. Establishing a clear argument with the logical flow in L2 can be a daunting task for learners with low L2 proficiency. To determine if L1 use is positively related to students’ L2 texts, the researcher conducted a comparative study with 77 Japanese L2 learners. It examines differences amongst L2 argumentative essays resulting from four writing processes. The participants were divided into two focused groups, the experimental group formulating L1 texts and then translating into L2, and the contrast group composing texts directly in L2. Then, each group was divided into two sub-groups: One composing their texts using a writing framework, and the other with no framework. Over three L2 classes, each group experienced the writing process respectively. They submitted the essays before and after the processes. Two experienced L2 instructors assessed students’ pre- and post-texts, and compared the texts of each group cross-sectionally and longitudinally. The results show that participants in the experimental group with the framework significantly improved their L2 text quality. Thus, the teaching of argumentative writing should incorporate the process of L1 formulation with a framework into a process-focused approach to efficiently facilitate students’ L2 writing.
Highlights
1.1 Background of the StudyLogical organization and high clarity of message are crucial aspects to produce comprehensible writings
Zimmermann (2000, p. 74) states that “there can hardly be any doubt that the Hayes and Flower (1980) model of the L1 writing process has been most influential in L1 as well as L2 writing research.”
All compositions were scored by two experienced L2 instructors with the rubric
Summary
Logical organization and high clarity of message are crucial aspects to produce comprehensible writings. L2 learners with lower levels of L2 proficiency cannot visualize the detailed flow of their L2 texts, nor logically organize their critical arguments in their L2 (Hinkel, 2002; Tsuji, 2016) To solve such writing problems which require cognitive efforts, Stapa & Majid (2012) recommend applying the Process Approach into L2 writing classrooms. 2018a), and help L2 learners to generate and organize their ideas on the topic or enhance content (Beare, 2000; Karim & Assai, 2013; Lally, 2000; Lucas & Katz, 1994; Roca de Larios, Murphy, & Manchón, 1999; Stapa & Majid, 2012; Whalen & Menard, 1995; Woodall, 2002; Yigzaw, 2012) Despite their different uses, every level of L2 learners uses their L1 during their L2 writing to some extent (Van Weijen, Bergh, Rijlaarsdam, & Sanders, 2009; Wang & Wen, 2002). The aforesaid benefits are important for limited proficient L2 writers or less experienced L2 writers since they have a stronger tendency of relying on their L1 use (Kim & Yoon, 2014; Wang & Wen, 2002)
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