High school student perceptions of first language literacy instruction: implications for second language writing

Abstract

The overall goal of this study is to clarify the nature of Japanese students’ first language (L1) writing experience and instruction in high school to help university second language (L2) English writing teachers understand their students’ needs. Building on the results of a previous large-scale questionnaire study of Japanese ( N=389) and American students ( N=66), this interview study attempts to gain insight into Japanese L1 literacy instruction in high school through individual students’ experiences. The questionnaire study had indicated that Japanese high school language classes provide significantly more instruction in reading than writing and significantly less emphasis on writing than American classes. However, analysis of the data from in-depth interviews ( N=21) presented here reveals a more complex picture. Most notably, many Japanese high schools provide intensive writing instruction and practice, outside of regular Japanese classes, to help increasing numbers of individual students prepare for essay writing on university entrance exams. The results of the study call into question the common assumption that Japanese high school students receive little training related to L1 writing. The findings suggest specific ways for teachers to draw on students’ strengths in terms of their literacy background to help them bridge the gap between their L1 and L2 writing skills.