Language-switching: Using the first language while writing in a second language

Abstract

In a protocol analysis of L2 writing from 28 adult participants (9 L2 Japanese, 11 L2 English, and 8 L2 Spanish), this research observed how language-switching (L-S), i.e., L1 use in L2 writing, was affected by L2 proficiency, task difficulty, and language group (i.e., the L1/L2 relationship). ANOVA results suggest that less proficient L2 learners switched to their L1s more frequently than more advanced learners ( P=0.004), and that more difficult tasks increased the duration of L1 use in L2 writing ( P≤0.001). For students of a cognate language, longer periods of L1 use were related to higher quality L2 texts; for students of a non-cognate language, L-S was related to lower quality texts. Possible reasons for L-S are discussed with examples from the protocols, and suggestions for including L-S in L2 writing models are made.