Switching to first language among writers with differing second-language proficiency

Abstract

Switching interactively between first (L1) and second (L2) languages has been recognized as one of the salient characteristics of L2 writing. However, it is not clear how switching between languages is related to L2 proficiency nor how switching to the L1 assists writers with differing L2 proficiency in their composing processes. The present study investigated these issues with eight adult Chinese-speaking English as a Second Language (ESL) learners with two differing levels of proficiency in English performing two writing tasks: an informal personal letter and an argument essay. Data were the students’ think-aloud protocols, retrospective interviews, questionnaires, and written compositions. Quantitative and qualitative analyses of these data show that the participants’ frequencies of language-switching varied slightly by their L2 proficiency, suggesting that L2 proficiency might determine writers’ approaches and qualities of thinking while composing in their L2.