Improving the Quality of Second Language Writing by First Language Use

Abstract

Abstract-The role of the learners' first language (L1) in learning second language (L2) writing has recently become a focus in SLA research. There have been many studies focusing on different aspects of this phenomenon. The results of these studies have shown how L1 use may play facilitative roles in producing writing in the second language. Many variables, such as task type and language proficiency, have also been studied in this regard. Yet, there seems to be a paucity of research on whether L1 use can significantly improve the quality of written productions in L2. The present study was therefore designed to peruse this question and find what aspects of writing may improve with L1 use. To this end, the written productions of 36 Persianspeaking intermediate English learners writing an argumentative paragraph were analyzed. 6 of the 12 groups were asked to collaborate in their first language and the others were limited to using the second language in their collaborations. The results of statistical comparisons between the first language and second language groups revealed that L1 use can significantly improve the overall score gained by the L2 writers. It was also found that L1 use improves the quality of L2 written productions in terms of organization/unity, development, structure, and mechanics.

L1 as a Tool for Dialogic Discourse in an ESL Classroom during Pre-Writing Stage

“…roles, showing the overall impact and quality produced in L2 written production in significant writing features such as unity, development, structure, and mechanics (Ahmadian et al, 2016). Additionally, L1 also serves a function critical to guiding the learners to realize a shared understanding of designated tasks, thus helping them to scaffold support and externalize their inner speech (Antón & Dicamilla, 1999).…”

To be or not to be...? Analysis of misuses with be in a learner corpus in an online environment

“…As a result, multiple studies about the role and influence of LT in L2 acquisition have been published during the past two decades -especially regarding the use of English as an L2-(e.g Nation, 2003;Lu, 2010;Karim and Nassaji, 2013;Ionescu, 2014;Brogan and Son, 2015;Wang, 2015;Ahmadian, Pouromid and Nickkhah, 2016). Some of these publications focus on how English learners make use of their L1 when writing in the L2, suggesting and implying that L1-based strategies can have beneficial effects on L2 writing (Karim and Nassaji, 2013) and can also contribute to improving L2 composition (Kim and Yoon, 2014).…”

Interference of First Language in Secondary School Students

“…A study on the cross-linguistics influences in second language acquisition [2] explored the importance of L1 in the written production of L2 by analyzing the production errors made by 60 Spanish and 50 American students age 45 years old in relative to particular subsystems such as semantic and syntactic areas. The students were selected with the same age group, same course and university.…”

“…A study by Ahmadian and his colleagues [2] on 36 Persian-speaking intermediate English learners on whether L1 use can significantly improve the quality of written productions in L2 and the aspects of writing that can be improved with L1 use reveals that positive language transfer can occur. Statistical comparisons of written argumentative paragraph from 12 groups of students; 4 males and 2 females per group, were randomly asked to use only English [L2 groups] in their collaborations as well as while performing the writing task, while the other half; 4 males and 2 females, were required to use their mother tongue, Farsi [L1 groups] was carried out.…”