The Effects Of First Language Thinking In EFL Writing Process On EFL Composing: A Case Study Based On Think-aloud Verbal Protocol Of 20 English Majors In China

This thesis explores the effects of L1 (Chinese) thinking in the EFL composing process. Think-aloud method is employed in the study to eL1cit data. The subjects under this study are college-level EngL1sh majors from grade 1 to grade 4 in China.In the thesis, the effects of L1 thinking are objectively represented. It confirms L1 thinking plays multi-faceted effects in EFL composing process held by Wang, 2000, and L1 effects on EFL composition can not be simpL1fied as positive or negative. The major findings for the present study are the following:1.The role played by L1 in EFL composing process includes task-examining, idea-generating, idea-organizing, text-generating and process-controlL1ng.2.With different EFL proficiencies, the percentage of L1 (Chinese) use in the EFL composing process is negatively correlated to the scores of EFL compositions, specifically, to the scores of transition, clauses and grammar.3.For the subjects with the similar EFL proficiency, more L1 thinking in idea-generating and text-generating activities will faciL1tate the quaL1ty of EFL compositions. In addition, L1 used for editing the L1nguistic aspects will enhance the potential for better quaL1ty in EFL compositions.4.The amount of L1 thinking in EFL composing process decreases with the growth of grade in college.5.The student writers have two languages, L1 and EFL at their disposal while composing in EFL. L1 is more frequently employed by most subjects to solve cognitive problems such as generating and organizing ideas while writing.The thesis consists of 6 parts. Part one is devoted to the explanation of the topic,. and the significance of the present study. Part two reviews the previous FL writing process studies based on think-aloud protocol, and then the distinguishing features of the present study is presented. Part three introduces the theoretical background of the study, which mainly involves the theories of language transfer, of L2 writing and think-aloud protocol Part four is the research design including hypothesis, objectives,subjects, instruments and research procedures. Part five launches an analysis and discussion of the effects of L1 use in FL composing process, and quantitative and quaL1tative analyses are equally emphasized. The conclusion is drawn in part six.