A Study On The Developmental Features And Factors Affecting L2 Writing Proficiency To EFL Sophomore English Majors By Integrating L2 Reading With Writing

This study, based on the theories of Krashen's comprehensible input and Swain's output hypotheses, scheme theory (Bartlett), and of L2 writing process (Hayes & Flower), aims to tap the relationship between L2 reading and writing proficiency, the developmental features of L2 writing proficiency by integrating L2 reading with writing, and the factors affecting the developmental features of L2 writing proficiency. The present study attempts to answer the following three questions: (1) whether there is co relational coefficient between L2 reading and writing proficiency by integrating L2 reading with writing to EFL sophomore English majors over instruction-receiving span in school level; (2) whether integrating L2 reading with writing can promote the developmental features of L2 writing proficiency, especially in fluency, accuracy, grammatical and lexical complexity in school level; (3) whether there are some potential factors affecting the developmental features of L2 writing proficiency in school level.Participants are sampled from two intact classes in Foreign Language Department of Changji University as two groups, class one of about thirty-nine as a controlled group, class two of about forty as experimental group, the total number of the participants is seventy-one (eight participants treated as the experimental mortality) in this study. During the experiments, the controlled group gives normal reading and writing instructions; the experimental group employs the method of integrating L2 reading with writing during the instruction-receiving span of about one year and two month.(1) Data collection is gained through three large TEM4 tests from pre-mid-post tests. All the data of about 213 writing samples are typed into electronic computer and analyzed at the aid of SPSS11.5. The participants'L2 writing proficiency uses holistic and analytic rating measures, the latter of which is graded by analytic rating from language content, organization, language use, vocabulary, and mechanics to ensure the inter-rater reliability by two experienced teachers of English majors. To be in accordance with TEM4, all the analytic rating scores are converted from 100 into 30 marks, then analyzed the co relational coefficients between L2 reading and writing proficiency.(2) The developmental features of L2 writing proficiency in overall fluency, accuracy, and grammatical complexity of about three total indices and nine specific indices are collected and analyzed by T-unit, clause length, and error classification, overall lexical complexity of about one total index and four specific indices are computed by online English VP2.9 software.(3) The results of twelve factors/variables affecting the developmental features of L2 writing proficiency are collected by questionnaire, and analyzed through frequency count and Nonparametric co relational coefficients, then linear regression model (R2 Square) is done to discover the value of dependent variable to predict twelve factors affecting the developmental features of L2 writing proficiency to EFL sophomore English majors in school level.The results show that (1) there is a significantly positive co relational coefficient between L2 reading and writing proficiency, and thus integrating L2 reading with writing can promote the developmental features of L2 writing proficiency to EFL sophomore English majors in school level;(2) with their developmental features of L2 writing proficiency in school level, (a) they can write more fluently, thus can write more total number of words and total number of T-units'ratio sentences, total number of words and total number of clauses'ratio sentences, total number of words and total number of error-free T-units'ratio sentences as well; (b) they can not write more accurately, thus can not write more total number of error-free T-units'ratio sentences, total number of error-free T-unit and total number of T-units'ratio sentences, but can write total number of errors and total number of T-units'ratio sentences; (c) they can write more grammatical sentences, thus can write more total number of clauses and total number of T-units'ratio sentences, total number of clauses and total number of words'ratio sentences, total number of participles and total number of clauses'ratio sentences, and can write more complex lexical in lower frequency words, academic words list, and off list words; (d) thus they can achieve overall improvement in L2 writing proficiency in school level;(3) with their developmental features of L2 writing proficiency in school level, (a) the higher their general L2 proficiency, the better EFL sophomore English majors'developmental features of L2 writing proficiency; (b) the more practice in their L2 writing, the less EFL sophomore English majors'developmental features of high quality L2 writing proficiency; (c) the more time in their L2 reading practice, the better EFL sophomore English majors'developmental features of high quality L2 writing proficiency; (d) the more revising after writing, the better EFL sophomore English majors'developmental features of high quality L2 writing proficiency, but not in planning before writing, and rereading & rewriting after writing; (e) the more their attention is paid to language content, the better EFL sophomore English majors'developmental features of high quality L2 writing proficiency, but not in attention to language organization, vocabulary, language use, and mechanics.