L1 Thinking In FL Composing Process Of Academic Papers

The influence of L1 thinking on L2 production has long been a contention in SLA research. The latest cognitive-psychological point of view proposes that L2 learners'L1 use is essentially a transfer strategy that they utilize their L1 knowledge and skills to facilitate the development of their IL and to enhance their appropriate use of the TL in particular contexts. Though a host of previous studies have confirmed this, their concentration unexceptionally lie on timed writing of expository essays like narratives and argumentations, none concerning with L1 thinking underlying L2/FL composing process in an academic and natural context.The present case study, within a theoretical framework of language of and for thought, examines the qualities of L1 thinking demonstrated by a postgraduate of mathematics during his verbal reports on the FL composing performance of academic papers. Specifically speaking, the following four questions are addressed:1. What are the L1 thinking patterns underlying the direct and translated writing process of academic papers respectively?2. Under what contexts would the participant revert to his L1 for thinking while engaged in paper composing tasks? Why?3. How is the success of FL composing performance of academic papers related to writing modes, i.e. direct vs. translated writing? And how is it related to the extent of L1 thinking in the course of composing?4. Do task demands affect the participant's L1 use while conducting FL writing activities?A preliminary study involving ten (post)graduates of science and engineering was conducted to identify whether different demographic and academic backgrounds of the students would lead to their different L1-use strategies in FL academic writing. The results exhibited great similarities between them on writing mode preference, thinking trend, attitudes towards English writing and so on. Therefore, the present study was designed to focus on one single EFL learner, investigating intensively into his L1 thinking under two writing modes.