| The influence of the L1 (first language) in second language acquisition has longbeen a controversial topic with many problems remaining unsolved. The previousstudy has proved that the influence of the mother tongue on the L2 (second language)learning is being "either negative or positive". During the recent two decades,attention has been shifted from the study with the focus on the results of L2production to the process of L2 production. However, few researches have beenconducted in this new perspective. What is more, few researches in china have chosennon-English majors as subjects. Thus, the study is necessary due to the differencesbetween English majors and non-English majors with respect to English study. It isassumed that revelations of how L1 influences L2 writing will promote ourunderstanding of the distinct nature of L2 writing and ultimately contribute to thedevelopment of L2 writing theories. The present study makes such an attempt. Itaddresses the L1 thinking in L2 writing, one of the fundamental, unique features of L2writing. In order to reveal clearly the bilingual nature of the L2 writing process,detailed depictions are made of how the writer's L1 and L2 are used in variouscomposing activities.The participants involved in this study are 30 non-English majors from AnhuiUniversity. Their English levels vary from low to high. Think-aloud method isadopted to record the process of the argumentation writing of the subjects to examinethe influence of the mother tongue on L2 production. In the end, the followingquestions will be addressed:1. What is the relation between the amount of L1 thinking and the languageproficiency of the learners?2. What is the relation between the amount of L1 thinking and the quality of L2composition?3. What specific roles does L1 play in various activities throughout the L2writing process?4. What do the student writers think of their use of L1 in L2 writing process? This thesis confirms that L1 thinking plays mufti-faceted effects in EFL(English as a Foreign Language) composing process held by Wang (2000), and L1effects on EFL composition can not be simplified as positive or negative. The majorfindings for the present study are as follows:(1) The use of L1 is irresistible regardless of the L2 proficiency. All of thestudent writers are dependent on the aid of the mother tongue throughout the process.Generally speaking, the proportion of L1 decreases with the writer's L2 development.(2) The proportion of L1 (Chinese) use in L2 (English) writing process and thequality of L2 composition are negatively correlated.(3) L1 influence is a process rather than a result. Therefore, the mother tongue iswronged to be regarded as the major obstacle to L2 learning. The key point is that itshould be made clear under what condition it functions positively and in what cases itis negative.(4) The student writers give different reasons for the use of L1, but most of themadmit two main reasons: inadequate L2 competence and restraint by L1 knowledge.About 80% of them also take middle-of-the-road position when being asked whetherthe use of L1 will facilitate or hinder L2 writing.The thesis consists of 5 chapters. Chapter one is devoted to the origin of thetopic and the significance of the present study. Chapter two reviews the previouswriting process studies based on think-aloud protocol, and then the distinguishingfeatures of the present study are presented. Chapter three introduces the methodologyincluding research questions, subjects, instruments and research procedures. Chapterfour launches an analysis and discussion of the effects of L1 use in EFL composingprocess and quantitative and qualitative analyses are equally emphasized. Theconclusion is drawn in chapter five. Besides, limitations and suggestions for furtherresearch are also stated in this chapter.
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