The CBT-based Study Of L1 Impact On L2 Writing

The researches on the second language writing have attracted more attention since the 1980s. However, the majority emphasizes on comparing writing products in first and second languages to find out their dissimilarities and deny the positive transfer of L1. Even though some studies reveal the positive L1 impact on L2 writing, they rely on experiments and are lack of theoretical support. Accordingly, this paper discusses thought pattern of L2 learners in the composition and examines the positive impact of translation in L2 writing by taking advantage of cognitive linguistics.This paper firstly reviews the previous studies on second language acquisition and the development of cognitive linguistics, which provides theoretical foundation to this study. Then it employs a new cognitive theory, conceptual blending theory to interpret cognition and translation in L2 writing. Besides, this paper does not wrap up at the mere theoretical investigation but turns to examine the previous hypothesis by comparing essays in direct and translated writing modes of 47 college students from the qualitative scoring and quantitative perspectives. This experiment proves that translation is involved in L2 writing more or less and improves L2 writing, particularly to L2 learners with lower-level proficiency. The theoretical cognitive hypothesis thereby gains a hard-data support.To sum up, cognitive linguistics provides in-depth understanding of L2 writing. The conceptual blending theory provides theoretical foundation that second language acquisition should be analyzed from cognition, factors beyond language system. That means language cannot be separated away from L2 learners'experience. Besides, any study cannot only stay at the theoretical level; it must be supported by practical experiments. Anyway, the CBT-based study on L2 writing should be addressed with tremendous attention as it provides a new perspective and approach to L2 writing.