The Influence Of L1on L2Writing-Process And Product

First language is one of the key factors and it is the most important element in thefield of Second Language Acquisition, especially in the L2writing. For the past fewyears, most scholars and researchers have been investigating and focusing on theproduct level instead of the process level in the whole research. In this thesis, theauthor offsets the former drawbacks and insufficient studies in this point of view. Theproduct level as well as the process level has been conducted in order to investigatehow L1interacts with L2writing with regard to certain factors and on which aspectsare influenced by L1. Therefore, it is useful and available that this research canprovide theoretical foundations and more attention for teachers and researchers inteaching strategies and future study in SLA.In this paper, the author inquires into the effects of amount of L1thinking on L2writing scores in different composing activities based on several theories includingContrastive Analysis Hypothesis, Creative Construction Hypothesis and ErrorAnalysis. Furthermore, the author proposes main research objectives on what is therelation between L1thinking and5separate composing activities as well as influenceof L1for different English proficiency on transfer errors learners committed in thewriting production. The theories concerning L2writing are stated to complete the experiment designed in this paper.The purpose of this experiment is to probe into the relation between L1thinking andL2writing in terms of process and product level for English majors. The authorselects60college students major in English as subjects in the experiment. They aredivided into two groups-the sophomore group and the junior group. The result of thisexperiment demonstrates that the negative effect of L1on L2writing processgenerally but there exists positive in term of organization-planning process. Theresult of descriptive analysis indicates that the amount of L1thinking declines withthe enhancement of L2learners’ proficiency of English. In different composingactivities, there are various L1thinking involvement. Through the correlationanalysis, it is concluded that proportion of L1thinking in text-generating hassignificant and negative relation with L2writing scores. There is positive correlationbetween L1use in content-planning and lexical errors for sophomores; also in theprocess of organization-planning, there is positive correlation between L1use andcohesion errors. While for juniors in text-generating process, more L1thinkinginvolvement there are, fewer syntactic errors there are according to Figure4-12andFigure4-13. Through think-aloud analysis, the findings demonstrate the result ofcorrelation analysis in detail.Through the illustration of the theories about L2writing and research results, thereare some implications for L2learning and writing. In the different composingactivities, the effect of L1on L2is different. So the teachers can implement differentteaching strategies in order to make students obtain the best accepting languagelearning so that their L2writing’ scores and performance are achieved the best. The L2writing problem solved can enhance the L2learners studying capability easilyand provide more suggestions for the scholars and researchers study on L2writing.