Examinando por Autor "Verdugo Araya, Andrea"

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    Using the L1 in L2 writing : the role of writing strategies across proficiency levels and writing tasks
    (Universidad Andrés Bello, 2019) Correa Román, Bárbara.; Garrido Montalva, Felipe; Jordán de la Barra, Nelly; Pacini Haquin, Carla; Verdugo Araya, Andrea; Cancino Ávila, Marco Octavio; Facultad de Educación y Ciencias Sociales
    Several studies have investigated how students integrate the first language (L1) for the function of acquiring L2 writing proficiency (Murphy & Roca de Larios, 2010; Sasaki, 2000; Stapa & Majid, 2012; Wang & Wen, 2002). In the case of L2 writers, their language ability is limited whereas L1 can be used to sustain their writing (Wolfersberger, 2003). English as a Foreign Language learners rely on their first language since they use it as an instrument for their writing when they attempt to compose a written piece. They might use transfer as a tool to learn or as a means to convey their meaning, and they may also use it to formulate hypotheses about target language and to test those hypotheses (Khaled & Hossein, 2013). However, there is still no consensus that relates the degree of L1 use and various writing strategies in L2 writing to student proficiency levels and writing genres or writing tasks (Kim & Yoon, 2014). Furthermore, L1 use on L2 writing tasks has been found to be harmful for students since different structures from the L1 can cause interference in the L2. L1 interference with regard to the terms ‘cross-linguistic’ and ‘language transfer’ refers to the influence of native language structures on students’ performance and development in the target language (Hashim, 1999). There are many cases, in which interference from students’ mother tongue can influence second language acquisition. Therefore, the present study sought to explore the writing strategies utilized by these participants when generating a writing piece. The amount of L1 use was analyzed to determine if it had an impact on their writing proficiency across writing tasks and writing proficiency levels. The data was collected through a placement test (Appendix D), writing tasks (Appendices F and G), and think aloud protocols (Appendix E) (the process of recording the learners’ thoughts while they complete each task). The writing tasks consisted on producing one narrative and argumentative text per participant. Results showed the different writing strategies used by the participants when they performed the L2 writing activities. These strategies were identified and discussed in light of the different proficiency levels of these participants. Furthermore, the researchers determined the amount of L1 and L2 employed by the participants during the L2 writing process and the frequency of strategy use by the participants on each writing task narrative and argumentative. Finally, researchers came up with some recommendations for future research regarding the use of the L1 in L2 writing.