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Interweaving of L1 and L2 in L2 Thinking Bai Hong’ai Yanbian University.

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Presentation on theme: "Interweaving of L1 and L2 in L2 Thinking Bai Hong’ai Yanbian University."— Presentation transcript:

1 Interweaving of L1 and L2 in L2 Thinking Bai Hong’ai Yanbian University

2 Hypothesis No. 1: L1 is a contributing factor in the cognitive No. 1: L1 is a contributing factor in the cognitive processing of L2 writing in the developmental process of SLA (partially supported and rejected) processing of L2 writing in the developmental process of SLA (partially supported and rejected) No. 2: L1 thinking and L2 thinking make respective contribution to writing (supported) No. 2: L1 thinking and L2 thinking make respective contribution to writing (supported) L1 --- a strategy of organizing textual L1 --- a strategy of organizing textual contents and structure contents and structure L2 --- an effective to approach to compose L2 --- an effective to approach to compose the linguistic expression the linguistic expression No. 3: Writing is the interweaving of L1 and L2 No. 3: Writing is the interweaving of L1 and L2 thinking. (supported) thinking. (supported)

3 Theoretical Background Lay (1988):The comforts of the first language in learning to write Lay (1988):The comforts of the first language in learning to write The benefits from thinking through L1: The benefits from thinking through L1: (1) Greater ease at brainstorming about topics and finding points to make about them; (1) Greater ease at brainstorming about topics and finding points to make about them; (2) Increased facility at raising questions; (2) Increased facility at raising questions; (3) increased likelihood of being able to work through complicated ideas; (3) increased likelihood of being able to work through complicated ideas; (4) Ease at recalling past experiences; (4) Ease at recalling past experiences; (5) Greater facility at evaluating the organization of the essay; (5) Greater facility at evaluating the organization of the essay; (6) The enhancement of their self-expression; (6) The enhancement of their self-expression; (7) The availability of greater lexical variety; (7) The availability of greater lexical variety; (8) Greater propensity to display cultural sensitivity. (8) Greater propensity to display cultural sensitivity.

4 Kern (1994)’s opinion of L1 functions (1) to chunk material into semantic clusters (1) to chunk material into semantic clusters (2) to keep their train of thought (2) to keep their train of thought (3) to create a network of association (3) to create a network of association (4) to clarify grammatical roles (4) to clarify grammatical roles (5) to make the input more familiar and consequently more user-friendly (5) to make the input more familiar and consequently more user-friendly

5 Subjects of the research Totally 80 English major students from 3 Totally 80 English major students from 3 classes. classes.

6 Data Collection Retrospection Retrospection 3 stages of writing, totally 15 steps 3 stages of writing, totally 15 steps Remove/avoid any possible variables Remove/avoid any possible variables

7 Steps of Writing (3 stages ) Predrafting stage (1) Comprehending titles or requirements (2) Activating the related knowledge (3) Thesis statement (4) Textual structure (5) Outlines (6) Topic sentences Drafting stage (7)Unity (8)Coherence (9)Idea-developing (10)Fluent and native language (11)Grammar and spelling Postdrafting stage (12) Adding or deleting contents (13)Rearranging paragraphs or sentences (14)Checking up diction (15)Correcting grammar and spelling

8 Chinese thinkingEnglish thinking I. Pre-drafting stage J(%) S(%) A(%)J(%)S(%)A(%) ( 1) Comprehending titles or requirements (2) Activating the related knowledge (3) Thesis statement (4) Textual structure (5) Outlines (6) Topic sentences Table 1: Students’ preference of language of thought at each step of writing(%)

9 Figure 1: Chinese thinking of 3 classes students at each step of writing process

10 Figure 2: English thinking of high, middle, low-level students

11 Chinese English

12 Questions for further study The proportion of L1 and L2 thinking in a writing process The proportion of L1 and L2 thinking in a writing process The decisive factors influencing the ratio of L1 and L2 thinking The decisive factors influencing the ratio of L1 and L2 thinking


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