Utilizing L1 as an External Cognitive Aid to Facilitate L2 Writing


Şenaydın F. , Karayazgan B. , Atay D.

Pedagogic and Instructional Perspectives in Language Education: The Context of Higher Education, Enisa Mede,Kenan Dikilitas,Derin Atay, Editör, Peter Lang Publishing, Inc., Berlin, ss.139-158, 2020

  • Basım Tarihi: 2020
  • Yayınevi: Peter Lang Publishing, Inc.
  • Basıldığı Şehir: Berlin
  • Sayfa Sayıları: ss.139-158
  • Editörler: Enisa Mede,Kenan Dikilitas,Derin Atay, Editör

Özet

Utilizing L1 as an External Cognitive Aid to Facilitate L2 Writing

Introduction

The use of the first language (L1) in second language (L2) instruction has been widely discussed and studied in ELT circles (Salataci, 2002; Cárdenas-Hagan, Carlson, & Pollard-Durodola, 2007; Carson & Kashihara, 2012). While earlier accounts of cross-linguistic studies have pointed to the negative effects of L1 on L2 learning (Howatt, 1984), recently there has been a growing body of research emphasizing the positive transfer effects between L1 and L2 (Cummins, 2008; Cook, 2001). In this study, we use this assumption as a starting point and aim to explore the potential influences of L1usage on the L2 writing performance.

In its inquiry of the cross-linguistic effects, the focus of this research is on the lexical diversity in the L2 writing. The ability to write appropriately is something that most students evade despite devoting years to developing this skill in both L1 and L2. When considering the learners’ lack of automatized linguistic knowledge (DeKeyser, 2007), writing in L2 is a cognitively complicated task as it requires knowledge about not only the target content and the writing process, but also lexis and grammar for effective communication (Tribble, 2001). The L2 research on writing therefore, has taken an exploratory direction towards lessening the cognitive load of this skill, and in this effort, has paid special attention to planning. In this study, we explore how planning,...