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2.2 The Studies of L2 Writing Process
It was known to all that influence of L1 on the L2 learning was in the process ofproducing the target language as well as in the product of the target language. Thefunction of transfer could not fully explain the role of the L1. It was still a question whatinfluence L1 was likely to exert on the linguistic information processing during the linguisticact. That was to say, the cognitive processing of L1 effect on L2 production had been hardlystudied. Many researchers tended to find out the general system of the learners thinking operations in L2 writing process with respect to L1 influence.Since 1980s, the number of studies on the function of L1 in the L2 writing process keptrising (Zamel, 1983; Grabe & Kaplan, 1996). However, most of them tended to examinewhether the process of writing in L1 was the same as that in L2. Only a few of them focusedon the role of L1 in the process of L2 writing, the results of which were that L1 thinkingwould help improve the process L2 writing. For example, Lay (1982) studied the L2 writingprocess of four Chinese students. In the study, Think Aloud protocol was adopted to testifywhat was going on in the mind without significant interference from outside. Meanwhile, thesubjects were interviewed for their attitudes and backgrounds in writing. The results showedthat the students who relied more on L1 thinking performed better in the content, structureand detail of composition than those who relied less on L1 thinking.Krapels (1990), in her overview of L2 writing process research, has been aware of theuse of L1 as “a fairly common used strategy among L2 writers”. A number of researchersreported the facilitating functions of L1 use in ESL writing process in their studies. (e.g.,Bosher, 1998; Cumming, 1989; Lay, 1982; Raimes, 1985; Zamel, 1982) But making a generalview on all of the research so far, the researcher found that studies on the relationship betweenthinking planning in L1 and its impact on L2 writing performance are sadly lacking.
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Chapter Three Theoretical Basis .... 14
3.1 Language Learning Strategies ......14
3.1.1 Definition of Learning Strategy ....... 14
3.1.2 Taxonomy of Language Learning Strategies........ 16
3.2 Language Transfer and Error Analysis........18
3.3 The Rationale for the Study ....19
Chapter Four Research Design....... 20
4.1 Research Questions .......20
4.2 Participants .....20
4.3 Research Method and Instrument......21
4.4 Research Procedures .....22
4.5 Data Analysis.......23
Chapter Five Results and Discussion....... 24
5.1 Results of the Quantitative Study......24
5.2 Results of the Qualitative Study........28
Chapter Five Results and Discussion
In this chapter, the results of the quantitative and qualitative study are reported fromthree aspects.First, it presents the descriptive statistics of adult learners use of mother-tongue-reliancestrategies through the result of the descriptive analyses. Second, it presents the summarizationof the use of mother-tongue-reliance strategies in different writing processes to examine thatwhether there are differences of the use of mother-tongue-reliance strategies in differentwriting stages in English writing. At last, Pearson correlation -test is adopted to testify
