Language-switching: Using the first language while writing in a second language
#filesell_pps_div1{margin:5px auto;padding:5px;min-width:300px;max-width:500px;border:1px solid #a9a9a9 !important;background-color:#ffffff !important;color:#000000 !important;font-family:tahoma !important;font-size:13px !important;line-height:140% !important;border-radius:5px;} Language-switching: Using the first language while writing in a second language
Abstract In a protocol analysis of L2 writing from 28 adult participants (9 L2 Japanese, 11 L2 English, and 8 L2 Spanish), this research observed how language-switching (L-S), i.e., L1 use in L2 writing, was affected by L2 proficiency, task difficulty, and language group (i.e., the L1/L2 relationship). ANOVA results suggest that less proficient L2 learners switched to their L1s more frequently than more advanced learners (P=0.004), and that more difficult tasks increased the duration of L1 use in L2 writing (P≤0.001). For students of a cognate language, longer periods of L1 use were related to higher quality L2 texts; for students of a non-cognate language, L-S was related to lower quality texts. Possible reasons for L-S are discussed with examples from the protocols, and suggestions for including L-S in L2 writing models are made By: Billy R. Woodall Number of Pages: 22 ... دریافت فایل Read the full article