The Role Of L1 Use In L2 Writing Processes By Chinese EFL Students: Six Cases Of Non-English Majors

A number of studies have attempted to probe into the second-language (L2) writing processes of EFL students. Studies concerning L1 use in L2 writing processes are relatively few. Studies focusing on Chinese non-EngL1sh majors' L1 use in L2 writing processes are even fewer. The present study was designed to examine six non-EngL1sh majors in China at different levels of L2 proficiency, to describe their writing processes in terms of their use of first language (L1) as shown in think-aloud protocols. The six participants were given one argumentative writing task for think-aloud composing. Specifically, three research questions are investigated in this study: the relationship between L1 use and L2 proficiency of Chinese non-EngL1sh majors in their L2 writing processes, possible differences in their L2 writing process when Chinese non-EngL1sh majors with different L2 proficiency use their L1 for particular purposes and the reasons why Chinese non-EngL1sh majors use L1 in their L2 writing.Data were the quantitative and quaL1tative analyses of the protocols, together with individual retrospective interviews with the participants and their composing products. After the number of Chinese and EngL1sh words in each protocol was counted, the data were processed with SPSS11.0 for descriptive analyses. Correlation analysis was conducted between the proportion of L1 use in the L2 composing processes and ranking of the L2 compositions, which was marked by two authoritative EFL teachers and indicated the quaL1ty of the written products. The percentage of the Chinese words occurring for different purposes, based on the categories coded by dimming (1989) and Swain and Lapkin (1995), was also correlated with the quaL1ty of the written products, with Independent-sample T-tests conducted to find out differences in each category used by the writers at different proficiency levels. In the individual retrospective interviews, the L2 writers' attitudes toward L1 use in L2 composing were explored in terms of some prepared questions, such as the reasons and purposes for the writers' use of L1.The results showed that the students' L1 use faciL1tated their L2 writing process. They used L1 in L2 writing process due to restraints of inadequate L2 proficiency, accustomness of L1 thinking and lack of L2 writing practice. Non-EngL1sh majors with higher scores on composition used more L1 than those with lower scores in terms of the total amount. Considering the six purposes of the students' using L1 identified from the data, the higher proficient students employed more L1 for idea generation and lexical searching, whereas the lower proficient students adopted more L1 for language use and meta-comments. Significant differences did exist between the two proficiency groups with regard to the four purposes of L1 use: idea generation, discourse, lexical searching and meta-comments.Possible impL1cations of the study findings for second-language writing instruction to non-EngL1sh majors are finally discussed.