Selective Imitation In Second Language Argumentative Writing

In many psychological studies,it has been testified that infants and children do not blindly copy every action they observe(selective imitation).This conclusion has been utilized in phonological and phonetic studies of children's first language acquisition and proven to be reliable.The current study extends the range of selective imitation into second language writing and aims at answering the following research questions: 1)Does the phenomenon of selective imitation exist in second language learner's argumentative writing? 2)Is writing score in the first edition an influence factor of selective imitation in second language writing? 3)What are the characteristics of the selective imitation in second language learner's argumentative writing?Twenty-eight undergraduate students participated in this study,which is conducted in two phases.Firstly,students were given a specified topic request and asked to compose an argumentative writing for around 250 words.After finishing their composition,a model answer was provided and students were instructed to read the model answer for 10 minutes and revise their composition according to what they believed to be beneficial for their writing in the model answer.The theme and model answer are chosen from Cambridge English IELTS Authentic Examination Papers from Cambridge ESOL.Altogether,there are 56 compositions studied,including the first version and the revised version as contradistinction.Every composition was uploaded to www.pigai.org to be evaluated and a total score and three item scores—vocabulary,sentence and structure are received.Then,a set of quantitative and qualitative analysis was conducted in accordance to the research questions.The results show that selective imitation exists in second language writing and in the scope of vocabulary,sentence and structure,selective imitation is incarnated in vocabulary.Students with high scores in their first edition do not differ from students with low scores concerning selective imitation.The qualitative analysis of vocabulary used in students' writing demonstrates that although they read the model answer before writing the second edition,students do not notice or correct the vocabulary error in their original compositions,but choose to obtain new words in the model answer that they do not use in their first editions.Another interesting finding is that students with low scores tend to employ many new words in the model answer while students with high scores employ much less.The usage of vocabulary for students with low scores reveals hidebound and inflexible while students with high scores absorb the words and apply them in a more flexible and integrated way.The results could help writing teachers to improve teaching technics,raise teaching efficiency,as well as provide teaching emphasis.