A Study On The Influence Of Native Language Thinking On Post-reading Writing Process Of High School English Learner

The effect of L1 thinking on L2 acquisition has been a big concern of researchers,especially in the effect on the process of L2 reading and writing.In recent years,with the gradual verification of the facilitative effect of continuation writing on L2 acquisition,L1 thinking in continuation writing has also begun to receive attention.However,the relevant conclusions need more empirical supports,and the application of L1 thinking in the reading process is not clear.Thus,based on the Cognitive Learning Theory,the paper aims to address the following three questions:(1)To what extent does the writer rely on L1 thinking in the reading process and writing process of continuation task? Which thinking activity is more likely to rely on L1?(2)Is there a correlation between the amount of L1 thinking used by the writer in the process of reading and writing and the quality of composition? Which correlation is more significant?(3)In the continuation task,what is the correlation between the amount of the writer’s L1 thinking in the reading process and the amount of L1 thinking in the writing process?Based on think-aloud,supplemented by questionnaires and retrospective interviews,this study investigated the use of L1 thinking in continuation task by 30 English learners in Yuehua high school in Dezhou.Through the quantitative and qualitative analysis of the data,the conclusions are drawn as follows:(1)In the continuation task by high school English learners,the dependence on L1 Thinking in the process of reading and writing is very high.In the reading process of continuation task,L1 thinking is more likely to be used for constructing meaning;in the writing process,L1 thinking is more likely to be used in content design and text output.(2)There is a positive correlation between the amount of L1 thinking involved in the reading process and the quality of composition of continuation task.The more L1 thinking senior high school English learners use in the reading process,the higher the quality of their compositions is.There is a marginal positive correlation between the amount of L1 thinking involved in the process of writing and the quality of writing.The amount of L1 thinking used by high school learners in the process of writing has a certain positive impact on the composition quality.(3)There is a positive correlation between the use of L1 thinking in the reading process and writing process of continuation task.The more L1 thinking senior high school English learners use in the reading process of the continuation task,the more L1 thinking learners will use in the writing process.This study is a supplement to the previous researches on L1 thinking and continuation task,and it provides some insights for teachers on how to teach students continuation task and how to apply their L1 thinking in class.However,due to the small-sized sample,the conclusions of this paper can only provide a hypothesis for future research,which needs further verification and research.