Recent research into writing process of second language writers has produced a range of different conclusions: the composing process is different in the second language (L2) than first language (L1) writing (Silva, 1993); the writing strategies are similar in both L1 and L2 writing (Matsumoto, 1995); adult L2 writers are less effective in their L2 than L1 academic writing (Silva, 1993). In the review of literature, Silva's studies reveal that L2 composing is more difficult and less effective than L1 composing (Silva, 1993, 1992). Yet other studies, German (1994) and Matsumoto (1995) suggest that writers transfer their writing strategies from L1 to L2 provided they possess L2 grammatical proficiency (Berman, 1994). The object of the study was to explore content generating and planning processes in proficient L2 writers. Eight participants took part in this study; each participant was proficient in two languages: English and Spanish and proficient in academic writing in both languages (according to the writing test given). The participants' first and second languages were either English or Spanish and they had either studied beyond secondary level in both languages or worked in both languages where academic writing was required. The researcher collected data through individual interviews, participant observation and think-aloud protocols during writing, and the writing samples. A profile of each participant, addressing his/her content-generating and planning in writing, was developed. Moreover the study used Bereiter and Scardamalia's model to explain the process. Similarities not differences between L1 and L2 composing processes were found. The only difference between L1 and L2 content generating and planning was evident in content generating: English writers generated more utterances during think-aloud sessions than Spanish writers in both L1 and L2. It has not provided enough support for the point of view that L1 composing process is different than L2 composing for adult L1 and L 2 proficient writers. In addition, the study has found similarities between L1 and L2 strategies used during the writing sessions.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/8515 |
| Date | January 2000 |
| Creators | Beare, Sophie. |
| Contributors | Bourdages, Johanne, |
| Publisher | University of Ottawa (Canada) |
| Source Sets | Université d’Ottawa |
| Detected Language | English |
| Type | Thesis |
| Format | 118 p. |
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