This study investigated the influence of gender and culture on 23 university students’ first language (L1) and second language writing (L2). Specifically, the study investigated the extent to which gender differences would emerge in students’ L1 and L2 writing and whether any such differences would manifest themselves differentially in L1 as opposed to L2 writing.
Students represented three national groups (8 Japanese students, 7 Chinese students, and 8 Taiwanese students). The Japanese and Chinese groups received their schooling in their home countries and came to Canada for purposes of university studies. However, the Taiwanese group came to Canada during their schooling years and consequently their English academic skills were better developed than their Chinese skills. L1 and L2 writing was sampled with four different writing tasks and analyzed for patterns of lexical and rhetorical usage. Stimulated-recall interviews were conducted with each student after they had completed the four writing tasks. The goal of the interviews was to identify the metacognitive strategies the students utilized in their L1 and L2 writing. Issues related to how students’ identities intersected with their L1 and L2 writing were also explored.
Because the national groups are heterogeneous with respect to L1 and L2 writing experience, each group was considered as a separate case study for purposes of analysis. Exploratory cross-group analyses were carried out only to throw additional light on within-group trends. In the sample as a whole, statistical differences related to gender did not emerge. However, qualitative analysis of students’ L1 writing showed a distinct gender difference within the Japanese group. Specifically, Japanese females used considerably more politeness markers in their Japanese writing in comparison to Japanese males whose L1 writing tended to be more assertive. These differences were not apparent in males’ and females’ L2 (English) writing. No gender differences were observed in either L1 or L2 among the Chinese and Taiwanese groups. The findings suggest that learners absorb the instruction they receive in relation to effective ways of writing in their L2 environments and are fully capable of adjusting lexical and rhetorical features from L1 norms to L2 norms. The fact that female Japanese students did not generalize the politeness features they used in Japanese to English suggests that student identities are fluid and shift according to the cultural and linguistic context.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/29924 |
| Date | 31 August 2011 |
| Creators | Fu, Jing |
| Contributors | Cummins, James |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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