Utilizing L1 as an External Cognitive Aid to Facilitate L2 Writing
Kitapta bölümler > Araştırma Kitabı · 2020
Yazarlar: Ferah ŞENAYDIN, Beylü KARAYAZGAN, Derin Atay
Pedagogic and Instructional Perspectives in Language Education: The Context of Higher Education, Araştırma Kitabı, Peter Lang Publishing, Inc., B, Uluslararası, 2020, ss 139-158, Almanya
Özet
<p><span style="color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);">Utilizing L1 as an External Cognitive Aid to Facilitate L2 Writing</span><br style="-webkit-font-smoothing: antialiased; -webkit-tap-highlight-color: transparent; text-rendering: optimizelegibility; color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);"><br style="-webkit-font-smoothing: antialiased; -webkit-tap-highlight-color: transparent; text-rendering: optimizelegibility; color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);"><span style="color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);">Introduction</span><br style="-webkit-font-smoothing: antialiased; -webkit-tap-highlight-color: transparent; text-rendering: optimizelegibility; color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);"><br style="-webkit-font-smoothing: antialiased; -webkit-tap-highlight-color: transparent; text-rendering: optimizelegibility; color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);"><span style="color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);">The use of the first language (L1) in second language (L2) instruction has been widely discussed and studied in ELT circles (Salataci, 2002; Cárdenas-Hagan, Carlson, & Pollard-Durodola, 2007; Carson & Kashihara, 2012). While earlier accounts of cross-linguistic studies have pointed to the negative effects of L1 on L2 learning (Howatt, 1984), recently there has been a growing body of research emphasizing the positive transfer effects between L1 and L2 (Cummins, 2008; Cook, 2001). In this study, we use this assumption as a starting point and aim to explore the potential influences of L1usage on the L2 writing performance.</span><br style="-webkit-font-smoothing: antialiased; -webkit-tap-highlight-color: transparent; text-rendering: optimizelegibility; color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);"><br style="-webkit-font-smoothing: antialiased; -webkit-tap-highlight-color: transparent; text-rendering: optimizelegibility; color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);"><span style="color: rgb(104, 105, 124); font-family: "Open Sans", sans-serif; font-size: 16px; background-color: rgb(251, 252, 252);">In its inquiry of the cross-linguistic effects, the focus of this research is on the lexical diversity in the L2 writing. The ability to write appropriately is something that most students evade despite devoting years to developing this skill in both L1 and L2. When considering the learners’ lack of automatized linguistic knowledge (DeKeyser, 2007), writing in L2 is a cognitively complicated task as it requires knowledge about not only the target content and the writing process, but also lexis and grammar for effective communication (Tribble, 2001). The L2 research on writing therefore, has taken an exploratory direction towards lessening the cognitive load of this skill, and in this effort, has paid special attention to planning. In this study, we explore how planning,...</span><br></p>