Japanese Students' L1-L2 Writing Connections : Written Texts, Writing Competence, Composing Processes, and Writing Attitudes

Abstract

The purpose of this study is to explore the relationships between Japanese college EFL students' L1 (Japanese) and L2 (English) composing from four different angles, written texts, writing competence, composing processes, and attitudes toward writing. Thirty Japanese college EFL students participated in the study. They wrote an argumentative essay in L1 and responded to a retrospective composing process questionnaire designed to examine their writing behaviors in L1 They also produced an argumentative essay in L2 and answered an L2 composing process questionnaire. In addition, the students filled-in writing attitude questionnaires which examined their attitudes towards writing in L1 and L2 respectively. The results of the data analysis revealed notable L1-L2 connections in all four aspects. For example, the students preferred the General-Specific pattern in their essays both in Japanese and English and produced compositions with similar quality in the two languages. They demonstrated similar "prewritingf and "post-writing" behaviors in L1 and L2. Furthermore, they recognized the value of writing activities in general but showed a lack of confidence in their writing abilities in English and Japanese. The results also showed some differences between the students' L1 and L2 writing. That is, the students demonstrated greater concern for various textual features, especially grammatical correctness, while composing in English than in Japanese. They assumed negative attitudes towards English writing done in class, finding it more difficult and less interesting than Japanese writing. The presert study suggests a need to explore a more a nch resource fix instruction in an EFL writing context, especially in Japan, where natural input available for English acquisition is considerably limited.