고등학생 영어 글쓰기 과정에 관한 사례 연구 - 모국어의 역할을 중심으로

A case study of the role of L1 in second language writing process of high school students

  The study explores the second language writing process with its focus on the role of L 1 by utilizing a retrospective think-aloud method on two writing tasks: Narrative versus argumentative. Six high school students of two proficiency levels participated in the study: Each student completed two writing tasks one day apart. The results indicated the students" writing strategies and the use of L 1 tended to vary depending upon the task. On the narrative writing task, the use of L 1 did not seem to be different across the levels. Most students reported they moved on to further stages of writing without much use of brainstorming and revising strategies. On the argumentative writing task, the lower level students recalled they depended more on translation strategies, writing the first draft in L 1, while the higher level students mainly used L 1 as a keyword in the process of idea generation and organization. To conclude, L 1 was more likely to be utilized in the argumentative than the narrative writing. The results suggested that the role of L 1 should be reexamined in L2 writing process.