预写
流利
第二语言写作
数学教育
质量(理念)
第二语言
心理学
计算机科学
群(周期表)
写作评估
点(几何)
语言学
教学方法
合作学习
有机化学
化学
哲学
认识论
几何学
数学
作者
Jianmin Gao,Shangchao Min
出处
期刊:System
[Elsevier]
日期:2021-10-04
卷期号:103: 102654-102654
被引量:3
标识
DOI:10.1016/j.system.2021.102654
摘要
Despite the frequent implementation of prewriting discussion in L2 writing classrooms, little attention has been paid to the issue that which language, L1 or L2, should be used for discussion. To advance our knowledge on this issue, we compared the effects of L1 and L2 prewriting discussions on L2 writing performance. We randomly assigned 66 university students to two groups in terms of the language they were required to use throughout the discussion: the L1 group and the L2 group. Within each group, they formed pairs to talk about a given writing topic, after which they individually finished their writing and completed an online retrospective questionnaire. We compared the writings of the two groups in terms of complexity, accuracy, fluency, content richness, and holistic quality. The results suggested that: 1) the L1 group outperformed the L2 group in lexical complexity, accuracy, and fluency, while there were no between-group differences in other measures; 2) the L1 group overall held more positive views towards the effect of the discussion, especially in terms of the facilitative role of discussion in improving fluency. These findings point to the need of a balanced use of students’ L1 and L2 in L2 writing classrooms.
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