Second Language Writing: Composing in English: effects of a first language on writing in English as a second language
Second Language Writing: Composing in English: effects of a first language on writing in English as a second language
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第二语言写作：英语写作：第一语言对英语作为第二语言写作的影响
DOI：
10.1017/cbo9781139524551.012
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发表时间：
1990
期刊：
影响因子：
--
通讯作者：
A. Friedlander
中科院分区：
文献类型：
--
作者：
A. Friedlander
传统上，ESL教师强调ESL作者需要尽可能完整地用英语思考和写作。他们认为，如果ESL作者用他们的第一语言做任何工作，这将抑制第二语言(L2)的习得，并将干扰第二语言结构的生成，因为第一语言的结构和词汇以不正确的方式转移。例如，Arapoff(1967)建议学生应该避免与第一手经验有关的话题，因为他们可能会从他们的第一语言翻译成英语。然而，许多研究表明，无论语言处方如何，作家都会将写作能力和策略从第一语言迁移到第二语言，无论他们的写作能力和策略是好是坏。例如，Mohan和Lo(1985)引用了Das的一项研究，该研究表明，学生在第一语言和英语中的修辞策略同样不足。换句话说，缺乏母语策略的学生表现出同样的缺乏用第二语言写作的策略。莫汉和罗认为，这种缺陷可能是发展性的--没有制定好用第一语言写作的策略的学生，就不会有适当的策略迁移到第二语言。埃德尔斯基(1982)在双语课程中对一、二、三年级学生写作的研究也表明，写作知识可以跨语言传递。她的研究结果表明，作家使用母语策略和知识来帮助他们的第二语言写作。
Traditionally, ESL teachers have emphasized the need for ESL writers to think and write as completely as possible in English. The belief is that if ESL writers do any of their work in their first language, this will inhibit acquisition of the second language (L2) and will interfere with the generation of L2 structures, due to transfer of structures and vocabulary from the first language in an incorrect way. For instance, Arapoff (1967) suggested that students should avoid topics related to firsthand experience because they may then translate from their first language into English. However, a number of studies have indicated that, regardless of a language prescription, writers will transfer writing abilities and strategies, whether good or deficient, from their first language to their second language. Mohan and Lo (1985), for instance, cite a study by Das which indicated that students had similarly deficient rhetorical strategies in their first language and in English. In other words, students who lacked first language strategies displayed a similar lack of strategies for writing in their second language. Mohan and Lo suggest that this deficiency may be developmental – students who have not developed good strategies for writing in their first language will not have appropriate strategies to transfer to their second language. Edelsky's study (1982) of the writing of first, second, and third graders in a bilingual program also indicates that writing knowledge transfers across languages. Her results show that writers use first language strategies and knowledge to aid their second language writing.