The Impact of L1 on L2: A Qualitative Stylistic Analysis of EFL Learners’ Writings
The Impact of L1 on L2: A Qualitative Stylistic Analysis of EFL Learners’ Writings
复制标题
L1 对 L2 的影响：英语学习者写作的定性文体分析
DOI：
10.1007/978-3-030-83609-2_14
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Nasu Masako
中科院分区：
文献类型：
--
作者：
Yoshida Azumi;Teranishi Masayuki;Nishihara Takayuki;Nasu Masako
这项研究有两个目的。首先，我们调查了早期L1(日语)和L2(英语)教育对英语水平的影响。其次，我们考察了对他们的作品进行文体分析是否对教学目的有效，以及在多大程度上有效。为了研究这一点，我们对日本英语学习者的作文进行了文体分析，这些作文是从四个不同的组中挑选出来的，这些组是根据他们早期的第一语言和/或第二语言教育进行划分的。结果表明，早期的第一语言和第二语言教育对学习者用英语表达思想的能力既有积极的影响，也有消极的影响。本文有助于更好地理解英语学习者如何获得高水平的英语水平。我们认为，教学环境中的文体学是评估和改进EFL/ESL环境下的各种写作的有用工具。
This study has two purposes. First, we investigate the impact of early L1 (Japanese) and L2 (English) education on English proficiency. Second, we examine whether, and to what extent, a stylistic analysis of their writings might be effective for pedagogical purposes. To investigate this, we conducted a stylistic analysis of writings by Japanese EFL learners chosen from each of four different groups that were divided based on their early L1 and/or L2 education. The results suggest that early L1 and L2 educations have both positive and negative impacts on learners’ ability to express their ideas in English. This paper contributes to a better understanding of how EFL learners acquire a high level of proficiency in English. We argue that stylistics in a pedagogical setting is a useful tool for evaluating and improving a variety of writings in EFL/ESL contexts.