Source use and argumentation behavior in L1 and L2 writing: a within-writer comparison

Daphne van Weijen · Gert Rijlaarsdam · Huub van den Bergh

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EFL/ESL Teaching and Learning Second Language Acquisition and Learning Discourse Analysis in Language Studies

Abstract

The aim of this study was to test whether Cummins’ Linguistic Interdependence Hypothesis (LIH) might also apply to writing, by determining to what extent writers’ text quality, source use and argumentation behavior are related in L1 and L2, how effective writers’ behavior is and whether their L2 proficiency influenced the relations between them. To answer these questions, twenty students wrote four short argumentative source based essays each in L1 (Dutch) and four in L2 (English). A within-writer cross-linguistic comparison of their texts revealed that their L1 and L2 writing competencies appear to be related. Furthermore, writers’ source use behavior differed to some extent between languages, but the strong positive correlations found between source use features suggest that in most cases this was more a person than a language effect. Similarly, for argumentation behavior, results showed some learner specific features (e.g. inclusion of titles and reference lists), but differences between languages for others (e.g. the inclusion of both arguments and counter-arguments). Effects of the different source use and argumentation features studied on text quality were limited and no clear effect of L2 proficiency on writers’ behavior or their influence on text quality were found. Overall, in line with earlier research, these findings provide some additional support for Cummins’ LIH and the idea that writers might have a common underlying source for writing related knowledge and practices which they can apply in multiple languages.

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References

1979Linguistic Interdependence and the Educational Development of Bilingual Children 2005Handbook of Writing Research 2008Training writing skills: A cognitive developmental perspective 2000Reading and Writing Relations and Their Development 2003Good and original: Plagiarism and patchwriting in academic second-language writing 1995Plagiarisms, Authorships, and the Academic Death Penalty 2006The use of paraphrase in summary writing: A comparison of L1 and L2 writers 2004Textual Borrowing in Second-Language Writing

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