Understanding L1 and L2 interaction in collaborative writing: A lexico-grammatical analysis

Meixiu Zhang

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

Abstract

Despite previous research suggesting that first language (L1) use fulfills important functions in collaborative writing (CW) tasks, research has yet to examine whether L1 or second language (L2) use may lead to variation in the lexico-grammatical aspects of learners’ collaborative texts and the pair talk. Using a corpus-based approach, this study examined how interacting in the L1 or the L2 during CW tasks influenced the use of lexico-grammatical features in learners’ co-constructed texts and the focus areas of their pair talk. The results suggest that L1 interaction significantly facilitates the production of lexico-grammatical features typical of academic writing in learners’ co-constructed texts. Additionally, compared with L2 interaction, L1 interaction allows learners to focus more on language and task management in pair talk. Methodological and pedagogical implications are discussed.

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2000Longman Grammar of Spoken and Written English 1988Variation across Speech and Writing 1983Discourse Analysis 2009Towards an Organic Approach to Investigating CAF in Instructed SLA: The Case of Complexity 2005Collaborative writing: Product, process, and students’ reflections 2001Second Language Development in Writing: Measures of Fluency, Accuracy and Complexity 2006The Emergence of Complexity, Fluency, and Accuracy in the Oral and Written Production of Five Chinese Learners of English 2011Should We Use Characteristics of Conversation to Measure Grammatical Complexity in L2 Writing Development?

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2021How can register analysis inform task-based language teaching?2019A re-examination of pair dynamics and L2 learning opportunities in collaborative writing 2022Verbal and on-screen peer interactions of EFL learners during multimodal collaborative writing: A multiple case-study

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