The roles of L1 in L2 writing

Abstract

Numerous studies have revealed that L2 learners used their L1 and L2 interactively for various strategic purposes while composing in L2 (Wang, 2003; Friedlander, 1990; Qi, 1998; Bosher, 1998; Woodall, 2000, 2002; Uzawa, 1996; Wang and Wen , 2002; and Kubota, 1998). This means to say that L2 writers, either “skilled” or “unskilled”, switch back and forth between their L1 and L2 in order to work through a particular problem that they are struggling while composing in the L2 (Wang, 2003: 348). Thus, it can be inferred here that L1 does play a significant role where L2 writing is concerned. This paper demonstrates how learners across different proficiency levels resorted to their L1 (Bahasa Melayu) for various purposes throughout their composing process. The respondents for this study were Malay engineering undergraduates of a local public university in Malaysia. Data analysis revealed that Malay Language was used extensively by some of the undergraduates in order to complete the English writing assignment, It can thus be concluded that students of various proficiency levels do use their L1 while writing in L2. This finding can be used to shed some lights in determining the appropriate approach and methodology to the teaching of writing to Malay L2 learners.