Date of Award

4-17-2007

Document Type

Dissertation

Abstract

The main objective of the research described in this dissertation was to explore how English second language (ESL) writers used their first language (L1) when composing in their second language (L2). This task was undertaken by identifying participants according to their L2 (English) proficiency level, Latino ethnic subgroup, and generational status. Another objective of this study was to better understand the writer's perspective regarding first language use in L2 writing, referred to as language-switching (L-S) in this study. Eight high school Latinos were recruited in Fairbanks, Alaska, and a group of twenty-three college-level participants in Mayaguez, Puerto Rico. Participants were asked to complete a self-report questionnaire, provide a writing sample, and participate in a guided focus group discussion. Findings indicated that participants with low L2 proficiency were more likely to switch languages at the lexical level than participants at an intermediate or advanced level of English proficiency. Switching languages from English to Spanish at the lexical level was of no benefit for text coherence. Lack of L2 linguistic competence was a contributing factor for switching to the L1 as participants compensated for L2 difficulties with their L1 knowledge at the morphological, syntactical, and semantic level. A qualitative analysis of the focus group data suggests that thinking in the L1 is a common strategy for ESL learners, which they perceive to be an advantage for generating ideas faster and to decide what to write. However, participants' perceived writing text in the L1 for later content translation to be counterproductive. An important factor that cannot be discounted and that may have contributed to the language switching frequency among the participants in this study is the learning contexts: learning English in the U.S. versus learning English in Puerto Rico. Additional research is needed to explore the relationship between language switching and learning context. I conclude this dissertation by suggesting pedagogical implications regarding L2 writing instruction and for placement of L2 learners in ESL programs.

Handle

http://hdl.handle.net/11122/8920

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