خلاصة:
This paper explores the ways in which the transfer of assumptions from first language (L1) writing can help the process of writing in second language (L2). In learning second language writing skills, learners have two primary sources from which they construct a second language system: knowledge and skills from first language and input from second language. To investigate the relative impact of first language literacy skills on second language writing ability, 60 EFL students from Tabriz Islamic Azad University were chosen as participants of this study, based on their language proficiency scores. The subjects were given two topics to write about: the experimental group subjects were asked to write in Persian and then translate their writing into English. The control group wrote in English. The results obtained in this study indicate that the content and vocabulary components of the compositions were mostly affected by the use of first language.
ملخص الجهاز:
To investigate the relative impact of first language literacy skills on second language writing ability, 60 EFL students from Tabriz Islamic Azad University were chosen as participants of this study, based on their language proficiency scores.
The results obtained in this study indicate that the content and vocabulary components of the compositions were mostly affected by the use of first language.
Keywords: Literacy Skills, Content, Organization, Language Use, Mechanics, Vocabulary, First Language, Second Language The field of EFL writing and composition have drifted apart in recent years.
The great majority of literate learners have developed their L1 literacy in formal educational settings, so it is possible that their relatively rapid progress in ESL classes reflects, at least in part, their comfort and familiarity with classroom routines and ways of learning (Scriber & Cole, 1981) rather than a direct transference of their literacy skills.
"Students learning English composition as a second or foreign language struggle with many structural issues including selecting proper words, using correct grammar, generating ideas and developing ideas about specific topics" (Kim, & Kim, 2005).
In the case of organization and language use, although there wasn’t a significant difference between groups, the mean score of the controlled group was slightly more than the experimental group, indicating that in L2 writing, students are more sensitive to the correct use of grammatical structures, logical sequencing, cohesive ties, word order, tense and agreement.