ERIC Number: ED389165
Record Type: RIE
Publication Date: 1994
Reference Count: N/A
Translation, L1 Writing, and L2 Writing of Japanese ESL Learners.
Journal of the Canadian Association of Applied Linguistics, v16 n2 p119-134 Aut 1994
In this Canadian college study, 22 Japanese, English-as-a-Second-Language (ESL) learners' translation processes and writings were examined and contrasted with the same group's first-language (L1) and second-language (L2) writing performance. All subjects (aged 19-23 years) had been educated in Japan in Japanese prior to attending English-language college in Canada. Half had already been trained in translation, while the other half had no translation training. Data were analyzed with special attention to three cognitive theories of language learning: Cummins' 1986 theories of cross-linguistics interdependence of cognitive academic skills; Schmidt's 1990 theories on conscious attention; and McLaughlin's 1990 theories on restructuring. Cross-linguistic interdependence among translation, L1 writing, and L2 writing was not found. However, evidence was found that translation processes prompted conscious attention and restructuring, as considered necessary for L2 learning. An appendix includes actual student writing samples. (Contains numerous references.) (Author/NAV)
Descriptors: Cognitive Processes, College Students, English (Second Language), Foreign Countries, Higher Education, Interference (Language), Japanese, Language Research, Linguistic Theory, Second Language Learning, Translation, Writing Evaluation, Written Language
Canadian Association of Applied Linguistics, Secretariat, University of Quebec at Montreal, Linguistics Department, CP 8888, Succ. A, Montreal, Quebec, H3C 3P8, Canada.
Publication Type: Journal Articles; Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Association of Applied Linguistics (Long Beach, CA, 1995).