LLAS Centre for Languages, Linguistics and Area Studies

Learning second language writing systems

Benedetta Bassetti - 29 November 2006

Learning to read and write a second language writing system (L2WS) requires developing new skills or adapting pre-existing ones. Different writing systems represent different language units, with different levels of transparency and different symbols. L2WS learners, who developed processes and strategies appropriate for their L1 writing system, must adapt to the cognitive demands of their new writing system. Learners may need to become aware of new language units, to adjust their reliance on the phonological route, to adapt their eye movement patterns and hand movements and to learn new orthographic conventions. Learning an L2 writing system is therefore a complex but rewarding task.

Writing in a second language

- 11 August 2004

Writing is not only the process the writer uses to put words to paper but also the resulting product of that process. This process and product are also conditioned by the purpose and place of writing (its audience and genre). Writing in a second language is further complicated by issues of proficiency in the target language, first language literacy, and differences in culture and rhetorical approach to the text. Instruction in writing can effectively improve student proficiency in a number of key areas. Approaches to instruction have variously targeted process, product and purpose of writing. More recent approaches both to its teaching and assessment recognise the need to integrate all aspects of writing.

Orientation in narratives: Intercultural differences between native English and Chinese-English bilingual students

- 5 April 2004

This paper aims to explore differences in presenting picture-based narratives between two distinct language and cultural groups - native English students (ES) and native Chinese students (CS) whose L2 is English. It compares narratives in English L1, English L2 and Chinese L1. The degree of specificity and elaboration of ES and CS texts differs significantly in various aspects of orientation. ES texts are more specific in character identification, whereas CS texts are more specific in time orientation. The differences reflect the influence of L1 culture. Findings help raise writer's awareness of areas of differences when writing for readers of different cultures.

Justifying selected uses of the learners first language in the foreign language classroom within communicative language teaching

Jeanne Rolin-Lanziti - 6 February 2003

The main objectives of the paper are: to contribute to the current methodological debate about the use of the learners' first language in foreign language teaching; to base the discussion on the examination of teacher classroom practices; to advocate the introduction of a controlled use of L1 in the foreign language classroom, through a careful consideration of variables such as materials and linguistic targets.

Writing Strategies: Differences In L1 And L2 Writing

Sophie Beare - 18 December 2002

This paper aims to: explore writing strategies in bilingual writers; compare first and second language writing strategies; discuss the results of the study and its implications in teaching second language writing.

Translation from and into the foreign language

- 8 November 2002

Beginning with a brief look at some of the issues highlighted by translation studies in recent years, the article covers the following practical matters: the place of translation in the FL course; discussion of some excercises involving translation (parallel texts, retranslation, summary translation); sample demonstration and teaching sequences (on parallel texts and translation from L1 to L2); assessing translation. Finally there are glossary items and a short bibliography.

Second language acquisition (SLA) research: its significance for learning and teaching issues

- 25 October 2002

The purpose of this general overview article is to outline how research into second language acquisition (SLA) over the last few decades has fed into our understanding of learning and teaching in foreign language classrooms. After a very brief overview of SLA research findings concerning both route and rate of L2 development, theoretical models attempting to explain these findings are presented, ranging from purely linguistic to cognitive models and social/interactionist models. The relationship between SLA research and second language pedagogy is then explored. Finally, recent developments investigating specifically the relationship between instruction and L2 development are outlined.