LINGUIST List 15.2115

Wed Jul 21 2004

Diss: Ling & Literature: Dietrich: 'A Bilingual...'

Editor for this issue: Takako Matsui <takolinguistlist.org>

Directory

1. sdietric, A Bilingual Approach to the Examination of Writing Products and Processes...

Institution: Boston University
Program: Literacy, Language, and Cultural Studies
Dissertation Status: Completed
Degree Date: 2001

Author: Sarah E. Dietrich

Dissertation Title: A Bilingual Approach to the Examination of Writing
Products and Processes in Adults Who Are Learning to Write in Their
Second Language

Linguistic Field: Ling & Literature, Language Acquisition 

Subject Language: English (code: ENG), Portuguese (code: POR), 
Spanish (code: SPN)

Dissertation Director 1: Jeanne Paratore
Dissertation Director 2: Roselmina Indrisano
Dissertation Director 3: Paul Abraham

Dissertation Abstract:

Through the examination of nine participants (Spanish and
Portuguese-speakers) writing in L1 language and in English, I explored
the following question: What do adult writers do when writing in L1
and L2? This study examined product-related features (text length,
text structure, and text quality), process-related features (planning,
drafting, revising, editing) in L1 and L2, as well as participants'
beliefs about L2 writing, training, and the texts they produced. The
study differed from earlier research in its use of multiple data
sources (writing samples, think-alouds, observations, interviews) and
in its bilingual approach to data gathering.

Analysis of the data gathered in this study led to several major
findings. Text length in L2 varied with levels of L2
proficiency. Familiarity with task and writing context led
participants with high levels of L2 proficiency to write more in
English than they did in L1. However, neither L2 proficiency nor L1
text quality were found to be predictors of L2 text quality. Overall,
participants planned very little, and drafting processes were found to
vary across participants. Participants were less able to correct their
errors and modified their texts more frequently in L2; in L2 they were
more likely to engage in editing than in revising. Despite
participants' efforts to modify their texts, final versions of both L1
and L2 essays contained errors of spelling, grammar, and punctuation.
Finally, study participants reported feeling limited by their
knowledge of L2 grammar and vocabulary, saying they felt unable to
express their ideas fully in their second language.