| Summary: | 碩士 === 國立彰化師範大學 === 英語學系 === 98 === Unlike most previous L2 writing inquiry which directly addresses the influences of L1 literacy skills on L2 writing processes, this study purposed to account for the effects of English (L2) writing strategy perceptions on the Taiwanese college EFL learners’ Chinese (L1) writing strategy use. The analyses of the data from the pre-writing strategy checklist, L1 and L2 writing tasks, the post-writing strategy questionnaire and the semi-structured interview were directed to unveil how English-majored (N=36) and Chinese-majored (N=34) seniors mediated writing strategic knowledge with their previous L1 and L2 writing experiences.
Results from the checklists and questionnaire scrutiny revealed some traces of backward writing strategy transfers in which the effects of L2 writing experiences on L1 composing strategies seems much more demonstrable in transfer patterns (similar and different) and in transfer effects (positive, negative or indifferent). Both groups tended to employ communicative and socio/affective strategies, while differing in the use of rhetoric ones. Among interviewees, the English majors mostly reported that rhetoric, cognitive and socio/affective strategies would exert beneficial influences on their L1 writing, whereas the Chinese majors could barely detect any effects of L2 writing strategies on their L1 writing. Factors closely associated with these findings pointed to the subjects’ the differences of L1 and L2 writing experiences, L2 writing proficiency levels and preconceptions of L1 and L2 writing knowledge. The results from the interviews (N=12) indicated the striking distinction of both groups’ college composition training. English-majored students’ L2 writing skill development, with more L2 writing experiences, may enter Anderson’s (1983) referred autonomous stage and makes them quite possibly transfer L2 writing knowledge reversely to L1. Also, the perceptions or attitudes toward L1 and L2 writing knowledge and the L2 writing ability threshold could to some extent influence their backward transfer.
Based on the contemplation of major findings, this study proposed pedagogical implications, including the importance of delving into students’ educational background, the development of solid L1 writing competence for laying foundation for L2 writing, the similarities and differences between their L1 and L2 writing skills, and the effective way to bridge the gap between declarative and procedural knowledge. To conclude, this study has achieved to broaden the empirical evidence on the effects of L2 on L1 in an EFL setting, to deepen the awareness of recognizing students’ previous educational background, and to understand the role of writing proficiency levels in influencing EFL learners’ transferability of writing competence.
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