Skip to Main Content
 

Global Search Box

 
 
 
 

ETD Abstract Container

Abstract Header

L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students

Abstract Details

2001, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
Most of the existing research on L2 writing to date makes comparisons between L1 and L2 or between NSs and NNSs. There is relatively little research to date, that views L2 learners as L2 users (writers) who have multi-competent knowledge and explores L2 writers' perspectives on good writing in the L2 context. The overall purpose of this study is twofold. The first purpose is to explore the international Japanese undergraduate and graduate students' perspectives on good writing and examine the factors that affect L2 writers' perspectives on good writing in the L2 context from three different contexts: the L1 context; the L2 context; and the future context. This study also explores whether these L2 writers' perspectives on writing change during their first academic year in the U.S. The second purpose is to examine what is useful for L2 writers from their own perspective and meet the needs of L2 writers with regard to their own goals and experiences as L2 writers. This research was a longitudinal case study of six Japanese students during their first academic year in the U.S. Data consist of interviews, observations, examination of participants' writing, and discussions about model writing the participants considered "good writing." The data revealed individual differences among the L2 writers regarding how much they struggled with adjusting to L2 and how much their L1 perspectives transferred to their L2 writing and changed. Furthermore, L2 writers' confidence in L1 writing transferred directly to their confidence in L2 writing at the beginning: the participants with more writing experiences in L1 perceived themselves as better writers and had more confidence in L1 writing than those with less L1 writing experience. However, their confidence level seemed to have changed later in the year. The findings suggest educators need to increase their awareness that L2 writers bring their perspectives on writing from the L1 context and that these perspectives are tentative because L2 writers acquire mixed perspectives from the L1, L2, and future contexts, thus becoming multi-competent.
Keiko Samimy (Advisor)

Recommended Citations

Citations

  • Abe, M. (2001). L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978

    APA Style (7th edition)

  • Abe, Megumi. L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students. 2001. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978.

    MLA Style (8th edition)

  • Abe, Megumi. "L2 writers' perspectives on writing in the L2 context: six case studies of Japanese students." Doctoral dissertation, Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371043978

    Chicago Manual of Style (17th edition)