Examining L1-L2 Strategy Transfer Underlying Integrated Writing of a Group of Chinese University Students

• In Event: Linguistic Equity, Competence, and Academic Achievement

Abstract

Researchers have examined Cummins’s Linguistic Interdependence Hypothesis in the field of writing. However, most studies of this vein have been conducted in an independent writing context while whether it remains true in an integrated writing (IW) context is less explored. To address this gap, we administered L1 (Chinese) IW task, L2 (English) IW task, and strategy questionnaires to 239 Chinese university students. Exploratory factor analysis and structural equation modelling on the dataset revealed similar pattern of strategy use in the two writing contexts and the path effect of L1 IW strategies on L2 IW performance with the mediation of L2 IW strategies, thus partly supporting the strategy transfer in IW writing. Pedagogical implications for writing across languages are also discussed.

Authors

• Xinhua Zhu, Hong Kong Polytechnic University
  Non-Presenting Author

• Yuan Yao, Hong Kong Polytechnic University
  Presenting Author

• Xian Liao, The Education University of Hong Kong
  Non-Presenting Author

• Pengfei Zhao, The Education University of Hong Kong
  Presenting Author

• Wandong XU, The Hong Kong Polytechnic University
  Non-Presenting Author

• Yue Jiang, Hong Kong Polytechnic University
  Presenting Author