Bridging theory and practice for L1 influence in L2 writing development in the expanding circle

Abstract

This article provides a quick overview of the gap between theory and practice for second language (L2) writing development in China, a typical context in the expanding circle. It synthesizes major frontline findings concerning first language (L1) influence in L2 writing development that highly regards L1 participation in L2 writing and echoes the English as a lingua franca (ELF) trend; and contrasts them using a distinct reality of L2 writing instruction in Chinese universities where L1 influence is partially understood as ‘obstacles’, which occupy much attention. Then, this article recommends two concrete L2 writing teaching methods: translational writing teaching (incorporating translation into L2 writing to better leverage L1 participation) and input of recitation (stressing recitation of comprehensible input to enhance positive L1 transfer in L2 writing); and attempts to redefine the goal of writing in ELF informed programmes (bidirectional translation and authentic purpose writing).

Keywords:

• Second language writing
• first language transfer
• second language writing instruction
• English as a lingua franca

Acknowledgements

The author would like to express sincere gratitude to Stacey M. Johnson, who has always been so patient and generous, providing guidance and encouragement. The author is also very proud of her parents for always picking her up after falling; and Antony Lyang for defending her faith.