| dc.description.abstract | This study is part of a broader project on the relationship between first language (L1) and second language (L2) writing proficiency in different L1-L2 pairings. The aim of this particular study is to contribute to the discussion of the influence of L1 on L2 writing proficiency, specifically on the relation between educational focus and writing proficiency. Based on the Linguistic Interdependence Hypothesis, a positive correlation between the two proficiencies is expected. A total of 31 Dutch students of English Language and Culture, differing in a linguistic and a literary specialisation, wrote two 500-word essays, one in each language. The essays were graded on seven criteria, which were based on the Common European Framework of Reference for Languages (CEFR) model. It is hypothesised that different educational focus leads to different writing proficiencies. Therefore, the two groups would score better on the criterion of their specialisation: students of literature would excel on the criterion ‘vocabulary’, whereas students of linguistics would excel on the criterion ‘syntax’. The statistical analysis, however, shows no correlation between the grades and type of educational focus. Nonetheless, a significant correlation is found between L1 and L2 writing proficiency. | |
