| dc.description.abstract | This study examined the influence of L1 on L2 writing by comparing different levels of L2 proficiency. Based on several studies, a positive relation was expected between L2 proficiency and the use of connectives in writing. Thirty-one students of English Language and Culture, differing in year, wrote an argumentative essay in Dutch and one in English about the same topic. The Common European Framework of Reference for Languages (CEFR) model was used to grade the essays, using several criteria. We analysed whether L1 essay grades and L2 essay grades showed a possible relation with each other, and whether L2 proficiency had an effect on the relationship between L1 and L2 writing. The analysis focused on the difference between advanced and less advanced students and the use of connectives in written texts. Firstly, it was hypothesised that L2 proficiency may have an influence on the relationship between L1 and L2 writing. We predicted that the correlation between L1 and L2 writing would be stronger in the less advanced Dutch learners of English than in the more advanced Dutch learners of English. Secondly, it was hypothesised that L2 proficiency may affect the relationship between the use of low-frequency connectives in the L1 and L2. More specifically, we predicted that the correlation between L1 and L2 low-frequency connective use would be stronger in the more advanced Dutch learners of English than in the less advanced Dutch learners of English. Results showed that there is a positive relation between L1 and L2 essays grades. Secondly, advanced students did perform better in essay scores, indicating a positive effect of L2 proficiency. And lastly, the relation between the number of uncommon connectives used in L2 essays and advanced learners showed a positive correlation, indicating that a greater use of uncommon connectives in Dutch goes hand in hand with a greater use in English. | |
