L1 use in the L2 composition process : an empirical study of Philippine ESL writers
department or school: Arts, Faculty of
department or school: English, Department of
data provider: DSpace
degree campus: UBCV
creator: Bayless, Catherine
issued: 2023-04-18T16:03:18Z
issued: 2023
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: Researchers are increasingly using L1/L2 think-aloud studies to examine the well-established phenomenon of ESL writers utilizing their L1 in L2 composition. However, limited investigation has been conducted on how simultaneous bilinguals engage in L1 use for L2 composition, particularly native Tagalog speakers. The Philippines education system mandates English as the mode of instruction from elementary to university education, with American textbooks as the standard throughout institutions. Therefore, it is not uncommon for well-educated students to identify English as a “second mother tongue.” To address the lack of Tagalog L1/L2 studies, this L1/L2 think-aloud study examines sixteen native Tagalog speakers: eight university students in the Philippines and eight international students in Canada. The sixteen students were asked to compose four writing samples under a think-aloud protocol. The findings suggest that L1 use is minimal, with only two participants briefly using their L1 to generate ideas when writing L2 texts. The remaining participants strictly adhered to L2 writing and thinking. Many considered English as their dominant language, especially in writing. Participants have entrenched monolingual writing as a result of the requirement of English use by the Philippines’ education system in written assignments and the use of English as the language of instruction. Language ideology and the Philippines’ longstanding cultural admiration of Standard American English and Western influences noticeably affected the results. The debriefing interviews revealed that three additional students reported L1 use for L2 composition. This was not reflected in their think-aloud protocols, because their L1 usage is reserved for translation of advanced writing prompts, such as research papers. However, some participants openly discussed how they modified their participation for the study because the study was carried out by a Canadian university, with Standard American English…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/84240
note: L1 USE IN THE L2 COMPOSITION PROCESS: AN EMPIRICAL STUDY OF PHILIPPINE ESL WRITERS by Catherine Bayless B.A., Loyola Marymount University, 2021 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE FACULTY OF GRADUATE AND POSTDOCTORAL STUDIES (English) THE UNIVERSITY OF BRITISH COLUMBIA (Vancouver) April 2023 © Catherine Bayless, 2023 ii The following individuals certify that they have read, and recommend to the Faculty of Graduate and Postdoctoral Studies for acceptance, the thesis entitled: L1 Use in the L2 Composition Process: An Empirical Study of Philippine ESL Writers submitted by Catherine Bayless in partial fulfilment of the requirements for the degree of Master of Arts in English Examining Committee: Laurel J. Brinton, Professor, Department of English Language and Literatures, UBC Supervisor James M. Stratton, Assistant Professor, Department of English Language and Literatures, UBC Supervisory Committee Member iii Abstract Researchers are increasingly using L1/L2 think-aloud studies to examine the well-established phenomenon of ESL writers utilizing their L1 in L2 composition. However, limited investigation has been conducted on how simultaneous bilinguals engage in L1 use for L2 composition, particularly native Tagalog speakers. The Philippines education system mandates English as the mode of instruction from elementary to university education, with American textbooks as the standard throughout institutions. Therefore, it is not uncommon for well-educated students to identify English as a “second mother tongue.” To address the lack of Tagalog L1/L2 studies, this L1/L2 think-aloud study examines sixteen native Tagalog speakers: eight university students in the Philippines and eight international students in Canada. The sixteen students were asked to compose four writing samples under a think-aloud protocol. The findings suggest that L1 use is minimal, with only two participants briefly using their L1 to genera…
has type: Thesis/Dissertation
date issued: 2023-05
is shown at: 10.14288/1.0431102
language: eng
degree discipline: English
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: Attribution-NonCommercial-NoDerivatives 4.0 International
rights URI: http://creativecommons.org/licenses/by-nc-nd/4.0/
scholar level: Graduate
contributor: Brinton, Laurel J.
type: Text
identifier URI: http://hdl.handle.net/2429/84240