L۱ Use in L۲ Composing Context: A Disruptive or Constructive Role?

L۱ use is commonly viewed as predominantlydebilitating to L۲ learning. However, more recent bilingual researchers believe that L۱ is not to be taken as a barrier, but as mental weaponry which can help control or regulate L۲ learning processes (Cumming, ۱۹۸۹; Wang, ۲۰۰۳). To illuminate the authenticity of the recent conviction in bilingualism, the present study set out first to find out ۱) if Iranian L۲ learners involved in L۲ composing task backtrack to rely on their L۱; (۲) how often they do so if any at all; (۳) under what conditions they rely on their L۱; (۴) and finally what functions are likely to be served while doing so. To this end, the study used a think-aloud data collection procedure. The analysis of the results indicated that the subjects more often than not resorted to their L۱ in order to function properly in the L۲ composing task. The total number of L۱ use was ۱۵۱۹ within ۷۵۳۵ words produced by the participants. As to the third question, the analysis showed that the subjects resorted to their L۱ under the following conditions: (۱) initiation; (۲) mental investigation; (۳) rectification; (۴) rganization; (۵) coherence construction; and (۶) meaning confirmation. Their dependence on L۱ while writing in L۲ was taken to serve the following functions: (۱) cognitive; (۲) generative; (۳) linguistic; (۴) metacognitive; and finally (۵) communicative. Overall, the results indicate strong positive role L۱ plays in the EFL learners’ functioning in L۲ and highlight the necessity to develop a theory of L۲ writing, incorporating the unique features of L۲ writing.

Keywords:

Bilingualism , L۱ use , L۲ composing task , Functions of L۱ use , Conditions for L۱ use