Dialogue: Pursuing the complexity of the relationship between L1 and L2 writing  

Oleh:

Hirose, Keiko

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Journal of Second Language Writing (Full Text) vol. 15 no. 2 (Jun. 2006), page 142-146.
Fulltext: Hirose_Keiko, p. 142-146.pdf (79.72KB)

Isi artikel

It was a privilege for me to see my article (Hirose, 2003) referred to by both parties (Connor, 2005; Kubota & Lehner, 2005) in a Dialogue section (JSLW, 14(2), 2005). Kubota and Lehner (2004) cited my article, in addition to Kubota’s own work, after the following: ‘‘the dynamic nature of rhetoric is reflected in recent studies that fail to support Japanese students’ strong preference for inductive styles’’ (p. 11). This sentence led Connor (2005) to criticize our works as ‘‘problematic’’ (p. 134). Furthermore, Connor labeled my study as flawed because the number of participants (15) was too small, and because they wrote on the same prompt in L1/L2, without counterbalancing the order of L1/L2. I would like to clarify my study and position, to add some new related findings from my more recent study, and to discuss pedagogical issues. In this paper, I limit my discussion to the organizational patterns of students’ L1/L2 writing and the explicit teaching of such patterns. My position is that rhetorical patterns are not fixed, as has been taken for granted, but rather that they reflect diverse factors involved in writing. Contrastive rhetoric research should embrace and explain this diversity and complexity in students’ L1/L2 writing. Thus, it is inevitable that L2 writing researchers develop multiple explanations for the complex relationship between L1 and L2 writing.

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