Hiroe Kobayashi|Carol Rinnert
Task response and text construction across L1 and L2 writing
Hiroshima University|Hiroshima City University
exploratory study undertaken sociocognitive perspective aims investigate effects intensive preparatory high school training l1 andor l2 essay writing university entrance exams analysis focuses task response structural features l1 japanese l2 english essays written firstyear japanese university students n 28 results reveal l1 intensive training emphasized importance establishing clarity demonstrating originality sake gaining readers approval whereas l2 training stressed need take clear position issue include position statement beginning essay moreover interaction intensive l1 l2 training found reinforce students tendency apply metaknowledge acquired l1 l2 essay writing cases undergoing kinds training promoted sense writing l1 different writing l2 whereas cases led perception l1 l2 writing findings provide evidence transferability writing competence across languages