Exploring the Transfer Relationship of Summarizing Skills in L1 and L2

Autor/in	Kato, Makiko
Titel	Exploring the Transfer Relationship of Summarizing Skills in L1 and L2
Quelle	In: English Language Teaching, 11 (2018) 10, S.75-87 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1916-4742
Schlagwörter	English (Second Language); Second Language Learning; Second Language Instruction; Native Language; Transfer of Training; Writing Skills; Foreign Countries; Language Proficiency; Writing Processes; Japanese; Scores; Linguistic Theory; College Freshmen; Language Usage + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Training; Transfer; Ausbildung; Writing skill; Schreibfertigkeit; Ausland; Language skill; Language skills; Sprachkompetenz; Japaner; Japanisch; Linguistische Theorie; Studienanfänger; Sprachgebrauch
Abstract	The purpose of the present study is to examine whether the summarizing skills in the first language (L1) of learners of English as a Foreign Language (EFL) affect their summary performances in a second language (L2). To examine the transferring of L1 summarizing skills to L2 summary performance it is necessary to figure out which L1 knowledge and skills EFL learners already possess. A total of 47 Japanese university students with low intermediate English proficiency were asked to write a summary in their L2 (i.e., English) and L1 (i.e., Japanese) of a text written in each of the same languages after they received a quick lecture on how to write a summary. The relationship between their L1 and L2 summarizing skills was examined by using the scores from their L1 and L2 summary performances. The results showed that a small variance of L1 summarizing skill affected the overall summary performances in L2, which supports the Cummins's (1976) Linguistics Threshold Hypothesis. This study concludes by offering several suggestions for teachers of summary writing, and implications for future research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01