Linguistic Differences in EFL Learners’ Direct and Translated Writing in Two Genres
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The current study investigated the effects of two writing genres (narrative and argumentative writing) and two writing task types (direct and translated writing) on L2 learners’ writing performance in terms of lexical and syntactic complexity. A total of 46 college freshmen were asked to write four articles, one in each genre and one in each writing task type in a counterbalanced way. The findings are as follows: 1) the genre effect was found significant both in lexical and syntactic complexity measures, irrespective of writing task type, that argumentative texts displayed greater lexical and syntactic complexity than narratives; and 2) the role of L1 use in L2 writing (writing task type) was significantly obvious in syntactic complexity measures, especially in narratives, but not in lexical complexity measures with the exception of one measure of lexical diversity. Theoretical and pedagogical significance of the findings is discussed.
Abstract
The current study investigated the effects of two writing genres (narrative and argumentative writing) and two writing task types (direct and translated writing) on L2 learners’ writing performance in terms of lexical and syntactic complexity. A total of 46 college freshmen were asked to write four articles, one in each genre and one in each writing task type in a counterbalanced way. The findings are as follows: 1) the genre effect was found significant both in lexical and syntactic complexity measures, irrespective of writing task type, that argumentative texts displayed greater lexical and syntactic complexity than narratives; and 2) the role of L1 use in L2 writing (writing task type) was significantly obvious in syntactic complexity measures, especially in narratives, but not in lexical complexity measures with the exception of one measure of lexical diversity. Theoretical and pedagogical significance of the findings is discussed.
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