The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students
Abstract: Writing as a process has been a trend in teaching since the 1960s, nevertheless, students in the Argentine educational system are rarely aware of the steps involved in the activity. This seems to be the case not only in their L1, but also in their L2. Furthermore, regarding second language acquisition, there is an over-reliance on the L2 in detriment of students’ native language, when there is solid evidence that learners’ L1 enhances their foreign language skills. This paper purports to explore to what extent the writing process is perceived as different in L1 and L2. In order to explore this issue, a group of 18 students working towards their degree in translation were given a task in Spanish, their L1, and a similar task in English, their L2. A questionnaire measured their perception by posing questions regarding the writing process in the two tongues. The result obtained showed that the writing process is seen as similar in both languages, revealing the same flaws and strengths in the two cases. Furthermore, there was a correlation between writing skills in L1 and L2. Few students actually wrote a draft or made an outline of their work and there was no awareness that they belonged to a discourse community. The pre-writing stage and the editing stage were especially neglected. The fact that skills in both languages go hand in hand seems to show that there is a teaching opportunity missed by not recurring to L1 when teaching L2 writing.
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Format: | Artículo biblioteca |
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Universidad Católica Argentina. Facultad de Filosofía y Letras
2017
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Subjects: | ESCRITURA, TRADUCCION, ENSEÑANZA DE LA ESCRITURA, ESTUDIANTES, ENSEÑANZA DEL INGLES, |
Online Access: | https://repositorio.uca.edu.ar/handle/123456789/4415 |
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oai:ucacris:123456789-44152021-10-12T13:07:40Z The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students Sosa, Pablo ESCRITURA TRADUCCION ENSEÑANZA DE LA ESCRITURA ESTUDIANTES ENSEÑANZA DEL INGLES Abstract: Writing as a process has been a trend in teaching since the 1960s, nevertheless, students in the Argentine educational system are rarely aware of the steps involved in the activity. This seems to be the case not only in their L1, but also in their L2. Furthermore, regarding second language acquisition, there is an over-reliance on the L2 in detriment of students’ native language, when there is solid evidence that learners’ L1 enhances their foreign language skills. This paper purports to explore to what extent the writing process is perceived as different in L1 and L2. In order to explore this issue, a group of 18 students working towards their degree in translation were given a task in Spanish, their L1, and a similar task in English, their L2. A questionnaire measured their perception by posing questions regarding the writing process in the two tongues. The result obtained showed that the writing process is seen as similar in both languages, revealing the same flaws and strengths in the two cases. Furthermore, there was a correlation between writing skills in L1 and L2. Few students actually wrote a draft or made an outline of their work and there was no awareness that they belonged to a discourse community. The pre-writing stage and the editing stage were especially neglected. The fact that skills in both languages go hand in hand seems to show that there is a teaching opportunity missed by not recurring to L1 when teaching L2 writing. Resumen: Escribir, como proceso, ha sido una tendencia en la enseñanza desde la década de los sesenta. Los estudiantes del sistema educativo argentino, sin embargo, rara vez son conscientes de los pasos que supone esta actividad. Este parece ser el caso no solo en su L1, sino también en su L2. Además, con respecto a la adquisición de una segunda lengua, existe una dependencia excesiva de la L2 en detrimento de la lengua materna de los estudiantes, aun cuando existe evidencia sólida de que la L1 de los alumnos mejora sus habilidades en el idioma extranjero. Este trabajo intenta explorar en qué medida el proceso de escritura se percibe como diferente en la L1 y la L2. Para explorar este tema, un grupo de 18 estudiantes de traducción recibieron una tarea en español, su L1, y una tarea similar en inglés, su L2. Un cuestionario midió su percepción a través de preguntas sobre el proceso de escritura en las dos lenguas. El resultado obtenido mostró que el proceso se percibe como similar en ambos idiomas, y reveló los mismos defectos y fortalezas en los dos casos. Además, mostró una correlación entre las habilidades de escritura en la L1 y en la L2. De hecho, pocos estudiantes escribieron un borrador o prepararon un lineamiento de su trabajo y no se mostró conciencia de pertenencia a una comunidad discursiva. Las etapas de pre-escritura y de edición fueron especialmente desatendidas. El hecho de que las habilidades en ambos idiomas vayan de la mano parece demostrar que existe una oportunidad de enseñanza no tenida en cuenta al no recurrir a la L1 cuando se enseña a escribir en la L2. 2019-06-01T18:32:32Z 2019-06-01T18:32:32Z 2017 Artículo Sosa, Pablo. “The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students” [en línea]. Bridging Cultures, 2 (2017). Disponible en: https://repositorio.uca.edu.ar/handle/123456789/4415 2525-1791 https://repositorio.uca.edu.ar/handle/123456789/4415 eng Acceso Abierto https://creativecommons.org/licenses/by-nc-sa/4.0/ application/pdf ARGENTINA Universidad Católica Argentina. Facultad de Filosofía y Letras Bridging Cultures Nº 2, 2017 |
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ESCRITURA TRADUCCION ENSEÑANZA DE LA ESCRITURA ESTUDIANTES ENSEÑANZA DEL INGLES ESCRITURA TRADUCCION ENSEÑANZA DE LA ESCRITURA ESTUDIANTES ENSEÑANZA DEL INGLES |
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ESCRITURA TRADUCCION ENSEÑANZA DE LA ESCRITURA ESTUDIANTES ENSEÑANZA DEL INGLES ESCRITURA TRADUCCION ENSEÑANZA DE LA ESCRITURA ESTUDIANTES ENSEÑANZA DEL INGLES Sosa, Pablo The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students |
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Abstract: Writing as a process has been a trend in teaching since the 1960s, nevertheless, students in the Argentine educational system are rarely aware of the steps involved in the activity. This seems to be the case not only in their L1, but also in their L2. Furthermore, regarding second language acquisition, there is an over-reliance on the L2 in detriment of students’ native language, when there is solid evidence that learners’ L1 enhances their foreign language skills. This paper purports to explore to what extent the writing process is perceived as different in L1 and L2. In order to explore this issue, a group of 18 students working towards their degree in translation were given a task in Spanish, their L1, and a similar task in English, their L2. A questionnaire measured their perception by posing questions regarding the writing process in the two tongues. The result obtained showed that the writing process is seen as similar in both languages, revealing the same flaws and strengths in the two cases. Furthermore, there was a correlation between writing skills in L1 and L2. Few students actually wrote a draft or made an outline of their work and there was no awareness that they belonged to a discourse community. The pre-writing stage and the editing stage were especially neglected. The fact that skills in both languages go hand in hand seems to show that there is a teaching opportunity missed by not recurring to L1 when teaching L2 writing. |
format |
Artículo |
topic_facet |
ESCRITURA TRADUCCION ENSEÑANZA DE LA ESCRITURA ESTUDIANTES ENSEÑANZA DEL INGLES |
author |
Sosa, Pablo |
author_facet |
Sosa, Pablo |
author_sort |
Sosa, Pablo |
title |
The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students |
title_short |
The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students |
title_full |
The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students |
title_fullStr |
The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students |
title_full_unstemmed |
The differences and similarities in the perception of the writing process in transactional texts in L1 and L2 in translation students |
title_sort |
differences and similarities in the perception of the writing process in transactional texts in l1 and l2 in translation students |
publisher |
Universidad Católica Argentina. Facultad de Filosofía y Letras |
publishDate |
2017 |
url |
https://repositorio.uca.edu.ar/handle/123456789/4415 |
work_keys_str_mv |
AT sosapablo thedifferencesandsimilaritiesintheperceptionofthewritingprocessintransactionaltextsinl1andl2intranslationstudents AT sosapablo differencesandsimilaritiesintheperceptionofthewritingprocessintransactionaltextsinl1andl2intranslationstudents |
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