Rhetorical transfer among young efl learners: The first experience of paragraph writing investigated

Abstract

The process of language production among English as a Foreign Language (EFL) learners is a multifaceted phenomenon which has engaged EFL researchers and practitioners’ interest for a long time. For many EFL learners, producing language through writing is considered a difficult and challenging task, making it a favoured research area. However, there seems to be a dire need to investigate the way writing is mastered among young EFL learners. The present study attempted to investigate language transfer from L1 to L2 or vice versa among young EFL learners when experiencing paragraph writing for the first time. In addition, the researchers attempted to see whether the preliminary paragraph writing instruction can affect young EFL learners’ paragraph writing. A further goal was to find out whether the type of writing task can influence the paragraph organization among young EFL learners. In order to address these concerns, 34young EFL learners participated in this study. The data were gathered through full-term observation, collecting L1 and L2 writing samples, and conducting written interviews. The results revealed a negative transfer from L1 in rhetoric and paragraph development which was weakened after teaching L2 paragraph structure. It was also uncovered that the type of writing task and its topic affected the paragraph development. The study concludes with a discussion on the findings followed by suggesting some avenues for further research.