一语与二语作文中衔接标记的比较分析:直接写作与翻译

Noorsyarzielah Saleh, Siti Fatimah Murtaza, Nurshila Umar Baki
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引用次数: 1

摘要

研究表明,第一语言对学习者的第二语言发展有着重要的影响。在写作过程中使用母语,如翻译法和直接写作是低水平的二语学习者使用的传统策略。然而,关于母语迁移对写作质量影响的研究并不多见。本研究的目的是通过翻译和直接组成,对马来语在英语书面文本中使用的衔接标记的使用进行比较分析。在柔佛州丹加区的一所中学,一组学生的写作水平分别为低、中、高水平,他们的写作质量从内容、组织和写作风格等方面进行了审查。数据通过两种不同主题的写作任务收集,采用直接写作和翻译写作过程。第一个题目涉及英语直接作文,而第二个题目采用马来语直接作文,然后翻译成英语。研究结果表明,由于缺乏第二语言写作技巧,与马来语文章相比,英语直接写作的文章显示出较少的衔接标记。通过翻译写作过程,学习者在母语中产生了更多的想法,并将他们的母语衔接标记运用到二语作文中。然而,马来语和英语中衔接标记的异同有助于教师理解学习者对马来语和英语文章的组织。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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A Comparative Analysis on Cohesive Markers in Essay Composition of First Language and Second Language: Direct Writing Versus Translation
Studies have revealed that first language has significant impacts on learners’ second language development. Utilizing L1 in the writing processes such as translation method and direct writing is a conventional strategy used by low proficiency level L2 learners. However, there is a lack of studies that determine the quality of writing influenced by L1 transfer. This study aims to provide a comparative analysis on the use of cohesive markers as a result of the use of Malay in English written text via translation and direct composition. The writing quality in terms of content, organisation and writing style of a group of students with low, intermediate and advanced proficiency levels from a secondary school in the district of Tangkak, Johor was scrutinised. Data were collected via two different topics of writing tasks using direct composition and translation writing process. The first topic involved English direct composition while the second topic employed direct Malay composition which was then translated into English. The results of the study indicated that English essays of direct writing showed less variety of cohesive markers as compared to Malay essays due to the lack of L2 writing skills. The learners apparently generated more ideas in their native language as well as utilized their L1 cohesive markers into L2 composition via the translation writing process. Nevertheless, the similarities and differences of cohesive markers in Malay and English help teachers to understand learners' organisation of Malay and English essays.
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