Relationship Between L1 and L2 in Respect to Writing Composition of a High School Student With a Multilingual Background

タゲンゴ　カンキョウ　デ　ソダツ　コウコウセイ　ノ　L1　サクブン　ト　L2　サクブン　ニ　ミラレル　カンケイセイ　

ナカエ, チズル

Nakae, Chizuru

Mother Tongue, Heritage Language, and Bilingual Education Research Association

ボゴ　ケイショウゴ　バイリンガル　キョウイク　ケンキュウカイ

第二言語作文

ルーブリック

高校生

Research Note

This study analyzed the relationship between L1 and L2 in regard to written composition of a bilingual high school student with a multilingual background, and explored how the L1 writing ability is utilized in L2 writing. Several compositions were written during a one-year “Basic Japanese” class. One student was chosen as a good example to observe the above- mentioned relationship between L1 and L2, because she acquired L2 Japanese after adolescence and with her L1 ability already established. The compositions in both languages were analyzed from the viewpoints of abstract vocabulary usage, compound sentence usage rate, writing style, and organization. As a result, it was suggested that the abstract concept she had in L1 has influenced her L2 to expand abstract vocabulary. Similar influence of L1 on L2 was found with compound sentence usage and organization. Several observations confirmed there to be several significant factors of L1 influencing L2 development.