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e end of improving foreign language proficiency. She agreed with the majority of student participants (about 63 percent combined) that no more than 10 percent of class time should be spent using Chinese. In her experience, this percentage decreases as the students' English proficiency increases. Of course, a translation course would be an exception.

Unlike Schweer's student participants, the students in the present study are highly motivated to learn English. As English majors in the university, their English language proficiency is regarded as a symbol of their identity and a route to future academic and employment opportunities. Few of them feel that English is imposed on them or regard the use of English as a threat to their identity. Instead, they generally prefer greater or exclusive use of English in the classroom. In their view, Chinese should be used only when necessary to help them learn English better. The research seems to show that limited and judicious use of the mother tongue in the English classroom does not reduce students' exposure to English, but rather can assist in the teaching and learning processes (Tang, 2002).

Strohmeyer and McGrail (1988) found that allowing for the exploration of ideas in the L1 served to enhance students' ESL writing. When students were given the choice of writing first in Spanish, they went on to write pieces in English that were considerably more developed than their usual ESL writing. These findings from practice are supported by Garcia's (1991) more formal research on effective instructional practices which found that (a) academically successful students made the transition from Spanish to English without any pressure from teachers; and (b) they were able to progress systematically from writing in the native language in initial literacy to writing in English later.

A recent study by Osburne and Harss-Covaleski (1991) suggested that the widely frowned upon practice of writing first in the L1 and then translating into the L2 is not harmful to the quality of the written product. They cite the conventional wisdom that students should be discouraged from translating as this will 'cause them to make more errors, result in rhetorically inappropriate texts, and distract them from thinking in English--and that all these factors would negatively affect the quality of their writing'. To investigate the validity of this claim, they compared ESL compositions written directly in English with others written first in the L1 and then translated into English; their results indicated no significant difference in the quality or quantity of the written products. They conclude, 'It seems then that there is no need for teachers to become overly anxious if students choose to employ translation as a composing strategy at times'. Friedlander (1990) cited numerous other studies reporting the beneficial effects of using the L1 for L2 composing; his own study provides further support for L1 use in planning ESL writing when knowledge of the topic has been acquired in the L1.

Mirzaei & Vaezi (2007), had been conducted the study of the effect of using translation from L1 to L2 as a teaching technique on the improvement of EFL Learners' Linguistic Accuracy- Focus on form. Based on the results obtained fro本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。