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ree stages of L2 argumentative writingbetween H-scorers and L-scorers? If any, what are they?It will analyze data collected from questionnaire survey, writing samples, stimulatedrecall and follow-up interview. It is hoped to shed light and suggestions on L2 writingteaching and learning for teachers and students. Firstly, for second language teachers, theycould encourage students, especially those with low language proficiency, to use L1 to helpthem in L2 writing and in the meantime advise students to avoid using L1 when they areprone to errors during writing. Secondly, for students, they could realize the existence ofthe differences in thinking patterns between Chinese and English, consciously compare thedifferences between the two thinking patterns, and then take advantage of the two tocomplete their writing tasks under the guide of their teachers.

 

1.3 Organization of the thesis
This thesis consists of five chapters.Chapter One introduces the background, research purpose and research questions.Chapter Two is a review of literature covering the definitions of thinking patterns,writing strategies, process approach to writing, relevant theories involving LanguageTransfer and Kaplan's Theory of thinking patterns, and the related studies on writingstrategies, process approach as well as L1 use in L2 writing both home and abroad.Chapter Three presents the research methodology, including the setting, participants,instruments, methods of data collection and data analysis.Chapter Four reports in detail the results of the analysis derived from the study.Chapter Five summarizes the major findings in this study and puts forward someimplications and limitations of the study as well as suggestions for further research.

 

Chapter Three ....................................... 28-39
    3.1 The Setting ...............................28-29
    3.2 Participants ...............................29-30
    3.3 Instruments ...............................30-32
        3.3.1 Questionnaire ...............................31-32
        3.3.2 Writing samples............................... 32
        3.3.3 Stimulated recall and ...............................32
    3.4 Data Collection............................... 32-34
    3.5 Data Analysis ...............................34-39
        3.5.1 Validating the ...............................35-38
        3.5.2 Identifying and coding............................... 38-39
Chapter Four RESULTS AND ............................... 39-51
    4.1 The Use of L1 in L2 ...............................39-43
        4.1.1 The use of L1 at three...............................39-40
        4.1.2 The use of L1 at each ............................... 40-43
    4.2 The Differences of L1 Use Between...............................43-51
        4.2.1 Overall differences of L1 use ...............................43-47
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