Effects of the Second Language on the First Language: Tracing Possible Backward Transfer in Chinese EFL Learners' Written Texts

Abstract

Language transfer or cross-linguistic influence of one language on another has become one of the most heated topics and extensively discussed issues in the field of second language acquisition (SLA) and bilingualism. Most of the studies have explored the influence of the first language on the second language. Fewer studies have turned their research focus to the influence of the second language on the first language, much less to develop some mature theories in this emerging field. This study, therefore, adopts the “reversed” way of investigating the cross-linguistic influence and tries to demonstrate that the first language of those people who remain in their home country and learn the second language intensively may be influenced by the second language and show the combined features of the first and the second language. Based on the theoretical framework of Cook’s Multi-competence Theory (1991) and the Integration Continuum (2002), Cummins’s Common Underlying Proficiency Model (1981), Kecskes and Papp’s Common Underlying Conceptual Base (2003), and DePalma and Ringer’s Adaptive Transfer Framework (2011), the present study investigated the effects of the second language (English) on the first language (Chinese) in an environment where English as a foreign language (EFL) is learned through instruction in a classroom setting, where the target language culture is not directly present and students usually do not have direct access to it. The main research objectives of the present study are: 1) To examine the relationships between the first language (L1) Chinese argumentative writing and the second language (L2) English argumentative writing produced by Chinese students who learn English as an L2; 2) to identify the second language (L2) linguistic features reflected in L2 English writers’ L1 Chinese argumentative writing; 3) to identify L2 English rhetorical text features reflected in their L1 Chinese argumentative writing; and 4) to probe into L2 English writers’ writing process to see how backward transfer occurs. Due to the explanatory and exploratory nature of the present study, a mixed-methods design is adopted to answer the research questions in breadth and depth. This study recruited 284 third-year and fourth-year Chinese English-major undergraduates on a voluntary basis. Quantitative data were obtained through the two writing tests (L1 Chinese argumentative writing test and L2 English argumentative writing) to examine the relationships between L1 writing and L2 writing. Then, the follow-up qualitative approach which included think-aloud protocols and stimulated recall interviews were conducted to triangulate, extend and explain findings from the quantitative study and demonstrate the cognitive processes of transfer of L2 features to L1 writing. The results indicated that there was a small correlation between L1 Chinese writing proficiency and L2 English writing proficiency and that L2 English writing proficiency was a small factor predicting Chinese EFL learners’ L1 Chinese writing proficiency. The backward transfer in writing occurred at the linguistic levels in terms of the lexical transfer, syntactic transfer, and transfer in cohesion, as well as the rhetorical levels such as the main idea location, macro-level rhetorical patterns, summary statement, evidence type, and language style which was not salient. The factors affecting the backward transfer were categorized into linguistic and psycholinguistic factors, cognitive, attentional, and developmental factors, and factors related to cumulative language experience. This study offers important insights into backward transfer research and provides empirical evidence for policy-makers and institutions of higher education in China. The findings of this study are beneficial to Chinese EFL teachers’ and learners’ awareness of the effects of the second language on the first language, which will contribute to language teaching and learning and develop both teachers’ and students’ language awareness to enhance the positive transfer, inhibit the negative transfer, and leverage on its benefit.