| المستخلص: |
Beliefs concerning the use of the L1 (first language) in L2 (second language) learning have differed noticeably over the years. During the last few decades, it has generally been asserted by theorists and methodologists that the L1 has a largely negative influence on L2 learning and that its use should therefore be kept to an absolute minimum in L2 teaching. However, in recent years this position has been called into question, leading to the beginnings of a reassessment of previously accepted beliefs. This paper sets out to examine this controversial issue of the L1 in L2 writing from the perspective of the practitioner rather than the theorist. Focusing on the cases of four L2 learners of English in their final semester, all of whom share the same L1 but of different L2 writing proficiency, this paper investigates in depth the use of the L1 in their L2 writing and to see whether this practice has a positive or negative impact on L2 writing outcome. The study adopts a qualitative approach, using think-aloud protocols and semi-structured interviews. The composing sessions were audio-taped, transcribed and coded for analysis, along with the drafts and the final written compositions. The research was guided by three questions: (1) Do senior English majors use the L1(Arabic) while writing in L2 (English)? (2) If yes, in what way the use of Arabic affects the students' English writing? (3) Do proficient and less proficient L2 writers differ in their use of L1? Results revealed that both groups of subjects made use of L1 as a strategy to retrieve words in English, to generate ideas about the topic, and to associate words and expressions with the intended meanings, and that the lower the L2 writing proficiency is, the more use of L1.
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