- Title
- An analysis of L1 and L2 interference in Indonesian L3 English writing
- Creator
- Fadhilah
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2023
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- The study analyses the influence of L1 and L2 in the L3 English writing of Acehnese Indonesian bilingual learners. The study begins with the assumption that learners’ background languages are likely to influence the L3 English writing acquisition. It aims to investigate the influence of L1 Acehnese/Indonesian as a dominant language of communication and L2 Indonesian/Acehnese in L3 English writing, along with error sources. The study also explored barriers faced by learners in writing English essays. To respond to these issues, a qualitative descriptive method was employed using three research instruments, namely open-ended questionnaires, students’ essays, and semi-structured interviews. The study was conducted in one of the public universities located in Aceh Province, Indonesia. Initially, 38 students took part in the questionnaire phase, then 12 students participated in the Error Analysis phase, and, finally, 6 students participated in the interview phase. The findings showed that Indonesian is the learners’ background language that becomes the source of transfer in L3 English writing. The language plays a significant role in transferring its morphological and syntactic features, which are distinct from English, into English writing. It also becomes the language of thought for learners when writing in English, as learners learn English through Indonesian at their schools, where Indonesian is used as a medium of school instruction; it becomes the language of learning for learners. Moreover, the findings showed that learners face difficulties in English writing, as they find that English grammar is complicated; consequently, they use the grammar of their background language, namely Indonesian, to assist them in completing their English writing tasks. Moreover, the findings indicated that regardless of the L1 used as a dominant language of communication in learners’ daily life, L1 used as a medium of language instruction, which is Indonesian, plays a greater role in influencing L3 English writing. Furthermore, although Indonesian is typologically distant from English, learners tend to think and resort to Indonesian when writing in English, even though they perceived that the language is distant from English, to help them fill the gaps in their English knowledge in accomplishing English writing tasks. The study provides insights for English practitioners teaching English as an L3 in EFL countries, particularly Indonesia, to consider the students’ linguistic backgrounds before teaching English writing, as students’ background languages, either L1 or L2, are likely to be activated in L3 English writing, particularly the language used as a medium of instruction at schools. Indonesian accordingly becomes the language of thought for learners when writing in English.
- Subject
- L3 acquisition; L3 writing; EFL writing; cross-linguistic Interference; interference errors
- Identifier
- http://hdl.handle.net/1959.13/1495846
- Identifier
- uon:54076
- Rights
- This thesis is currently under embargo and will be available from 13.12.2024, Copyright 2023 Fadhilah Fadhilah
- Language
- eng
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