Dominant-language Use in Foreign-language Academic Writing Processes Are Translation Students at an Advantage?

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Published Nov 5, 2021
Ina Alexandra Machura

Abstract

The present pilot study compares the use of the native language during foreign- language writing processes of two students enrolled in a Translation degree program to that of two students enrolled in an English Language and Literature degree program who had not received training in translation or interpreting. Across a range of sub-processes of source-based academic writing, native language use was found to be more frequent in the Translation students’ than in the English students’ think-aloud protocols. Possible relationships between the participants’ patterns of language use and their academic socialization are discussed, as well as the potential that native language use in foreign-language academic writing processes can have to help students improve their foreign-language texts.

How to Cite

Machura, Ina Alexandra. 2021. “Dominant-Language Use in Foreign-Language Academic Writing Processes: Are Translation Students at an Advantage?”. Fachsprache 43 (3-4):114-39. https://doi.org/10.24989/fs.v43i3-4.2009.
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Keywords

cognitive fixedness, idiolect, interference, L2 academic writing, switching costs, translation competence, writing competence development

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