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

Main Article Content

Article Sidebar

Published Nov 5, 2021
Ina Alexandra Machura


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.
Abstract 221 | pdf (Deutsch) Downloads 7

Article Details


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