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The Interlanguage Grammar of Information Management in L1 and L2 Developing Writing

Eastern Kentucky University, jim.kenkel{at}eku.edu

Robert Yates

University of Central Missouri, ryates{at}ucmo.edu

In the tradition of work by Shaughnessy (1977) and Bartholomae (1980) applying concepts from second language acquisition research to developing writing, we explore the commonalities of L1 and L2 writers on the specific level of linguistic choices needed to order information within and across sentence boundaries. We propose that many of the kinds of constructions in L1 and L2 writing most difficult to categorize, labeled as errors, are in structures that are, from the writers’ perspective, principled attempts to meet their obligation of managing information. We examine 90 essays written by college students, 60 by native speakers, and 30 by nonnative speakers, and identify 360 non-target-like structures that are attempts to manage information. There are similarities in number and type of these constructions used by L1 and L2 developing writers.

Key Words: acquisition of writing • basic writing • error • grammar-text interface • punctuation • relevance theory • SLA

This version was published on October 1, 2009

Written Communication, Vol. 26, No. 4, 392-416 (2009)
DOI: 10.1177/0741088309341258


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