The Use of Paraphrase in L2 Writing with Two Factors: L2 Proficiency and Source Text Genre

Abstract

This study investigates how different L2 proficiencies (inter-learner variability) and source text genres (intra-learner variability) shape paraphrasing in summary writing, making use of quantitative and qualitative data. The rationales of the present study is 1) to focus on two low proficient groups’ paraphrasing, 2) to examine types and strategies of paraphrasing by following modified Keck’s (2006) attempted paraphrase coding, and 3) to see the effect of three different expository, argumentative, and narrative source text genres on paraphrasing. Forty-four participants were divided in terms of proficiency, 24 novice English proficient (NP) and 20 low English proficient (LP) students. All participants completed three summary tasks giving a total of 132 summary writings used as main data, followed by interviews for each. The results showed that the NP students used significantly more Exact Copies and Near Copies, while the LP students used significantly more Moderate Revisions. The NP students relied on strategy of Copy, but the LP students used more Syntactic Change. However, the participants significantly used Exact Copy when writing with narrative and argumentative texts, and Near Copy was found substantially when they paraphrased with expository and argumentative texts. Moreover, expository text substantively influenced students’ Delete & Insert and Combination strategies. The implications from these findings and further suggestions are discussed.