Since those students did not have sufficient experience in professional translation, they tended to focus on the exact meaning of each word and they ended using limited number of vocabulary in the translated essay. Another interpretation is that those students might not have enough experience in writing in their first language.
Many of them tended to organize the translated essay in the same way as they wrote it in Arabic. Good writing ability in LI may contribute to progressing in learning to write in L2. Woodall (2002) also argued that when writing in L2, students have the experience of two languages that might possess different writing conventions and styles. All these elements interact together during the process of composing in L2 and they may either assist or hinder the accomplishment of the writing task. In line with this argument, Weijen et al (2009) reported that all students used their LI to some extent while writing L2 tasks. One of their interesting points is that general writing proficiency was found to have negative effect on LI use during L2 composing and a positive influence on L2 use during the process of writing directly in L2. The lowest mean score for the translated essay was the one for item 7 (Use of Subordinations). Some students tried to use subordinates but they ended writing grammatically incorrect sentences.
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