【正文】 r own custom is monsense, but it is wrong. Before writing the sentence, she reread three previously written sentences. Using Japanese, she evaluated these statements and came up with the idea that people think their own customs are just monsense. So far this follows the read and rehearse posing processes found in her Japanese essay, but this was where the similarity ended. She immediately began looking up the Japanese word for monsense to find a translation into English. Once she found a translation, she tried to recall a previous encounter with the English word monsense and then wrote the word down. Then she began reassembling her original idea and wrote it down in a simple sentence. She sensed that this new sentence lacked some elements of her idea and began to backtranslate it from English to Japanese. This triggered an additional idea and she added it to the sentence after translating it. She then reread part of the sentence, backtranslated part, and made a promise between her original idea and what she felt she could effectively express in English. From this point Katsue continued to move further away from her original idea and never ended up ing back to it.The posing processes for the remainder of Katsue39。s Japanese protocol. Nevertheless, these patterns demonstrate a consistent and recursive posing process while Katsue was drafting her Japanese essay and established rereading as a key strategy within that posing process. In contrast, the patterns and cycles of posing while drafting her English essay were much more broken and fragmented than those of her Japanese essay. Katsue39。s prewriting varied between the two essays. During the Japanese essay, Katsue spent 8 minutes making a list of ideas under two separate headings before beginning to draft her essay. The ideas were embodied in a variety of words, phrases, and sentences under each heading. The idea generation for the English essay took 18 minutes and looked more like a first draft without any organization. Despite the identical structure of the two essay topics, there were no headings to identify the two options in her English essay prewriting as there had been in her Japanese. Katsue wrote down her ideas pletely in English as she brainstormed in Japanese. Similar to her Japanese prewriting, she used a mixture of words, phrases, and sentences to write down her ideas。 Rinnert, 1994). These studies have found that the lower L2 proficiency writers benefited from posing in the L1 and then translating into the L2, a result that highlights the importance of using L1 posing strategies for lower L2 proficiency writers. Jones and Tetroe (1987) did a study on the effect of L1 use during L2 writing. They found that the lower L2 proficiency writers who did not use their L1 were less effective in their planning. The writers who did use their L1 produced more details during the planning stage of L2 writing. Furthermore, the L1 facilitated more abstract thought during planning.Research QuestionAlthough we have some understanding of how lower proficiency writers cope with the demands of writing in an L2, our picture is still inplete. One area in which we still have little understanding is the degree to which L2 writers transfer their L1 posing process and strategies to their L2 writing. While it is given that L2 writing poses challenges that are unique from L1 writing and thus require unique strategies to deal with, it is reasonable to assume that parts of the posing process are similar or even the same in the L1 and the L2. The purpose of this study is to investigate the degree to which lower L2 proficiency writers transfer their posing processes and strategies from L1 writing to L2 writing. The question that this research sought to answer is: What L1 posing processes and strategies do lower L2 proficiency writers transfer to L2 writing? MethodSubjectsThree native Japanesespeaking subjects were selected from an intensive English program in the . to participate in this research. They were chosen for their beginning English proficiency, their wider experience with writing in Japanese, and their limited experience with writing in English. All three subjects were female and their ages ranged from 26 to 28 years old. All three subjects were high school graduates, and two of the three subjects had also graduated from 2year colleges. [2]ProcedureSix thinkaloud protocols were collected while the subjects posed essays in Japanese and then in English. Each subject individually participated in two posing sessions in which the subject wrote an essay while thinking aloud. In the first session subjects wrote a Japanese essay and in the second session they wrote an English essay. The sessions were video and audio taped for subsequent transcription, analysis, and parison. Each session followed a similar pattern. First the researcher explained the purpose of thinkaloud protocols and gave a brief demonstration of the process by posing the first paragraph of an essay while thinking aloud. The subject then practiced the protocol method while the researcher checked for quality and subject understanding of the process. Subjects were then given an essay topic (see Table 1). Both essay topics came from the test bank of TOEFL essay topics. Japanese Essay TopicEnglish Essay TopicWhen people need to plain about a product or poor service, some prefer to plain in writing and others prefer to plain in person. Which way do you prefer? Use specific reasons and examples to support your answer. When people move to another country, some of them decide to follow the customs of the new country. Others prefer to keep their own customs. Which one do you prefer? Support your answer with specific details.Table 1—Essay TopicsThe topic for the Japanese essay was written in Japanese and the topic for the English essay was written in both Japanese and English. The subject began the protocol by reading the topic aloud. The subject was allowed