An inquiry into language-switching in second language composing processes

This paper aims to investigate the factors that influence the language-switching behaviour in the thinking professes of a bilingual person engaged in second language composing tasks, based on a review of related research studies and a report of an empirical case study. The study uses a multitask within-subject design. A participant is asked to do three sets of second language composing tasks which include text composition in English as a second language, written translation from Chinese (first language) into English, and problem-solving in math in English. Each set consists of two tasks: one with a low level of knowledge demands, and the other with a high level of knowledge demands. An analysis of the think-aloud protocols reveals several factors which may affect language-switching; the findings of the study suggest that levels of knowledge demands may play an important role in influencing language-switching in second language composing processes.