• Asghar Moulavi Nafchi

  Author

• Leila Safarpoor

  Author

• Rokhsareh Ghorbanimoghadam

  Author

Learning English as a foreign language would basically encompass
a vast variety of the learners’ activities including almost whatever they see, hear, read, write; the conversations they conduct with friends, and their behaviour in social situations, etc. One of the crucial skills of language learning is writing skill. However, this skill has received little attention due to its complexity. As students who are skilled at writing in their own languages and have surpassed a certain second language proficiency level can transfer those skills in their second languages, it is possible for them to transfer second language writing habits to
their first language writing. The purpose of the present study is to investigate the effect of Iranian students’ English language proficiency in writing on composing in Persian. It can be of help towards discovering the possible relationship between Iranian students’ second language (English) and first language (Persian) writing competence. To accomplish this goal, in this study, 20 university students majoring in English were randomly selected and given two composition tasks on two different occasions. The final drafts, English and Persian, were compared and analysed based on NTID Writing Test Categories (adopted from Mirahmadi, 2011) by six experienced raters – three teachers in EFL and three teachers in Persian literature and writing at university level. Eventually it was revealed that there is a relationship between English language proficiency in writing and the use of the L2 rhetorical patterns in the Persian composition of EFL learners.

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