Litemcy development is a process in which a person learns how to read and write and
develops hislher cognitive competence. Also, literacy development provides a way in which
a person forms certain assumptions of good readers and writers. Such assumptions formed in
Ll litemcy development are mostly culture- and language-related and usually play an important
role in L2learning, especially influencing the self-conception ofL2 writers.
This paper, based on qualitative study, firstly investigates the possible influences of Ll
litemcy development and early experiences of L2 learning on L2 writers' self-esteem. This
paper, then, raises a discussion on the importance of authorship, culture awareness and expression
of ideology from the perspective of contrastive rhetoric, whole language, and Ll and L2
literacy development, to see whether EFL students writers are able to be revalued. The conclusion,
from interview, observations, and analysis of two adult students' English composition,
suggests that EFL student writers in Taiwan may be more positive to English writing if they
are provided with broadened definitions of good English writers. Implications and suggestions
for further L2 writing instruction will be discussed also.
The Proceedings of the Eighth International Symposium on English Teaching=第八屆中華民國英語文教學國際研討會論文集, pp.441-452