The Routledge Handbook of Second Language Acquisition and Writing (The Routledge Handbooks in Second Language Acquisition)

This unique state-of-the-art volume offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Led by experts Rosa Manchón and Charlene Polio, top international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, and emerging themes in the connection between L2 writing and L2 learning, and set the future research agenda to move the field forward. This will be an indispensable resource for scholars and students of second language acquisition (SLA), applied linguistics, education, and composition studies. Cover Half Title Series Information Title Page Copyright Page Table of Contents Contributors 1 L2 Writing and Language Learning Introduction The Handbook of SLA and Writing: An Overview References Part I Theoretical Perspectives 2 Theoretical Perspectives on L2 Writing, Written Corrective Feedback, and Language Learning in Individual Writing Conditions Introduction Theoretical Underpinnings for Writing and WCF The Noticing Hypothesis Comments on the Noticing Hypothesis The Output Hypothesis Comments on the Output Hypothesis Skill Acquisition Theory Comments on the Skill Acquisition Theory Model of Second Language Acquisition Model of the L2 Learning Process in ISLA Input Processing Stage Intake Processing Stage L2 Knowledge Processing Stage Comments on the Model of the L2 Learning Process in ISLA Summary and Suggestions for Future Research Conclusion Notes References 3 Theoretical Perspectives on L2 Writing and Language Learning in Collaborative Writing and the Collaborative Processing ... Introduction Collaborative Writing and Feedback Processing Theoretical Support for Collaborative Writing and Processing of Feedback Cognitive Theoretical Perspectives The Noticing Hypothesis The Output Hypothesis The Output Hypothesis and Collaborative Writing Sociocultural Theory (SCT) Effective Assistance: ZPD and Scaffolding Language as a Tool: Languaging Concluding Remarks References Part II Core Issues Section 1 Tasks and Writing 4 Task Effects Across Modalities Introduction Historical Perspectives Critical Issues and Topics Current Contributions and Research Main Research Methods Recommendations for Practice Future Directions References 5 Task Complexity Studies Introduction Critical Issues and Topics Current Contributions and Research Main Research Methods Recommendations for Practice Future Directions References Section 2 Language Processing 6 L2 Writing Processes of Language Learners in Individual and Collaborative Writing Conditions Introduction Historical Perspectives Critical Issues and Topics Current Contributions Studies of Individual Writing Writing Processes of Language Learners in Laboratory Conditions Writing Processes in Instructed SLA Contexts Processes of Collaborative L2 Writing Collaborative Writing in Face-To-Face Mode Computer-Supported Collaborative Writing (CSCW) Processes Underlying Digitally-Mediated Interactive Writing Main Research Methods Individual Writing Collaborative Writing Analysis of Pair Talk Version History and Text Mining in Digital Writing Recommendations for Practice Individual Writing Collaborative Writing Interactive Writing Future Directions Research Interests Individual Writing Collaborative Writing Research Methods References 7 Learners’ Engagement With Written Corrective Feedback in Individual and Collaborative L2 Writing Conditions Introduction Historical Perspectives Critical Issues and Topics Current Contributions and Research The “Noticing Approach” Strand The “Dual Approach” Strand The “Beyond the Dual Approach” Strand Main Research Methods Recommendations for Practice Future Directions References Section 3 Language Transfer and Writing 8 Transfer, Writing, and SLA: L2 Writing as a Multilingual Event Introduction Historical Perspectives Critical Issues and Topics Current Contributions Research on Transfer of Writing Processes, Knowledge, and Skills Research on Crosslinguistic Influence as Evidenced in L2 Written Texts Main Research Methods Recommendations for Practice Future Directions Note References 9 Multicompetence and L2 Writing Introduction Historical Perspectives Critical Issues and Topics Current Contributions and Research Main Research Methods Recommendations for Practice Future Directions References Section 4 The Role of Individual Differences 10 Age-Related Differences in L2 Written Performance and Written Corrective Feedback Processing and Use Introduction Historical Perspectives Critical Issues and Topics Current Contributions and Research The Impact of Age, Amount, and Intensity of Exposure to L2 Input on Learners’ Written Output The Role of Explicit Writing Instruction in Enhancing Performance Individual Cognitive and Affective Influences on L2 Writing Development Learners’ Engagement With Written Corrective Feedback Main Research Methods Recommendations for Practice Future Research Directions References 11 The Role of Cognitive Individual Differences in L2 Writing Performance and Written Corrective Feedback Processing and Use Introduction Historical Perspectives Working Memory Language Aptitude Critical Issues and Topics The Connection Between Cognitive IDs and Different Writing Processes Working Memory Language Aptitude The Role of Cognitive IDs in Written Corrective Feedback Processing and Use Current Contributions and Research Empirical Findings for the Effects of Working Memory Empirical Findings for the Effects of Language Aptitude Main Research Methods Recommendations for Practice Future Directions References 12 The Role of Motivational and Affective Factors in L2 Writing Performance and Written Corrective Feedback Processing and Use Introduction Historical Perspectives Critical Issues and Topics Current Contributions and Research Beliefs About L2 Writing and WCF Motivation From Control Motivation From Value Motivation From Truth Emotions Main Research Methods Recommendations for Practice Future Directions References Section 5 Writing Research, Corrective Feedback, and Language Development 13 L2 Writing and Grammar Development Introduction Historical Perspectives Critical Issues and Topics Current Contributions of Research How Learners Pay Attention to Form While Writing Grammatical Development During Writing Instruction The Effects of Task and Writing Condition Manipulations on Writing Instructional and Prewriting Interventions Linguistic Differences in Speaking Versus Writing of Language Learners How Modality Affects Learning Main Research Methods Recommendations for Practice References 14 L2 Writing and Vocabulary Development Introduction Lexical Diversity Lexical Sophistication Words, Lemmas, Flemmas, and Families Collocation and Word Choice Historical Perspectives Lexical Diversity Lexical Sophistication Relationship Between Vocabulary Knowledge and Writing Proficiency Collocation, Word Choice, and Writing to Learn Critical Issues and Topics Reliability of Indices of Lexical Diversity Reliability of Indices of Lexical Sophistication Lexical Diversity as a Multifaceted Construct Lexical Sophistication as a Multifaceted Construct Direct Feedback and Vocabulary Learning Refining the Involvement Load Hypothesis and Time on Task Current Contributions and Research Lexical Diversity as a Multidimensional Phenomenon Lexical Sophistication as a Multidimensional Phenomenon Learning Vocabulary Through Writing Main Research Methods Research Designs Cross-Sectional Longitudinal Experimental Vocabulary Size Assessment Tools Lextutor _lognostics Text Analysis Tools Antwordprofiler, Range, VocabProfile Coh-metrix TAALED TAALES Recommendations for Practice Future Directions Notes References 15 L2 Writing and Formulaic Language: Formulaic Chunks and Lexical Bundles Introduction Historical Perspectives Critical Issues and Topics Current Contributions and Research Main Research Methods Recommendations for Practice Future Directions References 16 Written Corrective Feedback: Short-Term and Long-Term Effects on Language Learning Introduction Historical Perspectives Critical Issues and Topics Types of WCF Scope of WCF Linguistic Target of WCF Current Contributions and Research Alternative WCF Strategies Target Linguistic Features Individual Differences and WCF Short- and Long-Term Effects of WCF Main Research Methods Populations Independent and Dependent Variables Designs and Tasks Recommendations for Practice Future Directions References 17 The Role of Language in Assessing L2 Writing Introduction Historical Perspectives Critical Issues Assessing Language in Relation to Writing Tasks Assessing Language With Rubrics Current Contributions and Research Main Research Methods Recommendations for Practice Future Directions References Section 6 Writing Research in Different Contexts 18 Learning and Teaching L2 Writing in Content and Language Integrated Learning (CLIL) Contexts Introduction Historical Perspectives Critical Issues Language Learning Through Writing The Effect of Corrective Feedback and Tasks Or Prompts on Writing Context Effects on Writing Current Contributions of Research Main Research Methods Recommendations for Practice Future Directions References 19 L2 Writing in Study-Abroad Contexts Introduction Historical Perspectives Critical Issues and Topics Current Contributions and Research Between-Subjects Design: SA Vs. AH Comparisons Between-Subjects Design: Age Between-Subjects Design: Motivation Between-Subjects Design: Length of Program Within-Subject Design Discussion Main Research Methods Recommendations for Practice Future Directions References 20 L2 Writing and Language Learning in Academic Settings Introduction Historical Perspectives Critical Issues and Topics Target Language in Academic Writing The Development of L2 Students’ Academic Writing Current Contributions and Research Variation in Academic Language L2 Students’ Academic Language Development Development of Stance and Engagement in Academic Writing Research Methods Recommendations for Practice Future Directions References 21 L2 Writing and Language Learning in Electronic Environments Introduction Historical Perspectives Critical Issues and Topics Writing in Text Chat Computer-Mediated Collaborative Writing Teacher-Provided Written Corrective Feedback Current Contributions and Research Studies Using Text Chat Negotiation and Noticing Peer Feedback Language Learning Studies on Computer-Mediated Collaborative Writing Patterns and Phases of Collaboration Collaborative Dialogues Improvement in Writing Quality Studies on Teacher-Provided Written Corrective Feedback Delayed Asynchronous Feedback Delayed Synchronous Feedback Immediate Synchronous Feedback Main Research Methods Process Studies Linking the Writing Process to Text Outcomes Acquisition Studies Recommendations for Practice Future Directions References Part III Expanding Research Agendas 22 Directions for Future Research Agendas on L2 Writing and Feedback as Language Learning From an ISLA Perspective Introduction: Writing and Language Learning From an ISLA Perspective ISLA: Applied ISLA Vs. ISLA Applied The Cognitive Processing Dimension of ISLA and Writing The Curricular Perspective ISLA, Writing, and WCF ISLA and Writing ISLA and Written Corrective Feedback Implications for Future ISLA Research on Language Learning Through Writing and Corrective Feedback Main Research Directions on the Language Learning Potential of Writing Processes Main Methodological Considerations An Exemplar of One ISLA Instructed Research Design Conclusions References 23 Directions for Future Research on Attention and L2 Writing A Very Brief Historical Perspective on the Issue A Brief Description of What We Know Already A Research Agenda General Framework Task-Related Issues Research Task 1: Explore How Different Task Demands Posed By Different Task Types and Sequences Affect Learners’ ... Suggested Empirical Studies How Do Different Task Types Affect Learners’ Attentional Allocation and Writing Performance? How Do Different Task Sequences Affect Learners’ Attentional Allocation and Writing Performance? Effects of Individual Difference Factors Research Task 2: Examine How Learners’ Attentional Allocation, Cognitive Processes, and Writing Performance Are Affected ... Suggested Empirical Studies How Do Differences in Learners’ Motivation Affect Their Attentional Allocation, Their Writing Performances, and Subsequent ... How Do Differences in Learners’ Aptitude and Working Memory Affect Their Attentional Allocation, Their Writing Performances ... How Does Learners’ L2 Proficiency Affect Their Attentional Processes as They Engage in Different Stages of Writing? How Does Learners’ Previous Learning Experience Affect Their Attentional Processes as They Engage in Different Stages ... Conclusion Notes References 24 Directions for Future Research on SLA, L2 Writing, and Multimodality Introduction Approaches to Multimodal Writing Research Agenda Language Development Through Multimodal Writing Research Task 1: Conduct Cross-Sectional And/or Longitudinal Studies to Investigate the Effects of Multimodal Composition on Different Features of L2 Acquisition Multimodal Writing Processes Research Task 2: Explore L2 Learners’ Multimodal Composing Processes Compared to Traditional Composition Research Task 3: Examine L2 Learners’ Collaborative Multimodal Composition Processes From a Variety of SLA Theories Such as Interactionist Or Sociocultural Approaches Multimodal Text Analysis Research Task 4: Explore the Similarities And/or Differences Between Individually Versus Collaboratively Produced Multimodal Writing Assignments and Texts Research Task 5: Explore the Product of L2 Learners’ Multimodal Compositions Compared to Traditional Composition Understanding Current Needs and Practices Research Task 6: Conduct a Needs Analysis of the Types of Multimodal Writing Required of L2 Learners Within Various Contexts (E.g., Within Various Fields/Majors in Academia Or in Various Professional Contexts) Research Task 7: Conduct a Survey to Understand L2 Learners’ Current Practices and Engagement With Multimodal Writing for Learning Beyond the Classroom Research Task 8: Conduct Research to Understand How Instructors And/or Different Disciplines/Discourse Communities Assess Different Types of Multimodal Writing Genres Conclusion References 25 Directions for Future Methodologies to Capture the Processing Dimension of L2 Writing and Written Corrective Feedback Introduction Methodological Options in Investigating L2 Writing Behaviors and Processes Methodological Options in Investigating L2 Feedback Processing A Future Research Agenda Empirical Study 1 Research Question: What Behaviors and Associated Cognitive Processes Do L2 Users Engage in During L2 Text Production? Empirical Study 2 Research Question: How Do L2 Writing Behaviors and Associated Cognitive Processes Change Over Time? Design Empirical Study 3 Research Question: What Is the Relationship Between Feedback Processing and Accuracy in the Revised Text? Empirical Study 4 Research Question: What Behaviors and Associated Cognitive Processes Do L2 Learners Engage in During Written Feedback Processing? Conclusion References 26 Directions for Future Use of Using Existing Corpora in the Study of L2 Writing Introduction: A Brief Historical Perspective Previous Empirical Research Lexis Phraseology Grammar and Syntax Lexico-Grammar Discourse Research Agenda 1: How Can CA(L)F (Complexity, Accuracy, Lexis, and Fluency) Be Expanded Or Reconceptualized Using Corpus Linguistic Methods? Research Agenda 2: How Can Our Understanding of Writing Development Be Expanded Using Multivariate Corpus Analyses? Research Agenda 3: How Can Corpus Linguistics Contribute to Our Understanding of What Developmental Patterns Look Like Over Time? Research Agenda 4: How Can Corpus Linguistics Contribute to Our Insights Into Cross-Linguistic Influence for Different L1 Backgrounds/Target Languages? Research Agenda Conclusion References 27 Directions for Future Automated Analyses of L2 Written Texts Historical Perspectives What We Know Already A Research Agenda Research Question 1: How Can We Improve the Accuracy of NLP Tools on Written Texts Produced By L2 Learners? Suggested Empirical Study 1 Suggested Empirical Study 2 Research Question 2: How Can We Automatically Assess Whether the Linguistic Features Deployed in Written Texts Are Appropriate and Effective for The Rhetorical Functions They Are Used to Realize? Suggested Empirical Study 1 Suggested Empirical Study 2 Research Question 3: How Can the Capability to Automatically Identify Form-Function Mappings and Assess Their Appropriateness and Effectiveness in Written Texts Be Utilized to Inform and Promote the Teaching and Learning of L2 Writing? Suggested Empirical Study 1 Suggested Empirical Study 2 Conclusion References Part Coda 28 Implications of SLA-Oriented Research for the Teaching of L2 Writing Overarching Concepts Writing to Learn Intention and Attention Pedagogical Suggestions Tasks Feedback Learning Contexts and Learner Characteristics Concluding Thoughts References Index "The Routledge Handbook of Second Language Acquisition and Writing is the authoritative compendium of theoretical perspectives and empirical developments on how and why the processes involved in writing (planning, composing, reflecting, monitoring, retrieving knowledge, processing feedback) can promote language learning. While young, SLA-oriented L2 writing has developed into a vibrant and rich research domain within SLA and applied linguistics. Critically and definitively, this volume analyzes current theories and empirical research; critically and in detail, it spurs future work and contribution in this domain - for theory, research, and application". Sommario fornito dall'editore "The Routledge Handbook of Second Language Acquisition and Writing is the authoritative compendium of theoretical perspectives and empirical developments on how and why the processes involved in writing (planning, composing, reflecting, monitoring, retrieving knowledge, processing feedback) can promote language learning. While young, SLA-oriented L2 writing has developed into a vibrant and rich research domain within SLA and applied linguistics. Critically and definitively, this volume analyzes current theories and empirical research; critically and in detail, it spurs future work and contribution in this domain - for theory, research, and application"-- Provided by publisher This unique state-of-the-art volume offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Led by experts Rosa Manchon and Charlene Polio, top international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, and emerging themes in the connection between L2 writing and L2 learning, and set the future research agenda to move the field forward. This will be an indispensable resource for scholars and students of second language acquisition (SLA), applied linguistics, education, and composition studies This unique state-of-the-art volume offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Led by experts Rosa ManchÃ3n and Charlene Polio, top international scholars synthesize and contextualize the salient theore