The Routledge Handbook of Second Language Acquisition and Writing

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