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.
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.
Rosa M. Manchón is Professor of Applied Linguistics in the Department of English at the University of Murcia. Charlene Polio is Professor in the Department of Linguistics, Languages, and Cultures at Michigan State University, where she teaches in the TESOL and Second Language Studies programs.
Inhaltsangabe
Part 1 Introduction Chapter 1 L2 writing and language learning Rosa M. Manchón and Charlene Polio Part 2 Theoretical Perspective Chapter 2 Theoretical perspectives on L2 writing, corrective feedback, and language learning in individual writing conditions Ron Leow and Bo Ram Suh Chapter 3 Theoretical perspectives on L2 writing and language learning in collaborative writing and the collaborative processing of written corrective feedback Neomy Storch Part 3 Core Issues: Tasks and Writing Chapter 4 Task effects across modalities Roger Gilabert and Olena Vasylets Chapter 5 Task complexity studies Mark Johnson Part 4 Core Issues: Language Processing Chapter 6 L2 writing processes and language learning in individual and collaborative conditions Marije Michel, Laura Stiefenhöfer, Marjolijn Verspoor, and Rosa M. Manchón Chapter 7 Learners' engagement with written corrective feedback in individual and collaborative L2 writing conditions Julio Roca de Larios and Yvette Coyle Part 5 Core Issues: Language Transfer and Writing Chapter 8 Transfer, writing, and SLA: L2 writing as a multilingual event Rob Schoonen and Sanne van Vuuren Chapter 9 Multicompetence and L2 writing Guillaume Gentil Part 6 Core Issues: The Role of Individual Differences Chapter 10 Age-related differences in L2 written performance and written corrective feedback processing and use Yvette Coyle and Julio Roca de Larios Chapter 11 The role of cognitive individual differences in L2 writing performance and written corrective feedback processing and use Mohammad Javed Ahmadian and Olena Vasylets Chapter 12 The role of motivational and affective factors in L2 writing performance and written corrective feedback processing and use Mostafa Papi Part 7 Core Issues: Writing Research, Corrective Feedback, and Language Development Chapter 13 L2 writing and grammar development Charlene Polio Chapter 14 L2 writing and vocabulary development Kris Kyle Chapter 15 L2 writing and formulaic language: Formulaic chunks and lexical bundles Hyung-Jo Yoon Chapter 16 Written corrective feedback: Short-term and long-term effects on language learning EunYoung Kang and ZhaoHong Han Chapter 17 The role of language in assessing L2 writing Lia Plakans and Renka Ohta Core Issues: Writing Research in Different Contexts Chapter 18 Learning and teaching L2 writing in content and language integrated learning (CLIL) contexts Carmen Pérez-Vidal and David Lasagabaster Chapter 19 L2 writing in study-abroad contexts Cristi Killingsworth Vallejos and Cristina Sanz Chapter 20 L2 writing and language learning in academic settings Nigel Caplan Chapter 21 L2 writing and language learning in electronic environments Scott Aubrey and Natsuko Shintani Part 3 Expanding research agendas Chapter 22 Directions for future research on L2 writing, language learning, and instructed SLA Ron Leow and Rosa Manchón Chapter 23 Directions for future research on attention and L2 writing Sean Izumi and Osamu Hanaoka Chapter 24 Directions for future research on SLA, L2 writing, and multimodality Jungmin Lim and Matthew Kessler Chapter 25 Directions for future methodologies to capture the processing dimension of L2 writing and written corrective feedback Andrea Révész, Xiaojun Lu, and Ana Pellicer- Sánchez Chapter 26 Directions for future use of existing corpora in the study of L2 writing Shelley Staples, Adriana Picoral, Aleksey Novikov, and Bruna Sommer-Farias Chapter 27 Directions for future automated analyses of L2 written texts Xiaofei Lu Part 4 Coda Chapter 28 Implications of SLA-oriented research for the teaching of L2 writing Dana Ferris
Part 1 Introduction Chapter 1 L2 writing and language learning Rosa M. Manchón and Charlene Polio Part 2 Theoretical Perspective Chapter 2 Theoretical perspectives on L2 writing, corrective feedback, and language learning in individual writing conditions Ron Leow and Bo Ram Suh Chapter 3 Theoretical perspectives on L2 writing and language learning in collaborative writing and the collaborative processing of written corrective feedback Neomy Storch Part 3 Core Issues: Tasks and Writing Chapter 4 Task effects across modalities Roger Gilabert and Olena Vasylets Chapter 5 Task complexity studies Mark Johnson Part 4 Core Issues: Language Processing Chapter 6 L2 writing processes and language learning in individual and collaborative conditions Marije Michel, Laura Stiefenhöfer, Marjolijn Verspoor, and Rosa M. Manchón Chapter 7 Learners' engagement with written corrective feedback in individual and collaborative L2 writing conditions Julio Roca de Larios and Yvette Coyle Part 5 Core Issues: Language Transfer and Writing Chapter 8 Transfer, writing, and SLA: L2 writing as a multilingual event Rob Schoonen and Sanne van Vuuren Chapter 9 Multicompetence and L2 writing Guillaume Gentil Part 6 Core Issues: The Role of Individual Differences Chapter 10 Age-related differences in L2 written performance and written corrective feedback processing and use Yvette Coyle and Julio Roca de Larios Chapter 11 The role of cognitive individual differences in L2 writing performance and written corrective feedback processing and use Mohammad Javed Ahmadian and Olena Vasylets Chapter 12 The role of motivational and affective factors in L2 writing performance and written corrective feedback processing and use Mostafa Papi Part 7 Core Issues: Writing Research, Corrective Feedback, and Language Development Chapter 13 L2 writing and grammar development Charlene Polio Chapter 14 L2 writing and vocabulary development Kris Kyle Chapter 15 L2 writing and formulaic language: Formulaic chunks and lexical bundles Hyung-Jo Yoon Chapter 16 Written corrective feedback: Short-term and long-term effects on language learning EunYoung Kang and ZhaoHong Han Chapter 17 The role of language in assessing L2 writing Lia Plakans and Renka Ohta Core Issues: Writing Research in Different Contexts Chapter 18 Learning and teaching L2 writing in content and language integrated learning (CLIL) contexts Carmen Pérez-Vidal and David Lasagabaster Chapter 19 L2 writing in study-abroad contexts Cristi Killingsworth Vallejos and Cristina Sanz Chapter 20 L2 writing and language learning in academic settings Nigel Caplan Chapter 21 L2 writing and language learning in electronic environments Scott Aubrey and Natsuko Shintani Part 3 Expanding research agendas Chapter 22 Directions for future research on L2 writing, language learning, and instructed SLA Ron Leow and Rosa Manchón Chapter 23 Directions for future research on attention and L2 writing Sean Izumi and Osamu Hanaoka Chapter 24 Directions for future research on SLA, L2 writing, and multimodality Jungmin Lim and Matthew Kessler Chapter 25 Directions for future methodologies to capture the processing dimension of L2 writing and written corrective feedback Andrea Révész, Xiaojun Lu, and Ana Pellicer- Sánchez Chapter 26 Directions for future use of existing corpora in the study of L2 writing Shelley Staples, Adriana Picoral, Aleksey Novikov, and Bruna Sommer-Farias Chapter 27 Directions for future automated analyses of L2 written texts Xiaofei Lu Part 4 Coda Chapter 28 Implications of SLA-oriented research for the teaching of L2 writing Dana Ferris
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