Rosa MManchón. Writing and Language Learning. Advancing Research Agendas
[Language Learning and Language Teaching 56]. Amsterdam/Philadelphia: John Benjamins Publishing Company, 2020. ISBN 9789027207753 (Pb)vii + 432 pp. https://doi.org/10.1075/lllt.56
(1990) Expertise in evaluating second language proficiency. Language Learning, 391, 81–141.
Gilabert, R.
(2007) Effects of manipulating task complexity on self-repairs during L2 production. IRAL, 451, 215–240.
Harklau, L.
(2002) The role of writing is classroom second language acquisition. Journal of second language writing, 111, 329–350.
Laufer, B. & Hulstijn, J.
(2001) Incidental vocabulary acquisition in a second language. The construct of task-induced involvement. Applied Linguistics, 221, 1–26.
Leow, R. P.
(2015) Explicit leaning in the L2 classroom: A student-centered approach. New York: Routledge.
Manchón, R. M. & Roca De Larios, J.
(2007) Writing-to-learn in instructed language learning contexts. In E. A. Soler & M. P. S. Jorda, eds. Intercultural language use and language learning, 101–121. Berlin: Springer.
Nitta, R. & Baba, K.
(2014) Task repetition and LE writing development: A longitudinal study from a dynamic systems perspective. In H. Byrnes & R. M. Manchón, eds. Task-based language learning. Insights from L2 writing, 285–316. Amsterdam: John Benjamins.
Ong, J. & Zhang, L. J.
(2013) Effects ofthe manipulation of cognitive processes on EFL writers’ text quality. TESOL Quarterly, 47(2), 375–398.
Storch, N.
(2009) The nature of pair interaction. Learners’ interaction in an ESL class: its nature and impact on grammatical development. Saarbrücken: VDM Verlag.