Writing and Language Learning

Advancing research agendas

Editor
| University of Murcia
HardboundForthcoming
ISBN 9789027207746 | EUR 99.00 | USD 149.00
 
PaperbackForthcoming
ISBN 9789027207753 | EUR 36.00 | USD 54.00
 
e-Book
ISBN 9789027260581 | EUR 99.00/36.00*
| USD 149.00/54.00*
 
The current volume aspires to add to previous research on the connection between writing and language learning from a dual perspective: It seeks to reflect current progress in the domain as well as to foster future developments in theory and research. The theoretical postulations contained in Part I identify and expand in novel ways the diverse lenses through which the varied, multi-faceted dimensions of the connection between writing and language learning can be explored. The methodological reflections put forward in Part III signal theoretically-grounded and pedagogically-relevant paths along which future empirical work can grow. The empirical studies reported in Part II illuminate the myriad of individual, educational, and task-related variables that (may) mediate short-term and long-term language learning outcomes. These studies examine diverse forms of writing, performed in varied environments (including pen-and-paper and digital writing), conditions (writing individually and/or collaboratively), and instructional settings (academic settings – including secondary school and college level institutions – as well as out-of-school contexts).
[Language Learning & Language Teaching, 56]  Expected November 2020.  vii, 432 pp.
Publishing status: Printing
Table of Contents
Introduction
4–26
Chapter 1. Writing and language learning: Looking back and moving forward
Rosa M. Manchón
3–26
Part I. Advances in theoretical perspectives
30–117
Chapter 2. L2 writing and L2 learning: Transfer, self-regulation, and identities: Transfer, self-regulation, and identities
Alister Cumming
29–48
Chapter 3. A dual-process model of L1 writing processes: Implications for L2 writing research agendas on processing and language development
David Galbraith and Zulaikha Al-Saadi
49–72
Chapter 4. Toward an agenda for researching L2 writing and language learning: The educational context of development
Heidi Byrnes
73–94
Chapter 5. L2 writing-to-learn: Theory, research, and a curricular approach
Ronald P. Leow
95–118
Part II. Advances in empirical research
122–332
Chapter 6. The effects of task repetition across modalities and proficiency levels
Alberto J. Sánchez, Rosa M. Manchón and Roger Gilabert
121–144
Chapter 7. Effects of task repetition with the aid of direct and indirect written corrective feedback: A longitudinal study in an out-of-school context
Victoria Amelohina, Florentina Nicolás-Conesa and Rosa M. Manchón
145–182
Chapter 8. Task modality, communicative adequacy and CAF measures: The moderating role of task complexity
Olena Vasylets, Roger Gilabert and Rosa M. Manchón
183–206
Chapter 9. A mixed-methods approach to exploring the L2 learning potential of writing versus speaking
Janire Zalbidea
207–230
Chapter 10. Processing output during individual L2 writing tasks: An exploration of depth of processing and the effects of proficiency
Sonia López-Serrano, Julio Roca de Larios and Rosa M. Manchón
231–254
Chapter 11. Investigating the relationship between peer interaction and writing processes in computer-supported collaborative L2 writing: A mixed-methods study
Laura Stiefenhöfer and Marije C. Michel
255–280
Chapter 12. The meaning-making potential of collaborative L2 writing at tertiary level
Marcus Saller
281–308
Chapter 13. Writing on history in a Content and Language Integrated Learning (CLIL) context: Development of grammatical metaphor and abstraction as evidence of language learning
Rachel Whittaker and Anne McCabe
309–332
Part III. Advances in future research agendas
336–401
Chapter 14. An ISLA perspective on L2 learning through writing: Implications for future research agendas
Rosa M. Manchón and Ronald P. Leow
335–356
Chapter 15. Can writing facilitate the development of a richer vocabulary?: Advancing research agendas
Diane Schmitt
357–380
Chapter 16. Can writing facilitate the development of grammatical competence?: Advancing research agendas
Charlene Polio
381–402
Coda
406–426
Chapter 17. The language learning potential of L2 writing: Moving forward in theory and research
Rosa M. Manchón
405–426
Index
427–432
Subjects
BIC Subject: CFDC – Language acquisition
BISAC Subject: LAN009000 – LANGUAGE ARTS & DISCIPLINES / Linguistics / General
U.S. Library of Congress Control Number:  2020030906