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Part of
Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 95–118

Chapter 5
L2 writing-to-learn

Theory, research, and a curricular approach

| Georgetown University

Given the current contextual focus on the cognitive processes employed during L2 written production in ISLA with a focus on L2 writing-to-learn in relation to written corrective feedback (WCF), this chapter provides (1) a description of the curricular context in which the writing-to-learn perspective lies, together with its associated learning outcomes and assumed pedagogical ramifications derived from empirical research; (2) a succinct review of theoretical underpinnings postulated to account for cognitive processes employed during the phase of addressing WCF; (3) a critical report of L2 WCF studies premised on these underpinnings, their curricular association, and potential pedagogical extrapolations; and (4) a curricular approach that involves potential directions for future research premised on understanding and promoting such processes during this writing process in relation to L2 development.

Article outline
  • Introduction
  • Writing in the L2 curriculum
  • Theoretical underpinnings for WCF
    • Schmidt’s Noticing Hypothesis
    • Swain’s Output Hypothesis
    • Skill Acquisition Theory
    • The model of the L2 learning process in ISLA
  • Empirical studies
    • Direct and indirect feedback
    • Unfocused and focused feedback
  • A curricular approach and future directions
  • Conclusion
  • Notes
  • References
Published online: 20 November 2020
DOI logo
https://doi.org/10.1075/lllt.56.05leo
References

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