Index

• Academic Vocabulary List360

• Accuracy measures 128, 132, 151–152, 191, 364–366

• Adaptive Control of Thought-Rational37

• Applied ISLA 335, 338–339 ; see also ISLA applied

• Attention 103–104, 108, 134, 145–147, 340–342, 346, 358–359, 367, 370–371, 373–375
  • and awareness 100–101
  • and cognition 41, 422
  • and noticing 100–101
  • and writing 5, 21, 29, 31, 35, 96, 122, 136, 145–147, 185, 209–210, 232, 237–238, 240, 250–251, 257, 259–261, 271, 274, 282–283, 306, 340, 350, 366, 383, 385–386, 388–390, 408–409, 411
  • visual attention 260–261, 265, 267–268

• Automatization 102–103, 234, 238 ; see also knowledge (automatized)

• Behaviorist learning theories 36–37

• CAF 19, 109, 121, 123–124, 126–127, 129, 134, 136, 142, 145, 148, 151, 174–175, 183–184, 186–189, 191, 193–194, 196–201, 310–312, 421

• Case studies 391, 396, 423

• Cognition 33, 41, 78, 90, 213, 246, 276, 278, 332, 422
  • distributed cognition33
  • language cognition 78, 246 ; see also attention

• Cognition Hypothesis 32, 185–186

• Cognitive learning theories 37–38

• Cognitive models of writing 49, 52, 345

• Collaborative writing 13, 18, 20, 34, 210, 234, 255–257, 259–261, 272, 281, 283–286, 297–303, 350, 410–413, 415–417, 420, 422
  • Computer-supported collaborative writing 255–256, 261

• Communicative adequacy 183–184, 187–189, 192–199

• Compensatory (processes/episodes/strategic orientation) 68, 78, 238, 241, 243–244, 247–249, 411, 422 ; see also upgrading

• Complexity measures 127–128, 151, 191–192, 285, 364–365

• Complexity theories 36, 38–39

• Complex Dynamic Systems Theory 32, 73, 81

• Comprehensible output See output

• Content and Language Integrated Learning (CLIL) 309–312, 315–316, 318–319, 323, 327, 387, 412, 414 ; see also learning contexts

• Contrastive Analysis Hypothesis30

• Curriculum (language and writing curriculum) 88–91, 96–99, 105, 108–111, 335–336, 338–339, 343, 349–351, 359, 367–368, 376, 386, 392, 406, 423–424

• Depth of processing (while writing and while appropriating WCF) 20, 23, 77, 99, 101–105, 108, 110, 231, 235, 237–238, 242–244, 248, 250, 296, 337, 341–342, 346–347, 367, 411–412, 419, 422

• Development
  • grammatical development 22, 210, 225, 381–385, 387–389, 391, 393–394, 395–397, 409, 418, 420
  • language/L2 development 84–91, 95, 96–97, 99–100, 105, 109–111, 122, 151, 185, 187, 207–212, 215, 224, 228, 245, 250, 274, 281–285, 298, 303, 310–312, 314, 319, 323, 327, 338, 341–345, 351, 374, 388, 386, 382, 387, 394, 405
  • lexical development 199–200, 372, 374–375, 392, 409
  • lexical complexity development364
  • literacy development 30, 85, 87–88, 414
  • of identities29
  • of Grammatical Metaphor See Grammatical Methaphor
  • of the writer’s understanding of the topic 49, 51–60, 65–69
  • syntactic (complexity) development 281–282, 286, 288, 301–302, 392
  • vocabulary development 87, 358–359, 363, 365, 366–367, 375–376, 392
  • word knowledge development 363–366, 374–376
  • writing/composing development 20, 34, 36, 39, 73, 84–91, 97, 108, 312, 315, 319, 323, 324, 359, 368–369, 386, 414

• Digital writing 4, 20, 259, 345, 347, 408, 411, 415–416 ; see also pen-an-paper writing

• Discourse 30, 32–36, 38, 75, 82, 86–87, 185, 187, 192, 198, 208, 246, 285, 288, 290, 296, 302, 309–310, 312, 322, 324, 383, 389, 396, 414, 416, 420, 423

• Discourse community/communities 29, 30, 33, 35, 38, 41, 423

• Drafting (processes & strategies) 37, 49, 51, 55–56, 61–63, 65, 68, 259

• Dual-process model 49–50, 52–58, 61, 63–69, 83

• Elaboration
  • between/within-item elaboration strategies235
  • degrees of elaboration235
  • of intake, 103, 235

• Episodic memory 52–54, 58

• Error
  • analysis36
  • categories128
  • codes 365, 372
  • correction 98, 109, 365, 372
  • treatability107
  • types 109, 151–161, 175, 318, 319, 365, 373

• Exact task repetition See task repetition

• Eye tracking 20, 41, 67, 101, 251, 255–256, 260–261, 274, 340–341, 347–348, 386, 422

• Feedback 3, 10–15, 17, 19, 23–25, 33, 35–37, 41–43, 45, 53, 73, 77, 79, 85–86, 95–99, 101–117, 136, 145–148, 150, 152, 155, 158, 161, 174–175, 177–178, 210–212, 216, 223–225, 235, 248, 250, 256–258, 273, 282–283, 299, 336, 339, 342, 344, 351, 354, 358, 364–365, 367–369, 371–374, 382–386, 388, 392–393, 395, 405, 408–409, 411–412, 416, 418, 420
  • appropriation 3, 147, 344
  • computerized216
  • direct/indirect feedback 99, 196, 341
  • dynamic feedback373
  • engagement with 12–14, 17, 73, 77, 405
  • feedback for accuracy/feedback for acquisition 96, 181, 372, 379
  • feedback intake104
  • focused/unfocused feedback 99, 106–109
  • inhibitory feedback53
  • metalinguistic feedback 107, 210, 341
  • peer feedback 33, 35–36, 257, 416
  • processing 13–14, 18, 102, 104–108, 146, 150, 175, 178, 339, 342, 351
  • model of feedback processing12
  • provision of 10, 147, 150, 175, 212, 235, 256–257, 372, 411–412
  • teacher feedback 36, 96, 257 ; see also written corrective feedback

• Fluency measures 128, 133, 152, 161, 174, 192, 363, 382

• Formulaic sequences 367, 387, 391–392

• Formulation (processes & strategies) 9, 51, 83, 122, 208, 236, 256, 272, 341, 368–369, 390

• Functional theory of language 87, 90

• Genre 23, 33–34, 72, 85, 87, 89, 98, 187, 193, 289, 298, 302–303, 315, 327, 365, 372, 389, 392–393, 418
  • genre awareness302
  • genre-based approach85
  • genre-based curriculum392
  • genre-based programme315
  • genre-oriented composition classes303
  • genre requirements 187, 193
  • genre-oriented writing tasks298

• Grammar 19, 21–22, 30, 80, 85, 90, 96, 98, 103, 109, 112, 148–150, 155–159, 174–175, 198, 207–208, 210, 213, 217, 220, 222–223, 225, 227, 259, 261, 270, 285, 290, 295, 307, 312–313, 358, 360, 367, 371–372, 381–391, 394, 396–397, 409, 411, 415–416, 418, 420–421, 423–424
  • grammar-focused task 19, 207, 213, 222
  • grammar/grammatical knowledge 108, 307, 391, 415
  • grammar learning 21, 208, 210, 384, 398, 416, 418, 420–421, 423–424
  • grammatical competence 22, 381–382, 384, 387, 389, 391, 394–395, 419
  • grammatical development see development

• Grammatical Metaphor 21, 88, 285, 289, 309–310, 312–315, 317–318, 320–323, 327, 387

• History classes (and writing) 310, 312, 330

• Hypothesis
  • formulation411
  • generating344
  • testing 77, 101, 103, 105, 235, 337, 344, 346, 349–350

• Identity/identities 38, 29, 31, 33–35, 38–40, 406

• Individual differences
  • and writing 13, 14, 50, 86, 124, 259, 388, 419–420
  • and feedback appropriation14

• Individual writing 6, 20, 232, 234–236, 245, 257, 261, 281, 283, 285, 298, 316, 410, 412, 422

• Input 12, 100–104, 207–209, 211–212, 216–217, 221–225, 235, 237, 245, 247–248, 257–258, 267, 269, 274, 300, 324, 337, 341–342, 348, 367–369, 372, 374–375, 384, 394–395, 412, 414, 421
  • input processing 12, 101–104, 209, 211, 226, 235–237, 245–247, 337, 342, 348

• Intake 100, 101, 103–104, 235, 337, 341
  • intake processing 103, 245, 337

• Interaction 20, 31, 39, 75, 101, 110, 135, 138, 147, 155, 158, 161, 167, 170, 186, 210, 255–259, 261, 263–264, 266, 268–275, 281–282, 284, 288–289, 291, 297, 300–301, 309, 316, 341, 359, 413, 416–417, 422
  • dyadic interaction 21, 264, 281, 288–289, 291, 297, 301, 306
  • interaction analyses 20, 256
  • interaction effects (of variables) 106, 135, 138, 155, 158, 161, 167, 170, 186, 417
  • Interaction Hypothesis282
  • interaction/interactional patters 257–262, 268–269, 271, 274–275, 301, 306, 413, 422

• Involvement Load Hypothesis 233, 401

• Instructed second language acquisition/ISLA 8, 16, 21–22, 26, 93, 95–97, 100, 103–104, 108–111, 114, 183, 231, 245, 247, 335–339, 341–343, 345–347, 349–350, 359, 405–406, 413, 415

• ISLA applied 335, 338–339 ; see also applied ISLA

• ISLA model (Leow’s) 12, 100, 103–104, 209, 236, 245, 247, 341, 410

• Knowledge
  • automatized knowledge 103, 236, 238, 246 ; see also automatization
  • content knowledge 34, 298, 300, 358
  • declarative knowledge 37, 52, 102–103
  • explicit knowledge 99–100, 125, 246, 282
  • implicit knowledge 49, 68, 99, 246
  • procedural knowledge102 see also proceduratization
  • knowledge consolidation 21, 29, 33, 35, 138, 300, 350
  • knowledge constituting process 50, 53–55, 58–59, 64–68, 83
  • knowledge expansion 138, 299–300
  • knowledge representation49
  • knowledge processing 103–104, 236, 245, 247
  • knowledge telling 49–50, 54, 57
  • knowledge transforming 49, 51, 53–57, 59, 61
  • transfer of knowledge 29–31, 35, 258, 382
  • writer’s knowledge 49, 52–53, 55, 64 ; see also grammar knowledge, word knowledge

• L1 use375 see also language switching

• L2 proficiency 9, 19, 41, 52, 64–67, 78, 82, 106, 121, 124–125, 134, 136, 151, 188, 190, 198–199, 201, 237–238, 242–243, 245–247, 250, 258, 286, 295, 340, 371, 419
  • conceptualization of 78, 246

• Language processing 20, 33, 231, 303

• Language related episodes (LREs) 20, 209, 231, 234–236, 238–244, 246–247, 283–284, 290, 292–293, 301–302, 306, 388, 394

• Language switching375 see also L1 use

• Languaging 32, 79, 97, 257–258, 283, 296, 341, 347, 388 ; see also written languaging

• Learning
  • by writing 16–18, 40, 49, 67, 335, 405–407, 417
  • for writing 17, 40, 335, 405–407
  • through writing 10, 17, 34, 36–37, 39–41, 74, 78, 111, 145, 238, 245, 247, 251, 257, 318, 335–337, 339–340, 345, 348, 376, 397, 405–407, 410–411, 413–414, 417–424
  • with writing 17, 40, 336, 405–407, 417

• Learning contexts 8, 201, 209, 314–315, 383, 406, 412

• Learning potential
  • of written corrective feedback/WCF342
  • of writing 5, 7, 9, 10, 15, 18–21, 66, 78, 124–125, 137, 145, 176, 186, 200, 207, 222, 225–227, 231–232, 236–237, 247–249, 251, 256, 281–283, 298, 344–346, 357, 361, 367, 376, 405, 408, 410, 417, 425

• Learning to write vs. writing to learn 7, 11–12, 82, 96, 98

• Lexical complexity measures 127, 151, 191, 364–365, 374, 421

• Lexical development See development

• Lexical diversity measures 191, 364–365

• Lexical fluency 21, 357, 363, 373

• Lexical holes 368–369

• Lexical richness 127, 191

• Lexical processing375

• Lexical sophistication measures 127, 151, 191

• Linguistic Interdependence Hypothesis30

• Longitudinal research/studies 6, 8, 19, 20, 34, 74–75, 81, 86–88, 138, 145, 148, 175, 176–178, 232, 250, 281, 284–286, 309, 311–312, 315–316, 319, 327, 338–339, 342–343, 349–351, 372, 374, 386–388, 396, 409, 413–414, 423–424

• Long-term memory 50, 52, 235, 385

• Meaning-making (and writing) 5, 17–18, 20, 40, 64, 73–76, 78, 80–83, 85, 87–88, 90, 231, 233, 281–282, 284–287, 290–291, 295, 297–298, 302–303, 310–311, 313, 316, 323, 347, 406, 413–414, 417, 424
  • textual meaning-making 65, 74–76, 78, 82–83, 85, 87–88, 290, 297, 417

• Mental lexicon 200, 248, 283, 363, 370, 375–376, 418

• Metacognition 41, 105, 337, 346, 422

• Metacognitive processes346

• Modality dependency See modality effects

• Modality effects 18, 19, 121–124, 129, 130–135, 137–139, 186–187, 208–212, 222–227, 345 ; see also task modality

• Modality-sensitive (perspective/research agenda) 3, 9, 408

• Model of the L2 Learning Process in ISLA See ISLA model

• Model(s)
  • mental models of writing32
  • model texts 342, 394–395, 416, 421
  • text models 33–35
  • models as feedback 99, 342–343, 372 ; see also cognitive models, ISLA model

• Monitoring (processes & strategies) 103, 147, 199, 208, 261, 273, 367–368, 385

• Multimodal
  • tasks 390, 418
  • writing/literacy 390, 418

• Nominalization 19, 88, 285, 291–293, 295, 297, 309, 315, 317–318, 320–324, 387, 414

• Noticing 19, 96, 100–101, 107, 109, 207–213, 216–217, 220, 222–227, 245–246, 250, 256–257, 261, 274, 278, 282, 341–342, 347, 359, 367, 389, 408, 410–411, 422

• Noticing Hypothesis 100–101

• Output 5, 12, 19, 32, 53–54, 77, 96, 100–105, 110, 176, 185, 193, 197, 200, 207–209, 211–212, 216, 220–227, 231–233, 235–238, 245, 247–248, 255–257, 259, 279, 282–283, 289, 297, 337, 345, 348, 369, 387, 408, 411–412, 414, 416, 421
  • comprehensible output 32, 232
  • modified output
  • output condition 5, 77, 232, 283
  • output practice 12, 414
  • output-input practice 223, 225
  • output processing 236–237, 247–248, 411
  • output production 238, 348
  • output stage (of the learning process) 101–102
  • pushed output233
  • written output 235, 255, 256, 289, 408

• Output Hypothesis 100–103, 116, 257, 279, 282, 305

• Overload Hypothesis51

• Pen-and-paper (vs. digital) writing 4, 13, 18, 340, 344–345, 347, 350, 408, 415, 425

• Planning 37, 50–51, 55–63, 65, 68, 82, 123, 147, 190–191, 257, 340, 346, 367–368, 385–386
  • global planning54
  • outline planning 51, 55–59, 63
  • synthetic planning 56–61, 68

• Practice 10, 12, 34, 36–37, 73, 96, 98, 102–103, 148, 175, 223, 225, 249–250, 292, 302, 309, 345, 366–367, 373–375, 384, 414 ; see also output practice, output-input practice

• Prior knowledge 101–105, 234–235, 237, 245–247, 337, 346, 411

• Problem solving 8–10, 20, 49–52, 54–57, 61, 65, 67, 81, 83, 122, 147, 185, 233, 235–238, 240–241, 243–245, 248, 282–283, 295, 302, 337, 342, 351, 367, 371, 411, 417, 422
  • behaviour 9, 20, 237–238, 240–241, 243–244, 282–283, 302, 371, 411
  • processes 49–50, 52, 54, 83, 248
  • strategies 233, 236, 240, 295

• Procedural task repetition See task repetition

• Proceduralization 102–103, 237 ; see also knowledge (procedural)

• Processing
  • linguistic processing (while writing) 5, 6, 9, 20, 95–96, 135, 137, 185, 225, 232, 235, 237–238, 245–250, 282, 303, 337, 341, 350, 417
  • processing dimension of writing, 6, 22, 68, 78, 240–243, 336–339, 343, 345–346, 410–413, 415, 422
  • processing-oriented writing research 76, 83, 86
  • processing stages 103–105, 236, 245–247, 337, 341, 350 ; see also depth of processing, feedback processing, input processing, intake processing, knowledge processing, language processing, lexical processing

• Propositional complexity 19, 183, 185, 189, 192

• Pushed output233

• Reading/Re-reading (while writing) 50, 68, 260, 385

• Reading-to-write tasks 148, 174, 177, 348

• Reading-writing connection 416, 421

• Recasts 210–211, 223, 261, 395

• Rule formulation/formation 100, 103, 105, 235, 337, 346

• Revision 51, 54–55, 57–61, 63–66, 68, 77, 81, 96, 99–100, 106, 110, 11, 291, 338, 342–343, 385, 391, 422

• Rough drafting 49, 51, 61

• Self-regulation 21, 29, 37–38, 40–41, 336, 350, 406, 422

• Semantic memory 52–53

• Skill Acquisition Theory 74, 100, 102–103, 113, 374, 384, 388

• SLA models 12, 282 ; see also cognitive learning theories, ISLA model

• Sociocultural Theory 29, 36, 38, 64, 74, 384

• Stimulated recall 20, 207, 213, 215–220, 222–223, 225–226, 255–256, 262–264, 268–269, 272–275, 348, 390, 422

• Strategic behavior 20, 235, 250

• Strategic orientation 231, 237–238, 240, 243–244, 247, 249, 251, 422

• Syntactic complexity measures 127–128, 151, 191–192, 284–286, 301–303

• Systemic Functional Linguistics (SFL) 17, 20, 73, 83, 87–88, 285, 290, 310, 313, 331, 394

• Task-Based Language Teaching 75, 121, 145, 183, 203, 208, 364

• Task complexity 10, 13, 18–19, 32, 125, 138, 183–190, 194, 196–197, 199–201, 251, 340, 345–346, 350, 364, 385, 389, 393, 400–401, 408, 418

• Task demands 19, 122, 147, 186, 207–208, 211–213, 215, 221–222, 224–226, 251

• Task implementation (features/variables) 10, 121

• Task modality 10, 14, 18–19, 126, 135, 138, 183–187, 207–213, 217, 220, 222–223, 225–226, 345–346, 350, 364, 388, 408

• Task repetition 10, 13, 18–19, 68, 109, 121, 123–126, 130, 134–136, 138–140, 145–148, 173, 175, 178–179, 289, 302, 364, 372, 374, 408–409, 418, 420–421, 424
  • exact task repetition 19, 145, 148, 372–374, 420
  • procedural task repetition 19, 145, 148, 374

• Text mining 20, 255–256, 261, 274, 348

• Think-aloud protocols/data 5, 20, 81, 96, 101, 108, 231, 234–236, 239, 261, 283, 296, 303, 340–341, 347–348, 351–352, 370, 386, 390, 418

• Thought and language80

• Threshold Hypothesis 41, 419

• Time-distributed nature of writing 350–351, 415–416

• Transfer 29–31, 35–37, 176, 258, 382, 385, 389, 394, 397

• Transcription (processes & startegies) 51, 81

• Triangulation
  • data triangulation 20, 348, 351, 410, 422–423
  • instrument triangulation 348, 422

• UAM CorpusTool 293, 319–320

• Upgrading (strategic orientation/episodes) 78, 231, 238, 241–244, 248–249, 422 ; see also compensatory

• Usage-based approaches/theories 32–33, 40, 74, 384, 406

• Validity 97, 108, 111, 149, 152, 347–348, 364, 375
  • construct validity364
  • ecological validity 97, 111, 149
  • internal validity 108, 111, 149
  • threats to validity348

• Vocabulary
  • productive vocabulary 358, 360–363, 365–366
  • receptive vocabulary 360–362
  • vocabulary acquisition 113, 233, 252, 284, 357–360, 362–363, 365, 371, 399, 401
  • vocabulary challenges 358–359, 368, 373
  • vocabulary development See development
  • vocabulary knowledge 136, 187
  • vocabulary acquisition/learning 21, 233, 284, 357–360, 362–363, 365–367, 371, 376, 381, 417, 420–421, 424
  • vocabulary processing363
  • vocabulary size 21, 26, 357–358, 360, 362–364, 366–369, 374, 380
  • vocabulary use 138, 357–358, 363–365, 367, 372

• Word knowledge 21, 357, 361–367, 370–371, 373–376, 420–421
  • word knowledge framework 361, 367

• Writer’s knowledge see knowledge

• Writing to learn See learning to write

• Writing processes 5–9, 13–14, 18–21, 34, 40, 49, 51, 55–56, 58, 97, 99, 147, 232–237, 251, 255, 303, 335, 337, 339–341, 343–351, 363, 368, 391, 410–412, 415–416, 424 ; see also drafting, formulation, monitoring, planning, revision, transcription

• Writing strategies See drafting, formulation, monitoring, planning, revision, transcription

• Written corrective feedback/WCF 10–11, 13–14, 19, 86, 95, 97, 136, 145, 148, 150, 248, 336, 354, 358, 364–365, 371, 382, 384, 409, 412, 424–425
  • and language learning 10–11, 95, 97
  • appropriation 336, 409
  • engagement with13
  • direct150
  • indirect150 see also feedback

• Written languaging 97, 341, 347, 388

• Zipf’s law371

• Zone of proximal development 38, 66