Second language writing as a psycholinguistic locus for L2 production and learning

Larios, Julio Roca de

doi:10.1016/j.jslw.2013.08.009

Cited by 7 publications

(3 citation statements)

References 13 publications

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“…First, the analyses should be situated in the inner workings of the textgeneration processes responsible for translating ideas into linear strings of language. This is so because, as mentioned previously, text-generation processes are purported to be crucially linked to the language learning that may ultimately occur (Kormos, 2012;Manchón, 2014;Roca de Larios, 2013). Second, progress can be made in the domain if the translation of ideas into linear form is approached through a conceptualization of strategies as mental actions that come in clusters (against prevailing atomized views of strategies) and that give an added value to learners' linguistic knowledge when they are flexibly and adequately orchestrated in the course of the activity (Macaro, 2014).…”

Section: The Present Studymentioning

confidence: 93%

Language Reflection Fostered by Individual L2 Writing Tasks

López-Serrano

Larios

Manchón

2019

Stud Second Lang Acquis

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There has been a growing interest in the study of writing from the perspective of its potential contribution to language development. However, scant attention has been paid to key methodological considerations regarding the analysis of the connection between L2 writing processes, reflection on language while writing, and language learning. In an attempt to advance in this domain, and informed by models of L2 writing, and cognitive L2 writing research framed in the problem-solving paradigm, this study provides a comprehensive description of the language reflection individual writers engage in when solving the linguistic problems they face while completing writing tasks in their L2. The think-aloud protocols generated by 21 EFL learners while writing an individual argumentative essay were analyzed on the basis of a reconceptualization of language-related episodes as problem-solving strategy clusters. The result is a comprehensive, theoretically motivated, and empirically based coding system that is offered as a basis for future research in the domain. We discuss the methodological implications of our analytic approach and advance some theoretical implications for future debates on the language learning potential of individual writing tasks.

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Section: The Present Studymentioning

confidence: 93%

Language Reflection Fostered by Individual L2 Writing Tasks

López-Serrano

Larios

Manchón

2019

Stud Second Lang Acquis

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“…This is a rapidly expanding research strand at the interface between SLA and L2 writing that has been instrumental in the consideration of L2 writing as a site for language learning. Research efforts in this area have materialized in a body of publications collectively concerned with theorizing the language learning potential of L2 writing and feedback processing, setting a challenging future research agenda and providing empirical evidence on the manner in which writing itself and the processing of feedback can contribute to developing L2 knowledge and competences (see Bitchener, 2012;Bitchener & Storch, 2016;Byrnes & Manchón, 2014;Manchón, 2011;Manchón & Williams, 2016;Roca de Larios, 2013;Williams, 2012;Zhang, 2013).…”

Section: Dimensions Of L2 Writing: Learning To Write and Writing To Lmentioning

confidence: 99%

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

Manchón

2018

SSLLT

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This paper offers a retrospective narrative review of research on L2 writing strategies and a prospective discussion of potential theoretical and pedagogical relevant lines of inquiry to be explored in future research agendas. The retrospective analysis will synthesize the main trends observed in the conceptualization of writing strategies as well as central directions followed in empirical research in the domain. The prospective discussion tries to advance research agendas on the basis of several observations about L2 writing that are presented as key points to be considered when analyzing existing or thinking about future research in the domain. Special mention will be made of future research avenues centrally concerned with theoretical and empirical questions on the manner in which strategic behavior during writing and during written corrective feedback processing may foster language learning. It will be suggested that following this route can result in interesting and profitable synergies between research on language learning strategies and recent SLA-oriented L2 writing research initiatives on the language learning potential associated with L2 writing.

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“…These developments stem in part from the recognition of the theoretical and applied relevance of complementing theory and research on the "learning-to-write" dimension of L2 writing (the prevalent paradigm in L2 writing research, but see Cumming, 1990;Harkalu, 2002;Manchón, 2011a) with the investigation of the "writing-to-learn-language" (WLL) dimension of L2 writing as a central component of future research agendas (see Roca de Larios, 2013). Examples of this gradual broadening of research interests are the special issue of "L2 writing-SLA interfaces" published in the Journal of Second Language Writing in 2012, or the chapters on the WLL dimension of L2 writing included in several forthcoming publications, such as the Handbook of Academic Writing, that will include a chapter on "Language and L2 writing: Learning to write and writing to learn in academic contexts", or the TESOL Encyclopedia of English Language Teaching, which will contain an entry on "Writing as language learning."…”

Section: Introduction: the Role Of Writing In Sla And Tblt Theory Andmentioning

confidence: 99%

The Distinctive Nature of Task Repetition in Writing. Implications for Theory, Research, and Pedagogy

Manchón¹

2014

Elia

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Second language writing as a psycholinguistic locus for L2 production and learning

Cited by 7 publications

References 13 publications

Language Reflection Fostered by Individual L2 Writing Tasks

Language Reflection Fostered by Individual L2 Writing Tasks

Past and future research agendas on writing strategies: Conceptualizations, inquiry methods, and research findings

The Distinctive Nature of Task Repetition in Writing. Implications for Theory, Research, and Pedagogy

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