Routledge Handbook of Second Language Acquisition and Writing

<p>This unique state-of-the-art volume offers a comprehensive, systematic discussion of second language (L2) writing and L2 learning. Led by experts Rosa Manchón and Charlene Polio, top international scholars synthesize and contextualize the salient theoretical approaches, methodological issues, empirical findings, and emerging themes in the connection between L2 writing and L2 learning, and set the future research agenda to move the field forward. This will be an indispensable resource for scholars and students of second language acquisition (SLA), applied linguistics, education, and composition studies.</p> <p>Part 1 Introduction </p><p>Chapter 1</p><p>L2 writing and language learning</p><p>Rosa M. Manchón and Charlene Polio</p><p>Part 2 Theoretical Perspective</p><p>Chapter 2</p><p>Theoretical perspectives on L2 writing, corrective feedback, and language learning in individual writing conditions</p><p>Ron Leow and Bo Ram Suh</p><p>Chapter 3</p><p>Theoretical perspectives on L2 writing and language learning in collaborative writing and the collaborative processing of written corrective feedback</p><p>Neomy Storch </p><p>Part 3 Core Issues: Tasks and Writing </p><p>Chapter 4 </p><p>Task effects across modalities </p><p>Roger Gilabert and Olena Vasylets</p><p>Chapter 5</p><p>Task complexity studies </p><p>Mark Johnson</p><p>Part 4 Core Issues: Language Processing </p><p>Chapter 6</p><p>L2 writing processes and language learning in individual and collaborative conditions</p><p>Marije Michel, Laura Stiefenhöfer, Marjolijn Verspoor, and Rosa M. Manchón </p><p>Chapter 7 </p><p>Learners’ engagement with written corrective feedback in individual and collaborative L2 writing conditions</p><p>Julio Roca de Larios and Yvette Coyle</p><p>Part 5 Core Issues: Language Transfer and Writing </p><p>Chapter 8</p><p>Transfer, writing, and SLA: L2 writing as a multilingual event</p><p>Rob Schoonen and Sanne van Vuuren</p><p>Chapter 9</p><p>Multicompetence and L2 writing</p><p>Guillaume Gentil</p><p>Part 6 Core Issues: The Role of Individual Differences </p><p>Chapter 10</p><p>Age-related differences in L2 written performance and written corrective feedback processing and use</p><p>Yvette Coyle and Julio Roca de Larios</p><p>Chapter 11</p><p>The role of cognitive individual differences in L2 writing performance and written corrective feedback processing and use </p><p>Mohammad Javed Ahmadian and Olena Vasylets</p><p>Chapter 12</p><p>The role of motivational and affective factors in L2 writing performance and written corrective feedback processing and use</p><p>Mostafa Papi</p><p>Part 7 Core Issues: Writing Research, Corrective Feedback, and Language Development </p><p>Chapter 13</p><p>L2 writing and grammar development </p><p>Charlene Polio</p><p>Chapter 14</p><p>L2 writing and vocabulary development</p><p>Kris Kyle </p><p>Chapter 15 </p><p>L2 writing and formulaic language: Formulaic chunks and lexical bundles </p><p>Hyung-Jo Yoon</p><p>Chapter 16</p><p>Written corrective feedback: Short-term and long-term effects on language learning </p><p>EunYoung Kang and ZhaoHong Han</p><p>Chapter 17 </p><p>The role of language in assessing L2 writing </p><p>Lia Plakans and Renka Ohta</p><p>Core Issues: Writing Research in Different Contexts </p><p>Chapter 18 </p><p>Learning and teaching L2 writing in content and language integrated learning (CLIL) contexts </p><p>Carmen Pérez-Vidal and David Lasagabaster</p><p>Chapter 19 </p><p>L2 writing in study-abroad contexts </p><p>Cristi Killingsworth Vallejos and Cristina Sanz</p><p>Chapter 20 </p><p>L2 writing and language learning in academic settings </p><p>Nigel Caplan</p><p>Chapter 21 </p><p>L2 writing and language learning in electronic environments </p><p>Scott Aubrey and Natsuko Shintani</p><p>Part 3 Expanding research agendas </p><p>Chapter 22 </p><p>Directions for future research on L2 writing, language learning, and instructed SLA </p><p>Ron Leow and Rosa Manchón</p><p>Chapter 23 </p><p>Directions for future research on attention and L2 writing </p><p>Sean Izumi and Osamu Hanaoka</p><p>Chapter 24 </p><p>Directions for future research on SLA, L2 writing, and multimodality </p><p>Jungmin Lim and Matthew Kessler</p><p>Chapter 25 </p><p>Directions for future methodologies to capture the processing dimension of L2 writing and written corrective feedback </p><p>Andrea Révész, Xiaojun Lu, and Ana Pellicer- Sánchez</p><p>Chapter 26</p><p>Directions for future use of existing corpora in the study of L2 writing </p><p>Shelley Staples, Adriana Picoral, Aleksey Novikov, and Bruna Sommer-Farias</p><p>Chapter 27 </p><p>Directions for future automated analyses of L2 written texts </p><p>Xiaofei Lu</p><p>Part 4 Coda </p><p>Chapter 28 </p><p>Implications of SLA-oriented research for the teaching of L2 writing </p><p>Dana Ferris</p>