The Routledge Handbook of Second Language Acquisition and Writing The Routledge Handbooks in Second Language Acquisition Series

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.

Part 1 Introduction

Chapter 1

L2 writing and language learning

Rosa M. Manchón and Charlene Polio

Part 2 Theoretical Perspective

Chapter 2

Theoretical perspectives on L2 writing, corrective feedback, and language learning in individual writing conditions

Ron Leow and Bo Ram Suh

Chapter 3

Theoretical perspectives on L2 writing and language learning in collaborative writing and the collaborative processing of written corrective feedback

Neomy Storch

Part 3 Core Issues: Tasks and Writing

Chapter 4

Task effects across modalities

Roger Gilabert and Olena Vasylets

Chapter 5

Task complexity studies

Mark Johnson

Part 4 Core Issues: Language Processing

Chapter 6

L2 writing processes and language learning in individual and collaborative conditions

Marije Michel, Laura Stiefenhöfer, Marjolijn Verspoor, and Rosa M. Manchón

Chapter 7

Learners’ engagement with written corrective feedback in individual and collaborative L2 writing conditions

Julio Roca de Larios and Yvette Coyle

Part 5 Core Issues: Language Transfer and Writing

Chapter 8

Transfer, writing, and SLA: L2 writing as a multilingual event

Rob Schoonen and Sanne van Vuuren

Chapter 9

Multicompetence and L2 writing

Guillaume Gentil

Part 6 Core Issues: The Role of Individual Differences

Chapter 10

Age-related differences in L2 written performance and written corrective feedback processing and use

Yvette Coyle and Julio Roca de Larios

Chapter 11

The role of cognitive individual differences in L2 writing performance and written corrective feedback processing and use

Mohammad Javed Ahmadian and Olena Vasylets

Chapter 12

The role of motivational and affective factors in L2 writing performance and written corrective feedback processing and use

Mostafa Papi

Part 7 Core Issues: Writing Research, Corrective Feedback, and Language Development

Chapter 13

L2 writing and grammar development

Charlene Polio

Chapter 14

L2 writing and vocabulary development

Kris Kyle

Chapter 15

L2 writing and formulaic language: Formulaic chunks and lexical bundles

Hyung-Jo Yoon

Chapter 16

Written corrective feedback: Short-term and long-term effects on language learning

EunYoung Kang and ZhaoHong Han

Chapter 17

The role of language in assessing L2 writing

Lia Plakans and Renka Ohta

Core Issues: Writing Research in Different Contexts

Chapter 18

Learning and teaching L2 writing in content and language integrated learning (CLIL) contexts

Carmen Pérez-Vidal and David Lasagabaster

Chapter 19

L2 writing in study-abroad contexts

Cristi Killingsworth Vallejos and Cristina Sanz

Chapter 20

L2 writing and language learning in academic settings

Nigel Caplan

Chapter 21

L2 writing and language learning in electronic environments

Scott Aubrey and Natsuko Shintani

Part 3 Expanding research agendas

Chapter 22

Directions for future research on L2 writing, language learning, and instructed SLA

Ron Leow and Rosa Manchón

Chapter 23

Directions for future research on attention and L2 writing

Sean Izumi and Osamu Hanaoka

Chapter 24

Directions for future research on SLA, L2 writing, and multimodality

Jungmin Lim and Matthew Kessler

Chapter 25

Directions for future methodologies to capture the processing dimension of L2 writing and written corrective feedback

Andrea Révész, Xiaojun Lu, and Ana Pellicer- Sánchez

Chapter 26

Directions for future use of existing corpora in the study of L2 writing

Shelley Staples, Adriana Picoral, Aleksey Novikov, and Bruna Sommer-Farias

Chapter 27

Directions for future automated analyses of L2 written texts

Xiaofei Lu

Part 4 Coda

Chapter 28

Implications of SLA-oriented research for the teaching of L2 writing

Dana Ferris

Rosa M. Manchón is Professor of Applied Linguistics in the Department of English at the University of Murcia.

Charlene Polio is Professor in the Department of Linguistics, Languages, and Cultures at Michigan State University, where she teaches in the TESOL and Second Language Studies programs.