Routledge Handbook of Second Language Acquisition and Writing

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.

Second Language Acquisition and Writing stands out as an invaluable compendium with its copious collection and comprehensive review of research development pathways, together with feasible and inspiring research recommendations. The volume can be influential for scholars who specialize in the studies of SLA and L2 writing, and for teaching practitioners who are seeking enlightening pedagogical implications and guidance within L2 writing settings. - Journal of Second Language Writing Research

• Part 1 Introduction Chapter 1L2 writing and language learningRosa M. Manchón and Charlene PolioPart 2 Theoretical PerspectiveChapter 2Theoretical perspectives on L2 writing, corrective feedback, and language learning in individual writing conditionsRon Leow and Bo Ram SuhChapter 3Theoretical perspectives on L2 writing and language learning in collaborative writing and the collaborative processing of written corrective feedbackNeomy Storch Part 3 Core Issues: Tasks and Writing Chapter 4 Task effects across modalities Roger Gilabert and Olena VasyletsChapter 5Task complexity studies Mark JohnsonPart 4 Core Issues: Language Processing Chapter 6L2 writing processes and language learning in individual and collaborative conditionsMarije Michel, Laura Stiefenhöfer, Marjolijn Verspoor, and Rosa M. Manchón Chapter 7 Learners’ engagement with written corrective feedback in individual and collaborative L2 writing conditionsJulio Roca de Larios and Yvette CoylePart 5 Core Issues: Language Transfer and Writing Chapter 8Transfer, writing, and SLA: L2 writing as a multilingual eventRob Schoonen and Sanne van VuurenChapter 9Multicompetence and L2 writingGuillaume GentilPart 6 Core Issues: The Role of Individual Differences Chapter 10Age-related differences in L2 written performance and written corrective feedback processing and useYvette Coyle and Julio Roca de LariosChapter 11The role of cognitive individual differences in L2 writing performance and written corrective feedback processing and use Mohammad Javed Ahmadian and Olena VasyletsChapter 12The role of motivational and affective factors in L2 writing performance and written corrective feedback processing and useMostafa PapiPart 7 Core Issues: Writing Research, Corrective Feedback, and Language Development Chapter 13L2 writing and grammar development Charlene PolioChapter 14L2 writing and vocabulary developmentKris Kyle Chapter 15 L2 writing and formulaic language: Formulaic chunks and lexical bundles Hyung-Jo YoonChapter 16Written corrective feedback: Short-term and long-term effects on language learning EunYoung Kang and ZhaoHong HanChapter 17 The role of language in assessing L2 writing Lia Plakans and Renka OhtaCore 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 LasagabasterChapter 19 L2 writing in study-abroad contexts Cristi Killingsworth Vallejos and Cristina SanzChapter 20 L2 writing and language learning in academic settings Nigel CaplanChapter 21 L2 writing and language learning in electronic environments Scott Aubrey and Natsuko ShintaniPart 3 Expanding research agendas Chapter 22 Directions for future research on L2 writing, language learning, and instructed SLA Ron Leow and Rosa ManchónChapter 23 Directions for future research on attention and L2 writing Sean Izumi and Osamu HanaokaChapter 24 Directions for future research on SLA, L2 writing, and multimodality Jungmin Lim and Matthew KesslerChapter 25 Directions for future methodologies to capture the processing dimension of L2 writing and written corrective feedback Andrea Révész, Xiaojun Lu, and Ana Pellicer- SánchezChapter 26Directions for future use of existing corpora in the study of L2 writing Shelley Staples, Adriana Picoral, Aleksey Novikov, and Bruna Sommer-FariasChapter 27 Directions for future automated analyses of L2 written texts Xiaofei LuPart 4 Coda Chapter 28 Implications of SLA-oriented research for the teaching of L2 writing Dana Ferris