Review published In: ITL - International Journal of Applied Linguistics
Vol. 173:1 (2022) ► pp.153–160
Book review
. Writing and Language Learning. Advancing Research Agendas [Language Learning and Language Teaching 56]. Amsterdam/Philadelphia: John Benjamins Publishing Company, 2020. ISBN 9789027207753 (Pb) vii + 432 pp. https://doi.org/10.1075/lllt.56
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Available under the Creative Commons Attribution (CC BY) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Open Access publication of this article was funded through a Transformative Agreement with KU Leuven.
Published online: 23 August 2021
https://doi.org/10.1075/itl.21017.pau
https://doi.org/10.1075/itl.21017.pau
References (11)
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Gilabert, R. (2007). Effects of manipulating task complexity on self-repairs during L2 production. IRAL, 451, 215–240.
Harklau, L. (2002). The role of writing is classroom second language acquisition. Journal of second language writing, 111, 329–350.
Laufer, B. & Hulstijn, J. (2001). Incidental vocabulary acquisition in a second language. The construct of task-induced involvement. Applied Linguistics, 221, 1–26.
Leow, R. P. (2015). Explicit leaning in the L2 classroom: A student-centered approach. New York: Routledge.
Manchón, R. M. & Roca De Larios, J. (2007). Writing-to-learn in instructed language learning contexts. In E. A. Soler & M. P. S. Jorda, eds. Intercultural language use and language learning, 101–121. Berlin: Springer.
Nitta, R. & Baba, K. (2014). Task repetition and LE writing development: A longitudinal study from a dynamic systems perspective. In H. Byrnes & R. M. Manchón, eds. Task-based language learning. Insights from L2 writing, 285–316. Amsterdam: John Benjamins.