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In:Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 29–48

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Chapter 2
L2 writing and L2 learning: Transfer, self-regulation, and identities

 | University of Toronto
Published online: 20 November 2020
DOI logo with link
https://doi.org/10.1075/lllt.56.02cum
Abstract
Can aspects of a second language (L2) be learned through writing the language? Research addressing this question has focused on (a) the transfer of knowledge and skills; (b) attention, self-regulation, knowledge consolidation, or collaboration while composing; or (c) development of identities within particular discourse communities and complex dynamic systems. This chapter reviews research and theories from these three perspectives, which suggest 10 tentative claims about diverse ways in which L2 writing may foster L2 learning. These claims are analyzed from the perspectives of behaviorist, cognitive, sociocultural, and complexity theories of learning.
Article outline
  • Transfer of knowledge and skills
  • L2 learning while composing
  • Identities in discourse communities
  • Ten claims and relevant theories of learning
  • Behaviorist theories of learning
  • Cognitive theories of learning
  • Sociocultural theories of learning
  • Complexity theories of learning
  • Summary thoughts
  • References
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