Final published version
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - The role of cognitive factors in second language writing and writing to learn a second language
AU - Kormos, Judit
PY - 2023/9/30
Y1 - 2023/9/30
N2 - This article revisits the role of cognitive individual differences in creating synergies between second language (L2) writing and second language acquisition research that were proposed by Kormos (2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2 writing processes and performance. The article offers an overview of how cognitive factors can mediate learning gains when L2 users engage in writing. Using theoretical accounts of cognitive individual differences, the article discusses how the characteristics of writing tasks can interact with individual variation in cognitive functioning. The article concludes by proposing a Task-Mediated Cognitive Model of L2 Writing and Writing to Learn that describes the role of cognitive factors in L2 writing processes and in learning through writing, and an outline of a research agenda for future studies.
AB - This article revisits the role of cognitive individual differences in creating synergies between second language (L2) writing and second language acquisition research that were proposed by Kormos (2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2 writing processes and performance. The article offers an overview of how cognitive factors can mediate learning gains when L2 users engage in writing. Using theoretical accounts of cognitive individual differences, the article discusses how the characteristics of writing tasks can interact with individual variation in cognitive functioning. The article concludes by proposing a Task-Mediated Cognitive Model of L2 Writing and Writing to Learn that describes the role of cognitive factors in L2 writing processes and in learning through writing, and an outline of a research agenda for future studies.
U2 - 10.1017/S0272263122000481
DO - 10.1017/S0272263122000481
M3 - Journal article
VL - 5
SP - 622
EP - 646
JO - Studies in Second Language Acquisition
JF - Studies in Second Language Acquisition
SN - 0272-2631
IS - 3
ER -