Chapter 1. Situating the learning-to-write and writing-to-learn dimensions of L2 writing

Abstract

This introductory chapter to the book serves to set the scene for both the three strands of research reviewed in Part I (learning to write, writing to learn content, and writing to learn language), and for the empirical studies contained in Part II. It does so by situating the learning-to-write and writing-to-learn perspectives explored in the book in second language (L2) writing and second language acquisition (SLA) scholarship. The aims of the book are accounted for against this background, emphasizing the way in which the collections helps to expand the L2 writing and SLA research agendas. This is complemented with an overview of the structure of the book and of the different chapters in it.

Writing in EFL teachers’ education

“…Some L2 scholars therefore differentiate between writing to learn content and writing to learn language (Manchón, 2011a). It can be argued, however, that the distinction between the three categories learning to write, writing to learn content and writing to learn language is useful primarily in order to make the different aspects of writing visible, and to identify the main objective of a writing task.…”

“…From the task formulations we see that students are expected to produce a great variety of text When it comes to writing to learn language and learning to write, this is, of course, addressed by the fact that students are required to produce a number of texts. Since all writing is an "interaction of purposes" student writing will, inevitably, help them develop their language skills and their proficiency as writers of English (Manchón, 2011a). A few assignments require that students get feedback either from the course instructor or a fellow student on one or even two early versions of their text.…”

“…In the actual writing situation, the different dimensions may be worked with simultaneously, and all types of writing might certainly involve the development of language skills. In fact, it can be argued that all writing in a foreign language represents an "interaction of purposes" (Manchón, 2011a).…”

“…Along with oral skills, reading, digital skills and numeracy, writing is described as a "basic skill" which is central in the learners' work to master the foreign language. This dual perspective on writing is often summed up in the literature as learning to write and writing to learn (Manchón, 2011a).…”

Direct vs. Indirect Written Corrective Feedback: Student Perceptions

“…Nonetheless, researchers have recently asserted that according to several theoretical approaches, we may expect writing (Manchón, 2011;Williams, 2012), and moreover, WCF (Bitchener, 2012;Ferris, 2010;Polio, 2012;Van Beuningen, 2010), to further second language acquisition. For example, according to skill acquisition theorists, systematic, repeated retrieval and use of explicit grammar rules develop automatized L2 knowledge, and WCF may hone this process.…”