{"title":"Cognitive individual differences in the process and product of L2 writing","authors":"Gisela Granena","doi":"10.1017/s0272263123000347","DOIUrl":null,"url":null,"abstract":"This paper examines how research in second language acquisition has approached the study of cognitive individual differences in the process and product of L2 writing from a theoretical and empirical perspective, paying special attention to the three empirical studies included in this special issue. The paper is divided into three sections. The first section examines the cognitive abilities that have been investigated in L2 writing research, among which working memory stands out as the most widely studied. The second section synthesizes the findings reported by the empirical studies in this issue in relation to the role of working memory in L2 writing behaviors and outcomes. The last section suggests future lines of research that can broaden the current scope of research on writing and cognitive individual differences, mostly centered on the components of the working memory system. This research has important theoretical implications, as little is known about how different cognitive individual differences are implicated in writing, as well as pedagogical implications, as the findings can inform about optimal performance and learning conditions for learners with diverse cognitive ability profiles.","PeriodicalId":22008,"journal":{"name":"Studies in Second Language Acquisition","volume":null,"pages":null},"PeriodicalIF":4.2000,"publicationDate":"2023-09-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"4","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studies in Second Language Acquisition","FirstCategoryId":"98","ListUrlMain":"https://doi.org/10.1017/s0272263123000347","RegionNum":1,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"LINGUISTICS","Score":null,"Total":0}
引用次数: 4
Abstract
This paper examines how research in second language acquisition has approached the study of cognitive individual differences in the process and product of L2 writing from a theoretical and empirical perspective, paying special attention to the three empirical studies included in this special issue. The paper is divided into three sections. The first section examines the cognitive abilities that have been investigated in L2 writing research, among which working memory stands out as the most widely studied. The second section synthesizes the findings reported by the empirical studies in this issue in relation to the role of working memory in L2 writing behaviors and outcomes. The last section suggests future lines of research that can broaden the current scope of research on writing and cognitive individual differences, mostly centered on the components of the working memory system. This research has important theoretical implications, as little is known about how different cognitive individual differences are implicated in writing, as well as pedagogical implications, as the findings can inform about optimal performance and learning conditions for learners with diverse cognitive ability profiles.
期刊介绍:
Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include shorter articles such as Replication Studies, Critical Commentaries, and Research Reports.