Second language acquisition and writing:: a multi-disciplinary approach |
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| Institution: | 1. Language Centre, University of Southampton, Highfield, Southampton SO17 1BJ, UK;2. Department of Psychology, University of Southampton, Highfield, Southampton SO17 1BJ, UK;1. College of Foreign Languages, Nanjing University of Aeronautics and Astronautics, 29 Jiangjun Ave., Nanjing, Jiangsu 211106, China;2. Department of Applied Linguistics, The Pennsylvania State University, 304 Sparks Building, University Park, PA 16802, USA;3. Department of Applied Linguistics and ESL, Georgia State University, P.O. Box 4099, Atlanta, GA 30302-4099, USA;1. Faculty of Education, University of Macau, China;2. Faculty of Education, Beijing Normal University, China;3. School of Education, Guangzhou University, China;4. Department of Family Studies and Human Development, The University of Arizona, USA |
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| Abstract: | Writing is a complex activity whose components and sub-components involve action on a number of levels. It is multifaceted, requiring proficiency in several areas of skill and knowledge that make up writing only when taken together. Research into writing has mirrored this complexity and has developed concurrently in a number of disciplines — in psychology and the cognitive sciences, text linguistics and pragmatics, applied linguistics and first and second language education.This special issue of Learning and Instruction is a collection of four papers that represent different aspects of current research into writing in a second language. They do not cover the full range of research into this area of writing, but serve as examples of the depth and breadth of study in this one particular part of the field. They are introduced here within the context of a discussion of current interests in writing research and each of the papers will be presented within the research area into which it most reasonably fits. |
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