New Directions for Research in L2 Writing

1. Front Matter

   Pages i-x

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2. An Introduction To New Directions For Research In L2 Writing

   • Sarah Ransdell, Marie-Laure Barbier

   Pages 1-10

3. A Critical Examination of L2 Writing Process Research

   • Julio Roca De Larios, Liz Murphy, Javier Marín

   Pages 11-47

4. Building An Empirically-Based Model of Efl Learners’ Writing Processes

   • Miyuki Sasaki

   Pages 49-80

5. The Relationships Between Bilingual Children’S Reading And Writing In Their Two Languages

   • Aydin Yücesan Durgunoğlu, Montserrat Mir, Sofia Ariño-Marti

   Pages 81-100

6. Linguistic Knowledge, Metacognitive Knowledge And Retrieval Speed In L1, L2 And Efl Writing A structural equation modelling approach

   • Rob Schoonen, Amos Van Gelderen, Kees De Glopper, Jan Hulstijn, Patrick Snellings, Annegien Simis et al.

   Pages 101-122

7. Early Exposure To An L2 Predicts Good L1 As Well As Good L2 Writing

   • M. Rosario Arecco, Sarah Ransdell

   Pages 123-131

8. The Effects of Training A Good Working Memory Strategy on L1 and L2 Writing

   • Sarah Ransdell, Beverly Lavelle, C. Michael Levy

   Pages 133-144

9. A Comparison Between Notetaking in L1 And L2 by Undergraduate Students

   • Martine Faraco, Marie-Laure Barbier, Annie Piolat

   Pages 145-167

10. Collaborative Writing in L2: The Effect of Group Interaction on Text Quality

    • Folkert Kuiken, Ineke Vedder

    Pages 169-188

11. Investigating Learners’ Goals in the Context of Adult Second-Language Writing

    • Alister Cumming, Michael Busch, Ally Zhou

    Pages 189-208

12. When and Why Talking Can Make Writing Harder

    • Margaret Franken, Stephen Haslett

    Pages 209-229

13. A Problem-Posing Approach to Using Native Language Writing in English Literacy Instruction

    • Elizabeth Quintero

    Pages 231-244

14. Back Matter

    Pages 245-277

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GERT RIJLAARSDAM UniversityofAmsterdam & Utrecht University, the Netherlands Multilingualism is becoming the default in our global world. The present-day global citizens use different languages in different situations. Apart from their mother tongue, they learn languages that give them access to other regions, nations, and worlds. In all countries ofthe European Union, for instance, at least one foreign lan­ guage is mandatory in secondary schools. Most students are taught English as a for­ eign language, the lingua franca in Europe. In large parts of the USA, students move from Spanish to English schooling. In parts of Canada, bilingual education is stan­ dard. In Catalonia (Spain) children learn Catalonian and Spanish, in Hong Kong English and Chinese. The smaller the world becomes, the more languages are used and learned. For writing process research, this development into multilingualism entails at least two challenges. First ofall, studying the relation between writing in L1 and L2 provides an opportunity for collaborative studies, in different language settings. Second, the issue ofgeneralization of findings comes to the fore. It becomes evident now that we have unjustly neglected this issue in writing process research. We for­ got to ask whether it is feasible to talk about 'writing processes' in general, without referring to the language of the written texts, and without taking into account the educational and linguistic culture in which these texts originate.

• Action
• interaction
• language
• memory

• Florida Atlantic University, Florida, USA

  Sarah Ransdell

• IUFM (Institut Universitaire de Formation des Maîtres), Lyon, France

  Marie-Laure Barbier

Policies and ethics