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This book provides an overview of the role of cognition in L2 writing in order to equip educators with the knowledge and tools necessary to nurture more robust learning experiences in L2 writing instruction. The book explores the current multifaceted terrain of cognition in L2 writing, tackling various dimensions, including the potential for learning during the writing and revision stages, the influence of cognitive processes and strategies during these stages, and the application of cognition-based research in instructed second language acquisition contexts. It offers educators theoretically driven and empirically supported insights to enrich writing instruction across diverse educational levels, contexts, proficiency levels, genres, and writing conditions. This edited collection is a valuable resource for graduate students, scholars, and researchers seeking to deepen their understanding of cognition and its impact on second language writing.
Mahmoud Abdi Tabari is a teaching assistant professor of Writing Studies and Applied Linguistics in the English Department at the University of Nevada, Reno. Ronald P. Leow is professor of Applied Linguistics and director of Spanish Language Instruction in the Department of Spanish and Portuguese at Georgetown University.
Section 1: Theory and Research Methodology Chapter 1. Theoretical Cognitive Underpinnings in Second Language Writing Chapter 2. Methods to Examine Processing in Second Language Writing Research Section 2: Research-Based Pedagogy Chapter 3. Cognitive-Driven L2 Writing Instruction in the Era of New Technologies Chapter 4. Integrating Cognitive Strategies into L2 Writing Pedagogy Chapter 5. Understanding Writing as a Cognitive Process: Implications for L2 Writing Instruction Chapter 6. Exploring Genre-Based Cognitive Approaches in L2 Writing Instruction Chapter 7. Promoting Metacognitive Awareness in L2 Writing Chapter 8. Implementing Cognitive Process-Oriented Approaches in L2 Collaborative Writing Pedagogy: Task Types, Writing Processes, and Writing Assessment Chapter 9. Enhancing L2 Learning Through Cognitive Feedback Processes Chapter 10. Conclusion: Synthesizing Insights into Cognition in ISLA
