The aim of this pioneering volume is to advance our understanding
of written language learning in instructed SLA by offering a
collection of empirical studies in which the contribution of
diverse theoretical perspectives to our understanding of L2 writing
development will be explored. As such, the book represents a
further attempt to situate written language learning at the core of
applied linguistics research, in general, and SLA research, in
particular, hence attempting to redress the oral bias of
theoretical and empirical work in these fields. It adds a further
building block onto recent TESOL initiatives aimed at understanding
"development" in second and foreign language learning. Continuity
from one chapter to another is provided by adherence to a
consistent chapter model. The volume will be of great interest to
academics in the disciplines of second/foreign language acquisition
(SLA) and second/foreign language (L2) writing.
General
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