What is the relationship, in US writing studies, between scholarship about writing and scholarship about language? What should it be? "Language" and "linguistics" in general have been othered; "internationalization" or "mondialisation" might serve as catalyst for exchange and collaboration and making…

For more than a decade now, a great deal of research has been done on the topic of written corrective feedback (CF) in SLA and second language (L2) writing. Nonetheless, what those research efforts really have shown as well as the possible implications for practice remain in dispute. Although L2 writing and SLA researchers often examine similar…

For research into language development in L2 writing to have any relevance, it has to be situated within a framework of decisions in writing pedagogy. Furthermore, a perspective on L2 language development cannot be limited only to accuracy levels. Even if this is the case, it is counter-intuitive that further input may be detrimental to language…

Building on Sheen's (2007) study of the effects of written corrective feedback (CF) on the acquisition of English articles, this article investigated whether direct focused CF, direct unfocused CF and writing practice alone produced differential effects on the accurate use of grammatical forms by adult ESL learners. Using six intact adult ESL…

Cites and summarizes essays and reports of research on second and foreign language writing and writing instruction that became available during the period from October 1, 2002 to March 31, 2003. (Author/VWL)

Thirty-two theoretically grounded reports of research and discussions of central issues in second and foreign language writing and writing instruction are presented in this annotated bibliography. The items, all dated 1992-93, are categorized as follows: writers; processes; texts; readers; context; instruction; reading and writing; and general.…

Cites and summarizes essays and research reports on second and foreign language writing and writing instruction that became available to compilers during the period from April 1, 2001 to June 30, 2001. (Author/VWL)

The work of researchers, theorists, and practitioners suggests that to facilitate academic success for college-level students of English as a Second Language (ESL), attention must focus on, but not be limited to, the following areas: (1) students need to become "acquirers," not just "learners," of the second language; (2)…

A study examined whether written language in general and dialog journal writing in particular is the preferred vehicle for syntactic acquisition of some adult learners. Subjects were five adult English-as-second-language (ESL) students, all literate in their first language, which was Spanish. Subjects were observed over a period of 16 weeks.…

The linguistic purposes of this research were to focus on content, themes and topics, and to analyze the way the target language (English) was used in e-mail. Communicativeness and the roles of the communicator (writer-reader) became central, emphasizing the multidirectional character of e-mail communication. The basic tenet of communicativeness…

Seven articles on linguistics and language teaching, two book reviews, and four conference summaries are included in this volume. The articles include: "Laying Down the Law? Reflecting on Course Design in Progress" (Desmond Allison, Robin Corcos, Agnes Lam); "Beyond (F)utilitarianism: English as an Academic Purpose" (Alastair…