Trends in the Conceptualizations of Second Language Composing Strategies: A Critical Analysis

Rosa M. Manchón

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EFL/ESL Teaching and Learning Writing and Handwriting Education Second Language Acquisition and Learning

Abstract

This paper presents a review of ernpirical studies on second language (L2) composing strategies frorn the perspective of the conceptualizations that guide research in the field.The study of strategies is first contextualized in psychology, in the study of L2 acquisition and in the L2 writing process-oriented research.It is then suggested that definitions of strategies fall into two rnain groups, referred to in the paper as the broad and narrow conceptualizations, respectively.After reviewing and critically assessing the ernpirical studies carried out within these two paradigrns, it is concluded that if research in the field airns at contributing to theory building, it seems advisable to engage in more theoretically-grounded and rnethodologically-principled enquiry into cornposing strategies.Sorne suggestions for a future research agenda are advanced.

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References

1986Handbook of research on teaching 1981A Cognitive Process Theory of Writing 1992Learning Strategies in Second Language Acquisition 1980Identifying the organization of writing processes 1996A new framework for understanding cognition and affect in writing.2016Cognitive Processes in Writing 1993Toward an Understanding of the Distinct Nature of L2 Writing: The ESL Research and Its Implications 1983The Composing Processes of Advanced ESL Students: Six Case Studies

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2015The effects of strategy-based writing instruction in Singapore primary schools 2007LEXICAL RETRIEVAL PROCESSES AND STRATEGIES IN SECOND LANGUAGE WRITING: A SYNTHESIS OF EMPIRICAL RESEARCH 2008Taking strategies to the foreign language classroom: Where are we now in theory and research?

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