刊讯｜SSCI 期刊 《二语习得研究》2023年第3期

STUDIES IN SECOND LANGUAGE ACQUISITION

Volume 45, No. 3, July 2023

STUDIES IN SECOND LANGUAGE ACQUISITION (SSCI一区，2022 IF: 4.1，排名：12/194) 2023年第3期共刊文6篇。研究主题为“个体差异与二语写作：第二语言习得拓展研究”，研究中的个体差异包括认知因素、工作记忆、二语熟练度等。欢迎转发扩散！

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目录

ARTICLES

■  The role of cognitive factors in second language writing and writing to learn a second language, by Judit Kormos, Pages 622-646.

■ Working memory and second language writing: A systematic review, by Shaofeng Li, Pages 647–679.

■ Exploring the relationship of working memory to the temporal distribution of pausing and revision behaviors during L2 writing, by Andrea Révész, Marije Michel & Minjin Lee, Pages 680-709.

■ Exploring working memory and language dominance in heritage bilinguals’ writing processes, by Julio Torres, Pages 710-736.

■ Working memory, L2 proficiency, and task complexity: Independent and interactive effects on L2 written performance, by Rosa Maria Manchón, Sophie McBride, María Dolores Mellado Martínez1 & Olena Vasylets, Pages 737-764

■ Cognitive individual differences in the process and product of L2 writing, by Gisela Granena, Pages 765-785.

摘要

The role of cognitive factors in second language writing and writing to learn a second language

Judit Kormos, Lancaster University

Abstract This article revisits the role of cognitive individual differences in creating synergies between second language(L2) writing and second language acquisition research that were proposed by Kormos(2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2writing processes and performance. The article offers an overview of how cognitive factors can mediate learning gains when L2users engage in writing. Using theoretical accounts of cognitive individual differences, the article discusses how the characteristics of writing tasks can interact with individual variation in cognitive functioning. The article concludes by proposing a TaskMediated Cognitive Model of L2Writing and Writing to Learn that describes the role of cognitive factors in L2writing processes and in learning through writing, and an outline of a research agenda for future studies.

Working memory and second language writing: A systematic review

Shaofeng Li, Florida State University

Abstract This article reports on a comprehensive synthesis of the literature on the role of working memory in second language(L2) writing. It starts with an overview and clarification of the construct and measurement of working memory, followed by an elaboration of major theoretical models informing the synthesized research. The article then presents a synthesis of the methods and results of the16studies that have been conducted on the associations between working memory and L2writing. The methodological synthesis encompasses research design, methods of working memory, measurement of writing performance, methods of data elicitation for writing processes, and data analysis and reporting. The results of the synthesized studies demonstrate that(1) working memory is largely unrelated to overall writing proficiency; (2) it is predictive of specific aspects of L2composition such as complexity, accuracy, and fluency; (3) the role of working memory varies as a function of genre, proficiency, target structure, instruction type, and task demands; and(4) verbal working memory, phonological short-term memory, visual-spatial working memory, and executive functions(inhibiting, shifting, and updating) have differential associations with the process and product aspects of L2writing. The methods and results are discussed by identifying trends, accounting for disparities, clarifying confusion, recommending solutions, and proposing new directions.

Exploring the relationship of working memory to the temporal distribution of pausing and revision behaviors during L2 writing

Andrea Révész, University College London

Marije Michel, University of Groningen

Minjin Lee, Yonsei University

Abstract This study examined the extent to which L2writers with varied working memory display differential pausing and revision behaviors at different periods during writing. The participants were30advanced Chinese L2users of English, who wrote an argumentative essay. While composing, participants’keystrokes and eye-gaze movements were recorded to capture their pausing, revision, and eye-gaze behaviors. The working memory battery included tests of phonological and visual short-term memory and executive functions. We divided the writing process into five equal periods. The results revealed that participants’pausing and revision patterns were consistent with previous findings that planning, linguistic encoding, and monitoring processes dominate the initial, middle, and later composing periods, respectively. Various working memory components had differential effects on pausing depending on period, largely reflecting the predictions of Kellogg’s(1996, 2001) model. However, we identified no differences in the temporal distribution of revision behaviors contingent on working memory.

Exploring working memory and language dominance in heritage bilinguals’ writing processes

Julio Torres, University of California

Abstract Heritage language(HL) bilinguals’writing skills has been a topic of inquiry in the field of HL education. However, little is still known about HL writers’writing processes and the contribution of individual differences to these processes remains unexplored. By integrating keystroke-logging and think-aloud methodologies, this study examined61Spanish-English HL writers’pausing and revision behaviors during the completion of Spanish(HL) and English writing tasks. Participants also completed an advanced Ospan working memory test and a language dominance questionnaire. The main findings revealed that, although HL writers’pausing and revision behaviors did not significantly differ between writing tasks, the nature of their writing processes underlying these writing behaviors fluctuated. Further, language dominance as a multidimensional construct did not contribute to these writing results, whereas participants with higher working memory spent more time addressing orthographic and morphosyntactic encoding episodes during pauses within words when writing in both languages.

Working memory, L2 proficiency, and task complexity: Independent and interactive effects on L2 written performance

Rosa Maria Manchón, University of Murcia

Sophie McBride, University of Murcia

María Dolores Mellado Martínez, University of Murcia

Olena Vasylets, University of Barcelona

Abstract This study examined the independent effects of working memory(WM) and the interactive effects of WM/L2proficiency and WM/task complexity on L2written performance. The study followed a within–between-participant factorial design, with two levels of task complexity as the within-participant variable and L2proficiency and WM as betweenparticipants variables. The outcome measure was L2writing performance as measured by CAF indices. Two groups of undergraduate students from a degree in English studies were invited to complete the simple and complex version of the“Fire-Chief”task. Task complexity was operationalized in terms of reasoning demands, and tasks were counterbalanced to avoid unwanted order effects. Participants also completed the Oxford Placement Test and a working memory test(n-back). Regarding independent effects, results show that WM did not have an effect on L2writing performance. In contrast, L2proficiency was the variable most connected to various dimensions of the text produced. As for interactive effects, no significant interaction between WM, proficiency, or task complexity was found. In contrast, L2proficiency emerged as the sole significant predictor of L2writing performance at both levels of task complexity.

Cognitive individual differences in the process and product of L2 writing

Gisela Granena, Universitat Oberta de Catalunya

Abstract This paper examines how research in second language acquisition has approached the study of cognitive individual differences in the process and product of L2writing from a theoretical and empirical perspective, paying special attention to the three empirical studies included in this special issue. The paper is divided into three sections. The first section examines the cognitive abilities that have been investigated in L2writing research, among which working memory stands out as the most widely studied. The second section synthesizes the findings reported by the empirical studies in this issue in relation to the role of working memory in L2writing behaviors and outcomes. The last section suggests future lines of research that can broaden the current scope of research on writing and cognitive individual differences, mostly centered on the components of the working memory system. This research has important theoretical implications, as little is known about how different cognitive individual differences are implicated in writing, as well as pedagogical implications, as the findings can inform about optimal performance and learning conditions for learners with diverse cognitive ability profiles.

期刊简介

Studies in Second Language Acquisition is a refereed journal of international scope devoted to the scientific discussion of acquisition or use of non-native and heritage languages. Each volume (five issues) contains research articles of either a quantitative, qualitative, or mixed-methods nature in addition to essays on current theoretical matters. Other rubrics include Replication Studies, Critical Commentaries,State-of-the-Scholarship, Methods Forum, and Research Reports.

《第二语言习得研究》是一本国际性评审的期刊，致力于对非母语和传承语习得或使用进行科学性探讨。每卷（五期）包含定量、定性或混合方法的研究性文章，以及关于当前理论问题的论文。其他包括复制性研究、批评性评论、学术状况、方法论坛和研究报告。

官网地址：https://www.cambridge.org/core/journals/studies-in-second-language-acquisition

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