35.2055, Calls: Cognitive Science, Writing Systems / Languages - "Cognition in Second Language Writing" (Jrnl)

[The LINGUIST List]

LINGUIST List: Vol-35-2055. Thu Jul 18 2024. ISSN: 1069 - 4875.

Subject: 35.2055, Calls: Cognitive Science, Writing Systems / Languages - "Cognition in Second Language Writing" (Jrnl)

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Date: 11-Jul-2024
From: Aron Wang [aron.wang at mdpi.com]
Subject: Cognitive Science, Writing Systems / Languages - "Cognition in Second Language Writing" (Jrnl)


Dear Colleagues,

Viewing writing as a process versus a product has been initiated many
decades ago (e.g., Krapels, 1990; Zamel, 1983), as this skill is
recognized as arguably one of the major components of any language
curriculum. Indeed, early models of L1 and L2 writing (e.g., Flower &
Hayes, 1981; Grabe & Kaplan, 1996; Kellogg, 1996) underscored the
dynamic nature of composing that involves an interaction between a
number of macro-processes, for example, planning, formulation, and
revision. More recently, there has been quite an uptick in researchers
(e.g., Abdi Tabari, 2022; Caras, 2019; Leow et al., 2022; Lin & Wang,
2022; López-Serrano et al., 2020; Manchón et al., 2020; Révész et al.,
2021) approaching writing from a process-oriented perspective that
focuses on the cognitive processes involved in language production.
This process-oriented perspective to writing in a second language is
also accompanied by additional interests, for example: (1) The
potential for learning during the writing process, well-known as
writing-to-learn (Manchón & Roca de Larios, 2007; Manchón, 2011),
found in lower-level language courses as opposed to learning-to-write,
typically found in upper-level writing courses; (2) A better
understanding of the relationships between the cognitive processes and
strategies L2 writers employ during both the original composing and
revision (based on written corrective feedback) stages and their
subsequent performances (e.g., Leow et al., 2022; Roca de Larios,
Nicolás-Conesa, & Coyle, 2016); and (3) The call to also view such
cognition-based research from an ISLA applied perspective (Leow, 2019;
Manchón & Leow, 2020). This curricular perspective requires such
scholarly inquiries to hold pedagogical implications that provide
teachers with theoretically driven and empirically supported
information to promote more robust learning in the writing component
of their curricula.

Given the relatively recent focus on the role of cognitive processes
in second language writing and the potential for both learning and
pedagogical issues to be addressed, the scope of this research topic
is quite extensive given that different educational levels (e.g.,
primary, elementary, secondary, tertiary, etc.), contexts (e.g., study
abroad, immersion, at home, foreign or second language, etc.),
proficiency levels (e.g., first, second, third year, etc.), genre
(e.g., descriptive, argumentative, expository, academic writing for
publication purposes, etc.), writing conditions (individual and
collaborative), and platform (face-to-face, digital, etc.) are all
welcomed. Major features of the research design may include the
embedding of the research design as part of the regular syllabus, the
data taken from different stages across the academic session (e.g.,
semester or quarter), and so on.

We request that prior to submitting a manuscript, interested authors
initially submit a proposal title and an abstract of 400–600 words
summarizing their intended contribution. Please send it to the Guest
Editor (leowr at georgetown.edu) or to Languages Editorial Office
(languages at mdpi.com). Abstracts will be reviewed by the Guest Editors
for the purposes of a ensuring proper fit within the scope of the
Special Issue. Full manuscripts will undergo double-blind peer review.



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