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Writing and Language Learning: Advancing research agendas
Edited by Rosa M. Manchón
[Language Learning & Language Teaching 56] 2020
► pp. 357–380

Chapter 15
Can writing facilitate the development of a richer vocabulary?

Advancing research agendas

| Nottingham Trent University

This chapter considers the extent to which existing research on vocabulary acquisition and writing adequately addresses the vocabulary learning potential of writing with the aim of advancing a research agenda for investigating the vocabulary learning potential of writing instruction. It first reviews the challenges L2 writers face with vocabulary size, word knowledge, and lexical fluency from the perspective of vocabulary research. It then considers how vocabulary is commonly operationalised in writing studies. Next, it considers how vocabulary is treated in writing instruction. This is followed by proposals for a research agenda that aims to bring the concerns of vocabulary research and writing research into closer alignment. A stronger word level focus is advocated.

Article outline
  • Introduction
  • Challenge one: Vocabulary size
  • Challenge 2: Word knowledge
  • Challenge 3: Lexical fluency
  • Interim summary
  • Operationalising vocabulary in writing research
  • Interim summary
  • Writing instruction
  • A future research agenda
    • Input
      • Task 1
      • Task 2
    • Attention
      • Task 3
      • Task 4
      • Task 5
      • Task 6
    • Practice
      • Task 7
      • Task 8
  • Conclusion
  • References
Published online: 20 November 2020
DOI logo
https://doi.org/10.1075/lllt.56.15sch
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