Languaging in Language Learning and Teaching

A collection of empirical studies

Wataru Suzuki | Miyagi University of Education
ORCID logoNeomy Storch | University of Melbourne
ISBN 9789027207432 | EUR 95.00 | USD 143.00
ISBN 9789027207449 | EUR 33.00 | USD 49.95
ISBN 9789027260840 | EUR 95.00/33.00*
| USD 143.00/49.95*
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This book is the first to bring together a collection of recent empirical studies investigating languaging, an important construct first introduced by Swain in 2006 but which has since been deployed in a growing number of L2 studies. The contributing authors include both established and emerging authors from around the globe. They report on studies which elicited languaging in oral or written form, via a range of individual and group tasks, and from a diverse range of student populations. As such these studies extend the scope of extant research, illustrating different and novel approaches to research on languaging. The findings of these studies provide new insights into the language learning opportunities that languaging can afford language learners in different educational and linguistic contexts but also the factors that may impact on these opportunities. As such the book promises to be of relevance and interest to both researchers and language teachers.
[Language Learning & Language Teaching, 55] 2020.  vii, 313 pp.
Publishing status: Available
Table of Contents
Cited by

Cited by 10 other publications

Azkarai, Agurtzane, Rhonda Oliver & Yohana Gil‐Berrio
2022. Examining Deductive Versus Guided Instruction From an Interactionist Perspective. Language Learning 72:S1  pp. 125 ff. DOI logo
Bueno‐Alastuey, Mª Camino, Raychel Vasseur & Idoia Elola
2022. Effects of collaborative writing and peer feedback on Spanish as a foreign language writing performance. Foreign Language Annals 55:2  pp. 517 ff. DOI logo
Ishikawa, Masako & Wataru Suzuki
2023. Effects of written languaging on second language learning: Mediating roles of aptitude. The Modern Language Journal 107:S1  pp. 95 ff. DOI logo
Kazemi, Pooneh, Natasha Pourdana, Gholamhassan Famil Khalili & Payam Nour
2022. Microgenetic analysis of written languaging attributes on form-focused and content-focused e-collaborative writing tasks in Google Docs. Education and Information Technologies 27:8  pp. 10681 ff. DOI logo
Kirchhoff, Natalie
2022. interacción entre pares y el input escrito. HUMAN REVIEW. International Humanities Review / Revista Internacional de Humanidades 11:Monográfico  pp. 1 ff. DOI logo
Leow, Ronald P.
2020. Chapter 5. L2 writing-to-learn. In Writing and Language Learning [Language Learning & Language Teaching, 56],  pp. 95 ff. DOI logo
Niu, Ruiying
2023. Review on Languaging in Language Learning and Teaching: A Collection of Empirical Studies. Chinese Journal of Applied Linguistics 46:1  pp. 140 ff. DOI logo
Zhang, Meixiu & William J. Crawford
2022. Attention to form in collaborative writing: language-related episodes in L1 and L2 use conditions. Language Awareness 31:2  pp. 194 ff. DOI logo
Zhang, Meixiu, John Gibbons & Mimi Li
2021. Computer-mediated collaborative writing in L2 classrooms: A systematic review. Journal of Second Language Writing 54  pp. 100854 ff. DOI logo
Zhang, Meixiu & Luke Plonsky
2020. Collaborative writing in face-to-face settings: A substantive and methodological review. Journal of Second Language Writing 49  pp. 100753 ff. DOI logo

This list is based on CrossRef data as of 21 february 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.


Main BIC Subject

CJA: Language teaching theory & methods

Main BISAC Subject

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U.S. Library of Congress Control Number:  2020022014 | Marc record