What is it about?
Good writing in an L2 context may be increased by encouraging learners to think progressively more and more in the target language. This paper explains how to avoid the issue of disruptive discrepancy between the breadth of ideas that they can express in their L1 and their limited target language lexicon.
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Why is it important?
The present study explores the application and effectiveness of CLT in reducing load on working memory as a result of L1 interference in L2 writing with the ultimate goal of improving L2 writing proficiency if the time is limited. It provides L2 teachers with research-based evidence on the basis of which they might improve the quality and quantity of their students’ L2 writing by reducing extraneous cognitive load.
Perspectives
It is no exaggeration to say that Cognitive Load Theory may have the most significant impact on the way of foreign-language writing teaching. This paper provides an outstanding application of Cognitive Load Theory to the L2 writing process because it guides teachers to avoid provoking the split-attention effect in the composing process of L2 learners especially in exams when time is limited.
Nawal Al-Fattah
Taif University
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This page is a summary of: Cognitive load theory in the context of second language academic writing, Higher Education Pedagogies, January 2018, Taylor & Francis,
DOI: 10.1080/23752696.2018.1513812.
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