ABSTRACT
This chapter explores the connections between second language acquisition (SLA) theory, research, and language pedagogy for second language (L2) writing by examining empirical studies specifically related to the language that L2 writers produce. Three SLA theories are highlighted, including usage-based approaches, sociocultural theory, and skill acquisition theory. Based on these theories, we present the findings of empirical studies on four topics that are at the intersection of SLA and writing research and that have related teaching implications: Language chunks, genre-focused studies, collaborative writing, and corrective feedback. We close the chapter with suggestions for theory- and research-driven activities for teaching L2 writing.
