ABSTRACT
Attention is believed to be implicated in any aspect of L2 development. With a growing interest in the language-learning potential of writing in L2 development, it is imperative to investigate the hypothesized advantages of writing associated with the slower and self-modulated pace and permanent record available in writing. This requires a close examination of learners’ attentional behavior at and across different stages of writing in light of the specific context in which it is situated. In this chapter, we will first present a general model of SLA in order to situate research agendas that cut across all areas of investigation. We will then suggest directions for future research, focusing on task-related issues as learner-external factors and individual difference factors as learner-internal factors. It is argued that process-oriented studies should be combined with product-oriented research to further advance our understanding of the role of attention in L2 writing and learning.
