STRATEGIES FOR ELICITING ACADEMIC LANGUAGE RETRIEVAL FROM MEMORY IN L2 LEARNERS' ESSAY WRITING
Keywords:
academic language, language learners, L2 writing, essay writing, vocabulary retrieval, memory recall, academic vocabulary, cognitive strategiesAbstract
Effective use of academic vocabulary is one of the most important competencies for language learners, particularly for academic essay writing. The study explores methods of activating academic vocabulary from long-term memory in second language (L2) learners during academic essay writing. Drawing on cognitive psychology, applied linguistics, and educational methodology, the study identifies cognitive and didactic mechanisms to facilitate academic vocabulary recall and integration. A mixed-methods design—incorporating writing tasks, think-aloud protocols, and semi-structured interviews—was used with 45 upper-intermediate to advanced English language learners enrolled in academic writing courses. Findings suggest that scaffolding through lexical rehearsal, guided prompts, and genre-specific modeling significantly enhances academic language retrieval. The study offers implications for curriculum design and pedagogical practice in L2 academic writing instruction.
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