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Cognitive Load Theory in the Context of Second Language Academic Writing
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A. F., Nawal – Higher Education Pedagogies, 2018
In second language (L2) academic writing, being able to think in the L2 as opposed to thinking in the L1 and then translating into an L2 utterance may contribute to greater success in foreign-language writing. It reduces cognitive load, frees up more time and cognitive capacity to focus on syntactic structures in the target language and achieve…
Descriptors: Cognitive Processes, Difficulty Level, Second Language Learning, Academic Discourse