Languaging in Second-Language Acquisition: Review of Its Cognitive and Affective Roles in L2 Learning

Abstract

This paper reviews languaging in SLA, with emphasis on its cognitive and affective roles in L2 learning. Based on Vygotskys Sociocultural Theory and Swains concept of languaging, this study examines the contribution of spoken and written languaging to L2 grammar acquisition, writing development, and learner motivation. Research suggests that languaging enhances metalinguistic awareness, thus helping learners analyze and refine their language use. Additionally, self-directed and collaborative languaging facilitate deeper cognitive engagement and self-regulation in learning. Studies pertaining to motivational languaging indicate that expressing language-learning goals in writing strengthens motivation and commitment to L2 learning. However, existing research focuses primarily on short-term effects, whereas the effects of individual differences, task design, and long-term engagement on the effectiveness of languaging are not sufficiently analyzed. This paper synthesizes the key findings, discusses the methodological limitations, and highlights the necessity for further investigating the effects of instructional scaffolding and learner characteristics on the sustained benefits of L2 languaging