Cognitive load theory in the context of second language academic writing

Abstract

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 synthesis of meaning using target-language vocabulary. The results reported here suggest that L2 learners may perform better in their writing if they avoid generating ideas in or calling upon resources from their native language (L1) to avoid splitting their attention, thus adding to working memory. These findings have implications for the relationship between cognitive load and L1 interference when writing in a second language.