This article revisits the role of cognitive individual differences in creating synergies between second language (L2) writing and second language acquisition research that were proposed by Kormos (2012). It takes stock of the advances in research findings, in the past decade, on the role of working memory and language learning aptitude in L2 writing processes and performance. The article offers an overview of how cognitive factors can mediate learning gains when L2 users engage in writing. Using theoretical accounts of cognitive individual differences, the article discusses how the characteristics of writing tasks can interact with individual variation in cognitive functioning. The article concludes by proposing a Task-Mediated Cognitive Model of L2 Writing and Writing to Learn that describes the role of cognitive factors in L2 writing processes and in learning through writing, and an outline of a research agenda for future studies.

中文翻译：

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认知因素在第二语言写作和写作学习第二语言中的作用

本文重新探讨了 Kormos (2012) 提出的认知个体差异在第二语言 (L2) 写作和第二语言习得研究之间创造协同作用中的作用。它盘点了过去十年中关于工作记忆和语言学习能力在第二语言写作过程和表现中的作用的研究成果的进展。本文概述了二语用户进行写作时认知因素如何调节学习成果。本文利用认知个体差异的理论解释，讨论了写作任务的特征如何与认知功能的个体差异相互作用。文章最后提出了一个二语写作和写作学习的任务介导认知模型描述了认知因素在第二语言写作过程和通过写作学习中的作用，并概述了未来研究的研究议程。