Evidence for the Significance of Vocabulary in L2 Writing

This paper examines empirical and theoretical evidence for the significant role of vocabulary in developing L2 writing skills, arguing for the integration of vocabulary learning into writing instruction. Empirical studies on vocabulary and writing show not only that writing can enhance vocabulary learning, but also that an instructional focus on drawing learner's attention to the lexico-grammatical aspects of language can be beneficial for the learners at all stages of writing. Nonetheless, these studies do not clearly define the theoretical basis for why such a focus on vocabulary in writing instruction is necessary. Therefore, the paper continues to examine Jiang's (2000) lexical development and Levelt's(1989, 1993) language production models and the manners in which cohesion and coherence in a text are established through the use of vocabulary. The two theoretical models and the concepts of cohesion and coherence provide support for the centrality of vocabulary in producing sentences, in connecting sentences, and in creating meaningful texts, respectively. Both empirical and theoretical evidence suggest that vocabulary may be more intrinsically related to writing than has been assumed and that it may provide the key to developing learners' writing skills.