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

Kim, Tae-Young

doi:10.30961/lr.2025.61.1.63

Lang. Res. 61(1):63-84

pISSN: 0254-4474, eISSN: 2586-7113

DOI: https://doi.org/10.30961/lr.2025.61.1.63

Article

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

Tae-Young Kim ¹ ^, ^†

Author Information & Copyright ▼

¹Chung-Ang University

^†Corresponding author: Professor Department of English Education Chung-Ang University Heukseok-ro, Dongjak-gu, Seoul 06947, Korea , E-mail: tykim@cau.ac.kr

ⓒ Copyright 2025 Language Education Institute, Seoul National University. This is an Open-Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License (http://creativecommons.org/licenses/by-nc/4.0/) which permits unrestricted non-commercial use, distribution, and reproduction in any medium, provided the original work is properly cited.

Received: Feb 21, 2025 ; Revised: Mar 28, 2025 ; Accepted: Apr 10, 2025

Published Online: Apr 30, 2025

ABSTRACT

This paper reviews languaging in SLA, with emphasis on its cognitive and affective roles in L2 learning. Based on Vygotsky’s Sociocultural Theory and Swain’s 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.

Keywords: languaging; second-language acquisition (SLA); sociocultural theory (SCT); metalinguistic awareness; L2 grammar and writing; motivational languaging

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