Formal Genre-Specific Knowledge as a Resource-Dispersing Feature of Task Complexity

Recent second language (L2) writing research informed by task-based theories of acquisition has enthusiastically adopted task complexity frameworks to describe the specific cognitive demands a given and effect those on written L2 production. However, missing from many studies effects production is discussion genre as potential source complexity. This paper examines resource-dispersing form that unique writing. The article summarizes predictions particularly Cognition Hypothesis its intersection with Kellogg’s widely-cited model working memory in It then argues formal genre-specific knowledge constitutes distinct general proficiency proficiency.