Reviewed by Sandra Becker, São Carlos, SP, Brazil
Although recent years have witnessed an exponential growth in the literature on second language teaching and learning, Vivian Cook’s investigations remain an important source of research on this field.
The organization of this book should be applauded. First, each chapter establishes questions that will be addressed. Each chapter is then divided into two equally important sections: discussion topics, in which new specific questions are proposed and theses are considered, and further reading in which websites, articles, and books on the topic are listed. Some chapters also contain sections such as answers to questions, glosses, grammatical terms, and keywords. Another remarkable feature is the extensive website linked to the ideas and contributions, which can help foster a relationship between the reader and the topics discussed.
This book contains thirteen chapters that offer well-prepared summaries of the field and related applications. The sections that deal with language learning are particularly illuminating, which makes the reading even more compelling. Ch. 1 focuses on the general background of language acquisition research and language teaching. Since this book is concerned with how people acquire second languages and, consequently, with second language acquisition research, applied linguistics is focused on. Beliefs and myths are briefly discussed, which provides an introduction for more in-depth issues.
Ch. 2 addresses distinct types of grammar. Controversial subjects are debated, shedding light to what should be taught and how effective different teaching approaches can be. Special attention is given to the role of explicit grammar in language teaching.
Semantics is the concern of Ch. 3. Learning new words consists of developing vocabulary strategies and organizing the words into groups in our minds. Memory systems, previous knowledge, and deductions are some of the aspects considered as the meaning of a word is acquired.
Phonology and phonetics are the focus of Ch. 4. According to the author, ‘Learning to pronounce a second language means building up new pronunciation habits and overcoming the bias of the first language’ (70). The complexity of this process is illustrated by the stages learners go through. The role of transfer from one language to another in acquiring pronunciation and the controversies around teaching intonation are also discussed in Ch. 4.
Ch. 5 explores writing systems in a discussion of punctuation, spelling, and different learning techniques. Curious learning strategies are reported, such as those that involve distinct alphabets, scripts, or meaning and sound based writing systems. However, C does not discuss her perspective when it comes to writing as whole. It would be interesting to learn her opinion about writing essays, articles, text organization, and the second language learning research on this topic.
The spotlight turns to specific aspects of the learner and the learning processes in Ch. 6. When it comes to investigating learning strategies, one of the primary difficulties is methodological. Misinterpretations and subconscious language behavior may limit investigative methods. Learning about students’ minds is an ambitious endeavor, and Ch. 6 looks at cognition with a magnifying lens.
Effective reading relies on mastering certain abilities that can be explained by schema and script theories, which are discussed in Ch. 7. Here the roles of background knowledge, memory, and script in reading are explored in detail. When the focus turns to listening, bottom-up and top-down strategies are discussed. Because scripts and schemas are equally involved in listening, a brief debate on cognition also takes place here. Reflections on teaching reading and listening close this chapter.
Ch. 8 attempts to answer why some students learn almost effortlessly and others struggle to learn at all. The many facets and roles of motivation are also explored, as is aptitude, another controversial issue. Different abilities and the role of age and personality traces on second language learning are also described in this chapter.
Ch. 9 compares the classroom environment and the so-called real word. The language used in both contexts seems to have differences that may promote or compromise the learning process on some levels. C provides information on how teachers can profit from conversation analysis to encourage their students’ progress.
Ch. 10 covers the mythicizing of native speakers. Since multiple language varieties make it difficult to establish what a native speaker profile consists of, C focuses on the advantages of bilingual and multilingual modes. Another controversial belief is brought to light in this chapter: the use of first language in the classroom.
In Ch. 11 the reasons why people learn a second language are investigated. The impact that language has on our lives cannot be measured. However, C explores the nature of bilingualism and its controversies as well as the communities created when groups decide to learn a new language. If people learn a language while aiming for a distinct target, their teachers should have distinct goals as well. C provides a rich discussion on the goals of language teaching that cover social, cognitive, individual aspects of this venture.
Ch. 12 describes the Chomskyan approach to language learning and its recent developments. Other models and theories are also depicted in detail. While in Ch. 12 the analysis is directed from learning to teaching, this dynamic is reversed in Ch. 13. One of the most important sections of this volume, Ch. 13 covers six teaching styles. Each approach is extensively described along with its related techniques, keywords, and relevant questions for discussion.
Undoubtedly, the fourth edition of this volume will provide a useful set of tools for students, teachers, linguists, and literary scholars who concern themselves with the complexities of language learning.