Learning Foreign and Second Languages. Perspectives in Research and Scholarship by HeidiByrnesReview by: Birgit Meerholz-Haerle and Erwin TschirnerThe Modern Language Journal, Vol. 85, No. 1, Special Issue: A Century of Language Teachingand Research: Looking Back and Looking Ahead, Part 2 (Spring, 2001), pp. 140-141Published by: Wiley on behalf of the National Federation of Modern Language Teachers AssociationsStable URL: http://www.jstor.org/stable/330381 .

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MLJ Reviews Edited byJUDITH E. LISKIN-GASPARRO

University of Iowa

MLJ Review Policy

The MLJ reviews books, monographs, com-

puter software, and materials that (a) present results of research in-and methods of-foreign and second language teaching and learning; (b) are devoted to matters of general interest to members of the profession; (c) are intended pri- marily for use as textbooks or instructional aids in classrooms where foreign and second languages, literatures, and cultures are taught; (d) convey information from other disciplines that relates

directly to foreign and second language teaching and learning. Reviews not solicited by the MLJ can neither be accepted nor returned. Books and materials that are not reviewed in the MLJcannot be returned to the publisher. The MLJ invites written responses to the reviews published here.

Responses should be typed with double spacing, signed by their authors, and submitted in dupli- cate with a diskette copy (IBM or MAC accept- able, WordPerfect preferred). Address responses to Sally Sieloff Magnan, Editor, The Modern Lan-

guage Journal, 618 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706-1558.

THEORY AND PRACTICE

BYRNES, HEIDI. (Ed.). Learning Foreign and Sec- ond Languages. Perspectives in Research and Scholar-

ship. New York: Modern Language Association of America, 1998. Pp. viii, 322. $19.75, paper, $37.50, cloth.

This is the first volume in a MLA series of publica- tions intended for professionals working within the areas of foreign language, literature, and cul- ture. One of the main objectives of the series is to

promote cross-disciplinary exchange. The present volume in particular addresses those faculty mem- bers of foreign language departments who special- ize in literary studies. The book's intention is to outline recent developments in the field of second

language acquisition (SLA) research and, by dis-

cussing this research, to lay the foundation that will bridge the division that is perceived to exist in

many departments between the teaching of lan-

guage and the teaching of literature. The contributions to this book focus on re-

search conducted in instructional contexts. Heidi

Byrnes's introduction to the volume outlines re- cent developments related to the teaching and

learning of foreign languages in the United States. It is followed by 11 essays whose topics range from general theoretical and methodologi- cal considerations to a focus on the learner and

learning processes, as well as on language assess- ment and curricular planning.

Both Claire Kramsch and Elizabeth Bernhardt situate SLA research in its wider context: Kramsch focuses on the immediate academic en- vironment, and Bernhardt widens the perspective to include historical and sociopolitical develop- ments that have influenced conceptions of lan-

guage and language teaching in the United States. Thom Huebner's essay examines the rela-

tionship among SLA research and work in lin-

guistics, as well as in applied linguistics, and re- flects on the directionality of influence among these fields. Kathleen Bailey provides a concise and critical overview of the predominant ap- proaches to SLA research and stresses that crite- ria of appropriateness will have to determine any selection of approach.

Following these introductory essays, the volume turns to a more detailed presentation of SLA re- search concerns. Because of their complex expert focus, these contributions may be less accessible to

nonspecialists. They are crucial, however, in that

they highlight the role that SLA research and theo-

rizing can play in revising conceptualizations of

language and language teaching. Bill VanPatten's discussion of the cognitive constraints that oper- ate in language acquisition and Catherine

Doughty's summary of issues relating to the focus- on-form debate critically review the role of instruc- tion in teaching. They also point to misguided ex-

pectations that students will reach target-like

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Reviews Reviews

accuracy and competence. As VanPatten suggests, it is important to "work with learners' internal mechanisms rather than against them" (p. 125).

In their contributions, Leo van Lier and Gabriele Kasper change the focus from cognitive processes and linguistic form to a consideration of the centrality of social interaction and context for language acquisition. Van Lier explains that in order to become autonomous learners and users of a language, students have to be guided to engage in contingent interactions in a variety of contexts. His claim that "language learning de- pends on the access learners have to relevant language material" (p. 174) further calls into question the division of courses into skills, rather than content-oriented levels.

The final three essays in this collection are more accessible to nonspecialist readers than the pre- vious essays. Robert Blake's overview of the role of computer-assisted language learning includes il- lustrative examples and motivates practitioners to

participate in, or at least to stay informed of, cur- rent developments in technology. Elena Shohamy discusses the development of language assessment in its context of measurement procedures and their related definitions of language and knowl- edge. She suggests that the different approaches to assessment that have evolved over time are not mutually exclusive. Rather, they constitute a po- tential for multiplism, where each phase of the as- sessment process calls for a choice among several available options. Assessment from this point of view can also include factors not directly related to the language-learning experience, such as general attitudinal predispositions or learning prefer- ences. In her concluding essay, Byrnes elaborates on the contribution that SLA research can make to curricular decision-making in foreign language departments. She identifies the development of literacy as a key issue and suggests that the concept of multiple literacies can overcome disciplinary rifts. This concept, she proposes, unites and legiti- mizes an already-existing multiplicity of discourses and interactional practices.

Learning Foreign and Second Languages will offer both literary scholars and novice teacher-re- searchers a comprehensive introductory overview of the research concerns that currently inform the field of SLA. Although some parts of the book may be less accessible to nonspecialist readers than other parts, the essays address a range of topics, such as issues of voice, of multiple reali- ties, and of the cultural embeddedness of texts that are central to studies in both literature and SLA, and that, therefore, are already in a position to inspire cross-disciplinary dialogue.

accuracy and competence. As VanPatten suggests, it is important to "work with learners' internal mechanisms rather than against them" (p. 125).

In their contributions, Leo van Lier and Gabriele Kasper change the focus from cognitive processes and linguistic form to a consideration of the centrality of social interaction and context for language acquisition. Van Lier explains that in order to become autonomous learners and users of a language, students have to be guided to engage in contingent interactions in a variety of contexts. His claim that "language learning de- pends on the access learners have to relevant language material" (p. 174) further calls into question the division of courses into skills, rather than content-oriented levels.

The final three essays in this collection are more accessible to nonspecialist readers than the pre- vious essays. Robert Blake's overview of the role of computer-assisted language learning includes il- lustrative examples and motivates practitioners to

participate in, or at least to stay informed of, cur- rent developments in technology. Elena Shohamy discusses the development of language assessment in its context of measurement procedures and their related definitions of language and knowl- edge. She suggests that the different approaches to assessment that have evolved over time are not mutually exclusive. Rather, they constitute a po- tential for multiplism, where each phase of the as- sessment process calls for a choice among several available options. Assessment from this point of view can also include factors not directly related to the language-learning experience, such as general attitudinal predispositions or learning prefer- ences. In her concluding essay, Byrnes elaborates on the contribution that SLA research can make to curricular decision-making in foreign language departments. She identifies the development of literacy as a key issue and suggests that the concept of multiple literacies can overcome disciplinary rifts. This concept, she proposes, unites and legiti- mizes an already-existing multiplicity of discourses and interactional practices.

Learning Foreign and Second Languages will offer both literary scholars and novice teacher-re- searchers a comprehensive introductory overview of the research concerns that currently inform the field of SLA. Although some parts of the book may be less accessible to nonspecialist readers than other parts, the essays address a range of topics, such as issues of voice, of multiple reali- ties, and of the cultural embeddedness of texts that are central to studies in both literature and SLA, and that, therefore, are already in a position to inspire cross-disciplinary dialogue.

Unfortunately, the volume may lose part of its intended readership because it occasionally seems to imply that blame for the current situ- ation in foreign language departments lies with the faculty in literature. Readers should not over- look, however, that a number of contributions to this volume convincingly trace the split between the disciplines to the general sociopolitical situ- ation and the wider educational context in the United States.

All in all, this collection of essays presents SLA research as an active field of inquiry that is already cross-disciplinary in its orientation and may well be able to stimulate change in foreign language teaching. Although the essays call into question the traditional division of foreign language in- struction into skill-focused and content-focused courses, they also criticize more recent communi- catively oriented approaches for their limited con- textual orientation in the early stages of language acquisition. As Byrnes summarizes, restricting the demands of conversational exchanges to everyday situations does not adequately prepare students for the variety of discourse contexts and the spe- cialized academic discoursal routines that they will encounter in higher-level courses. These discus- sions support the claim that insights gained from SLA research can provide the grounds for a recon- sideration of foreign language college curricula as well as for a reformulation of what might consti- tute reasonable expectations towards learner lan- guage production.

Byrnes situates this volume of essays in the cur- rent educational and political climate, in which collaboration across disciplines may prove essen- tial for the future of foreign language depart- ments. It can be hoped that these essays will "con- tribute to the development of a new academic identity of foreign languages and to a new institu- tional identity for foreign language departments in higher education" (p. 14).

BIRGIT MEERHOLZ-HAERLE and ERWIN TSCHIRNER Herder-Institut, Universitdt Leipzig

Unfortunately, the volume may lose part of its intended readership because it occasionally seems to imply that blame for the current situ- ation in foreign language departments lies with the faculty in literature. Readers should not over- look, however, that a number of contributions to this volume convincingly trace the split between the disciplines to the general sociopolitical situ- ation and the wider educational context in the United States.

All in all, this collection of essays presents SLA research as an active field of inquiry that is already cross-disciplinary in its orientation and may well be able to stimulate change in foreign language teaching. Although the essays call into question the traditional division of foreign language in- struction into skill-focused and content-focused courses, they also criticize more recent communi- catively oriented approaches for their limited con- textual orientation in the early stages of language acquisition. As Byrnes summarizes, restricting the demands of conversational exchanges to everyday situations does not adequately prepare students for the variety of discourse contexts and the spe- cialized academic discoursal routines that they will encounter in higher-level courses. These discus- sions support the claim that insights gained from SLA research can provide the grounds for a recon- sideration of foreign language college curricula as well as for a reformulation of what might consti- tute reasonable expectations towards learner lan- guage production.

Byrnes situates this volume of essays in the cur- rent educational and political climate, in which collaboration across disciplines may prove essen- tial for the future of foreign language depart- ments. It can be hoped that these essays will "con- tribute to the development of a new academic identity of foreign languages and to a new institu- tional identity for foreign language departments in higher education" (p. 14).

BIRGIT MEERHOLZ-HAERLE and ERWIN TSCHIRNER Herder-Institut, Universitdt Leipzig

GEE, JAMES PAUL. An Introduction to Discourse

Analysis. Theory and Method. New York: Routledge, 1999. Pp vii, 176. $75.00, cloth; $24.99, paper.

GEE, JAMES PAUL. An Introduction to Discourse

Analysis. Theory and Method. New York: Routledge, 1999. Pp vii, 176. $75.00, cloth; $24.99, paper.

This volume will interest scholars and students from many disciplines, including cultural, gen- der, and literary studies, as well as SLA, because

This volume will interest scholars and students from many disciplines, including cultural, gen- der, and literary studies, as well as SLA, because

141 141

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