21.3788, Review: Applied Linguistics: Knapp & Seidlhofer (2009)

[linguist at LINGUISTLIST.ORG]

LINGUIST List: Vol-21-3788. Mon Sep 27 2010. ISSN: 1068 - 4875.

Subject: 21.3788, Review: Applied Linguistics: Knapp & Seidlhofer (2009)

Moderators: Anthony Aristar, Eastern Michigan U <aristar at linguistlist.org>
            Helen Aristar-Dry, Eastern Michigan U <hdry at linguistlist.org>
 
Reviews: Monica Macaulay, U of Wisconsin-Madison  
Eric Raimy, U of Wisconsin-Madison  
Joseph Salmons, U of Wisconsin-Madison  
Anja Wanner, U of Wisconsin-Madison  
       <reviews at linguistlist.org> 

Homepage: http://linguistlist.org/

The LINGUIST List is funded by Eastern Michigan University, 
and donations from subscribers and publishers.

Editor for this issue: Monica Macaulay <monica at linguistlist.org>
================================================================  

This LINGUIST List issue is a review of a book published by one of our
supporting publishers, commissioned by our book review editorial staff. We
welcome discussion of this book review on the list, and particularly invite
the author(s) or editor(s) of this book to join in. If you are interested in 
reviewing a book for LINGUIST, look for the most recent posting with the subject 
"Reviews: AVAILABLE FOR REVIEW", and follow the instructions at the top of the 
message. You can also contact the book review staff directly.

===========================Directory==============================  

1)
Date: 24-Sep-2010
From: Kirsten Colquhoun < me_anywhere at hotmail.com >
Subject: Handbook of Foreign Language Communication and Learning
 

	
-------------------------Message 1 ---------------------------------- 
Date: Mon, 27 Sep 2010 14:52:12
From: Kirsten Colquhoun [me_anywhere at hotmail.com]
Subject: Handbook of Foreign Language Communication and Learning

E-mail this message to a friend:
http://linguistlist.org/issues/emailmessage/verification.cfm?iss=21-3788.html&submissionid=2649194&topicid=9&msgnumber=1
 
Discuss this message: 
http://linguistlist.org/pubs/reviews/get-review.cfm?subid=2649194

 


Announced at http://linguistlist.org/issues/20/20-4084.html 

SUMMARY

This is the sixth handbook in a series of nine, based on the idea that applied 
linguistics is a problem-oriented way of relating linguistics to real-life
problems. 
This handbook thus focuses on topics of language and communication as 
everyday problems and emphasises the ability of applied linguistics to deal with 
these issues. It is divided into 5 sections, with between three and six chapters in 
each. Due to space limitations I will only briefly outline the scope of each
section 
and its chapters.

I. The nature of foreign language learning

Section I looks at the general nature of foreign languages, their role in education 
and what factors are involved in their acquisition. Ehlich (22 - 43) considers the 
semantic implications of the terms involved in the discussion of language learning. 
He ultimately concludes that 'the expression 'foreign' indicates 'distance' ' (27), 
which has individual and societal consequences. Wilton (45 - 78) then describes 
the increasing importance given to multilingualism and the consequent effects on 
education and the status of English. Mitchell (79 - 108) reviews key trends in 
current policies and practices in foreign language education in school settings. 
Hufeisen and Jessner (109 - 137) provide an introduction to the research in the 
field of multiple language learning -- not, however, the learning of the first
foreign 
language but rather further foreign languages. This is followed by an examination 
of the relationship between Second Language Acquisition (SLA) and teaching, by 
Cook (140 - 161). Finally, Edmondson (164 - 190) discusses the link between 
teaching language and teaching culture.

II. Perspectives on foreign language learning and teaching

Section II discusses the different aspects of foreign languages -- linguistic, 
cognitive, cultural and political -- and the implications these have for the way 
languages are taught and learned. Widdowson (193 - 218) discusses the reciprocal 
relationship between applied linguistics and pedagogy. Kramsch (219 - 246) 
focuses rather on the cultural perspectives of language. Brutt-Griffler (247 - 278) 
examines issues of political perspectives on foreign language learning and 
teaching. Dewaele (279 - 308) reports on studies and research on the cognitive 
perspectives of language and, in particular, the debate surrounding the age of 
acquisition and the critical period hypothesis.

III. The design of foreign language teaching

Section III examines the factors that should be taken into consideration in the 
design of a foreign language as a classroom subject. Johnson and Johnson (309 - 
340) present an overview of the different types of syllabuses. Rodgers (341 - 372) 
briefly outlines the history of language teaching methodology and the way in which 
certain ideas have returned to current thinking. Legenhausen (373 - 400) discusses 
the theoretical and historical background of autonomous learning. Bygate (401 - 
439) considers the history of teaching speaking in foreign language teaching, 
especially the debate between accuracy and fluency. Finally, Grabe and Stoller 
(439 - 466) write similarly on the teaching of the written language by looking at 
different approaches to teaching writing and its links to reading.

IV. Approaches to foreign language teaching

In chapter 17 Howatt (467 - 490) looks at a number of different approaches to 
foreign language instruction, providing a history from 1880 to the present. Byram 
and Mendez (491 - 516) then focus specifically on communicative language 
teaching. This is followed by Gnutzmann's (517 - 544) descriptive chapter on the 
differences between language for specific purposes versus general language. Wolff 
(545 - 572) provides an interesting history of Content and Language Integrated 
Learning (CLIL) and deals with some controversial issues surrounding this 
approach. Kohn (573 - 603) then looks at Computer assisted foreign language 
learning and how this new technology is changing language teaching and learning.

V. Evaluation in language learning and teaching

Finally, Section V addresses assessment and evaluation, of learners, curricula 
and courses. In Chapter 22, McNamara (607 - 627) provides a history of language 
testing and assessment and a brief look at controversial issues surrounding the 
topic. Knapp (629 - 662) then considers the different issues in certification,
looking 
at ideas behind testing, implementation and contrast. Finally, Kiely and Rea-
Dickins (663 - 694) consider evaluation and learning in language programmes. 

EVALUATION

The editors state that ' 'the intention [of this series] is to present the
knowledge 
available in applied linguistics today firstly from an explicitly problem solving 
perspective and secondly, in a non-technical, easily comprehensible way'' (xiii). 
Indeed, this handbook is largely descriptive, providing overviews while not 
presenting clear points of view. In this way, it is useful when information on a 
specific topic is needed. The chapters are comprehensive and while some are 
easier to read than others, this surely depends on one's interests. It provides a 
good update on the research to date in the different areas in this field. 

One thing which is encouraging to see was Hufeisen and Jessner's ideas on 
learning and teaching foreign languages. It has always been interesting to me how 
the different languages a learner knows can interact with other languages being 
learnt. I personally feel this background of the learner is not exploited enough in 
foreign language education; so I am in total agreement that ' 'previously learned 
languages can be acknowledged and used within the classroom context by 
students and teachers alike as bridge languages. The explicit acknowledgement of 
the existence of previous languages, plus recognition of their status as useful 
pedagogical tools will naturally ease the new language learning process''(126). 
Indeed I feel that all too often teachers try to isolate the language of study
to such 
an extreme that it ignores any advantages knowing another language may have. 

For myself, as a foreign language teacher I was also particularly impressed with 
Wolff's chapter on ' 'Content and language integrated learning'' as, although
this is 
not a new topic, Wolff reminds us that CLIL ' 'must not be regarded simply as an 
approach to language teaching and learning but that it is concerned both with 
content and language'' (547), thus emphasising the difference between CLIL and 
immersion. 

Finally, Kohn provides in his chapter a thoroughly readable review of computer 
assisted foreign language learning (CALL). As a teacher who makes every attempt 
to be technologically savvy in lessons though often not accomplishing the 
objectives, I was reassured by Kohn's suggestion that ' 'the new technologies?
have not simplified the world of teaching and learning; on the contrary, they have 
made it more complex, varied and demanding'' (584). This chapter is wonderfully 
useful in its overview of CALL, its purposes and uses - ' 'the pedagogical 
integration of traditional forms of language learning and teaching with the new 
potential of e-learning'' (584) -- and will be to anyone not entirely
comfortable (yet) 
with the idea of CALL. 

All in all, this handbook has brought together a number of useful chapters on a 
range of aspects of foreign language learning and teaching. As a tool, it can be 
utilised either as a means of keeping up-to-date on the research or as a way of 
becoming more knowledgeable on a topic. In other words, it will appeal both to 
those who already familiar with the research and those who are new to a subject. 

Kirsten Colquhoun (Mphil cantab, DELTA) is currently teaching English to
adults in Cambridge, UK. She is interested in the relationship between
applied linguistics and second language acquisition and teaching. 




-----------------------------------------------------------
LINGUIST List: Vol-21-3788