33.1931, Review: Applied Linguistics; Language Acquisition: Hummel (2021)

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LINGUIST List: Vol-33-1931. Sat Jun 11 2022. ISSN: 1069 - 4875.

Subject: 33.1931, Review: Applied Linguistics; Language Acquisition: Hummel (2021)

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Date: Sat, 11 Jun 2022 15:15:16
From: Karoline Wurzer [karoline.wurzer at sbg.ac.at]
Subject: Introducing Second Language Acquisition, 2nd Edition

 
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http://linguistlist.org/pubs/reviews/get-review.cfm?subid=36737277


Book announced at http://linguistlist.org/issues/32/32-2166.html

AUTHOR: Kirsten M. Hummel
TITLE: Introducing Second Language Acquisition, 2nd Edition
SUBTITLE: Perspectives and Practices
SERIES TITLE: Linguistics in the World
PUBLISHER: Wiley
YEAR: 2021

REVIEWER: Karoline Wurzer

SUMMARY

In the second edition of her book, “Introducing Second Language Acquisition.
Perspectives and Practices” (2021), Kirsten M. Hummel presents an up-to-date
overview of the growing field of Second Language Acquisition (SLA). In order
to accomplish this, insights into several basic topics of SLA are introduced,
including traditional and contemporary theories, second language development,
pedagogical issues, and individual learner differences, as well as related
topics such as First Language Acquisition and bilingualism/multilingualism.
The volume mainly addresses undergraduate and graduate students, but is also
intended to be “accessible to the general reader without a specialized
academic background who is simply interested in learning more about SLA” (p.
4). The main sections are organized in a systematic and uniform manner; each
of the nine main chapters begins with a brief outline and is followed by a
summary, an overview of the key concepts addressed in the chapter, some
self-assessment single choice questions (with the correct answers provided
online), and some ideas for discussion as well as for exercises/projects.
Furthermore, the author also provides recommendations for additional
literature and videos to deepen one’s understanding of a given topic.

The introductory chapter (Chapter 1) introduces and defines some overall basic
notions. As is common in the anglophone world, “SLA” is understood, in a
somewhat broader sense, as the process of learning a second language (L2) in
addition to one’s first language (L1). Related concepts such as Foreign
Language Acquisition and Third Language Acquisition (both terms being more or
less subsumed by “SLA” throughout the book) are also explained, as is the
relevance of the field of SLA. Finally, after a brief overview of the contents
of each chapter, the author points out several components of the book aimed to
facilitate the reader’s learning experience: the use of six fictional learners
in different learning contexts, whose linguistic experiences can be followed
throughout the book, as well as the inclusion of ideas for discussion
questions and projects, and self-assessment single choice questions, among
others.

Chapter 2 then focuses on First Language Acquisition since “[a] basic
understanding of this universal process, noting ways in which it resembles or
differs from SLA, should be useful for gaining a clearer view of SLA” (p. 3).
In addition to general concepts and methods (e.g., auditory discrimination or
high amplitude sucking), this chapter mainly covers the major stages of young
children’s linguistic development, some basic theories (behaviorism, Universal
Grammar, interactionist approach, emergentism), as well as similarities and
differences between L1 and L2 acquisition.

In Chapter 3 (“Language Learning Contexts”), the author first highlights the
wide array of contexts in which individuals can acquire second languages
before delving into the different types of naturalistic contexts (e.g.,
immigration and study abroad). Thereafter, a brief overview of some distinct
instructed learning conditions is provided; besides the well-known traditional
classroom instruction, less common guided-learning settings are discussed,
namely, bilingual education, immersion instruction, two-way dual language
instruction, and heritage language instruction.

Chapter 4 (“Theoretical Perspectives: Past and Present”) presents SLA theories
in a more or less chronological order, pointing out the shortcomings that
eventually led to the improvement or replacement of these ideas with newer
theories. This necessary context is provided so as to understand the dynamics
of change in linguists’ (and, formerly, also psychologists’) perception of the
acquisition process. The chapter focuses more on traditional theories
(Contrastive Analysis, Error Analysis, Chomsky’s Universal Grammar, Krashen’s
Monitor Model, and, finally, Vygotsky’s sociocultural approach), leaving more
contemporary theories to be addressed in Chapter 5 (whereas in the first
edition of the book, Chapters 4 and 5 were combined into one extensive
chapter). 

Chapter 5 (“Theoretical Perspectives: Cognitive Approaches”), therefore, is a
continuation of Chapter 4, focusing on the cognitive perspective of language
as well as on the role of interaction, output, and the quality and frequency
of input in language learning. A considerable number of theories and
approaches have emerged more recently in this area of research, including the
information processing approach, skill acquisition theory, the interaction
approach (with many different sub-forms such as the noticing hypothesis),
input processing, and emergentism/usage-based approaches.

The first part of Chapter 6 (“Teaching Approaches and Instructional Issues”)
presents a broad historical perspective on second language teaching, ranging
from grammar translation and the audio-lingual method to communicative and
task-based language teaching. It concludes with the post-method view, which
argues that language instruction should not, in any case whatsoever, be
reduced to one single method. The remainder of the chapter then addresses some
current and highly significant issues in language instruction; for example,
the importance of focusing on form and corrective feedback is explored, as
well as the prominence of present-day technology and its role in language
teaching, to name but a few.

Thereafter, Chapter 7 (“Second Language Development”) provides a comprehensive
overview of the process of second language learning. Learning a language is
not, as originally assumed, shaped exclusively via transfer from the L1, but,
rather, represents an object in its own right, with overgeneralization,
general developmental sequences, and fossilization, amongst others, explaining
part of its variance. The author then goes on to consider three linguistic
domains, separately: with respect to phonology, the general phenomenon of a
foreign accent is explained, and, as for vocabulary, the distinction between
perception and production is highlighted. In addition, a learner must acquire
the grammar of a second language, a process that typically follows an
acquisition order (whether in terms of morpheme studies or a connectionist
framework). Further subchapters deal with sociolinguistic variation and
pragmatics in SLA, the development of literacy-based skills, and the
importance of learner language corpora for future research.

The complete text for Chapter 8 (“The Age Factor”) is devoted to what is often
considered the most important factor contributing to individual differences:
age. Possible explanations for the existence of a critical/sensitive period
are presented, followed by studies dealing with age of onset (i.e., the time
at which intensive exposure to the target language begins) as well as age of
arrival and length of residence (in a target language country). The case of
children growing up in isolation is critically discussed and – in line with
Hyltenstam and Abrahamsson (2003) – studies claiming to have found
“exceptional learners” are also critically reviewed. On this note, it is
argued that, upon closer examination, there are often at least minimal,
non-perceivable differences between these learners and native speakers.

Since age alone cannot account for the breadth of variance in language
proficiency amongst learners with similar learning biographies, Chapter 9
(“Individual Differences”) delves into other aspects that could explain
individual differences. First, the relationship between L2 learning, on the
one hand, and results from IQ tests as well as Carroll and Sapon’s (1959)
Modern Language Aptitude Test (MLAT), on the other hand, is explored, with
more recent attention being paid to working memory tests rather than to the
MLAT. While the author considers personality traits (e.g.,
introversion/extraversion) as well as learning style and cognitive style
(e.g., field dependency) to be less promising in identifying individual
differences, more suitable factors could include attitude, motivation, and
learning strategies (divided further into metacognitive, cognitive, and social
strategies). A final point concerns the concept of self-regulation, which
derives from sociocultural theory, a notion in which learners are viewed as
active agents.

Lastly, Chapter 10 (“Bilingualism and Multilingualism”) begins by outlining
the various conceptions and definitions of these two terms. Hummel then
briefly describes bilingual development at three different levels (phonology,
vocabulary, grammar) and underlines the fact that mixed utterances should not
be interpreted as a child’s inability to separate two (or more) languages. In
fact, not only is bi-/multilingualism certainly not detrimental to a child’s
linguistic and cognitive development, but it may actually be beneficial in the
long run, both for learning an additional language and in terms of delaying
degenerative brain diseases (e.g., Alzheimer’s disease). An entire subchapter
is also devoted to various theoretical conceptions of how lexical information
is represented in the brain and retrieved. Finally, the chapter concludes with
some thoughts on multilingualism, more specifically, citing studies that show
how bilinguals and multilinguals benefit from their two or more acquired
languages when learning an additional language, as compared to monolinguals.

The last section of the book recaps and summarizes the key ideas of the book
in a concise fashion and narrates the fictional learners’ fictional futures.
It ends with a glossary and an index.

EVALUATION

Second Language Acquisition is a vast and ever-growing area of research.
Kirsten Hummel’s manual, “Introducing Second Language Acquisition”, provides a
welcome and well-defined overview of this field’s major topics, with an
emphasis on recent developments. It clearly achieves its goal of introducing
novice readers to this area of linguistic research.

Since all terms are clearly explained when first introduced, basic ideas are
often illustrated with practical examples, and the language use and writing
style are easy to follow, comprehensibility can be ensured. The result is that
the book indeed is perfectly suited for Hummel’s intended target audience
(i.e., inexperienced readers). The discussion questions and project ideas add
significant depth to the handbook, and the suggestions for further viewing
(free videos on the Internet) may be particularly attractive to a younger
audience, even if it cannot be ensured that they will be available for a long
time. Furthermore, the incorporation of fictional learners gives the book an
interesting and personal touch, although their stories and learning
experiences could have perhaps been used even more extensively. 

Based on the outline above, one can see that the majority of the chapters are
independent from each other, and, all in all, each chapter’s internal
structure has been well thought out. While one could certainly be in favor of
a more logical organization for the handbook (e.g., implementing the age
factor into the chapter on individual differences and merging the two
theoretical chapters, as was the case in the first edition), Hummel’s opting
for evenly distributed chapters undoubtedly offers pedagogical advantages. 

As personal preferences, interests, and tastes vary across potential readers,
criticism towards the selection of particular content is always subjective.
Considering that the scope and vitality of SLA research makes it impossible to
take every subject matter into account, it can be said, with certainty, that
the author succeeded in covering the most important topics, theories, and
notions of SLA. However, given the introductory level of the manual, the
following components might be considered too detailed (some of them even
confusing) for a “new” reader: the box on principles for teaching L2 reading
(p.177), Figure 7.1 on L1 vs. L2 student writing (p.179), Table 8.1
summarizing critical/sensitive period studies (pp. 208-209), the examples of
MLAT items (Figure 9.1, p. 224), and the overview of different types of
bilingualism (Table 10.1, pp. 259-260). For linguists interested in more
recent approaches to SLA, devoting an entire chapter to research on the age
factor might also seem excessive. On the other hand, if a third edition of the
book were to be published sometime in the future, it could be beneficial to
provide more comprehensive overviews of Third Language Acquisition and perhaps
also multilingualism, two research areas that are quickly introduced but not
covered in great detail in the current edition. Moreover, while Hummel
addresses many different types of second language learning settings, she
overlooks the fact that language learning in various African countries (where
multilingualism is often the norm rather than the exception) can look quite
different from what the six fictional learners experience. The author’s
predominantly Western orientation – which is also made evident through the
choice of fictional characters – could potentially be supplemented in a future
edition with a brief glimpse into the characteristics of such settings. 

These minor shortcomings notwithstanding, this up-to-date overview of Second
Language Acquisition is clearly an overall positive contribution to the field
of SLA. Not only is it well written, easy to understand, and, thus,
reader-friendly, but – thanks to the accompanying material – it is also
thought-provoking and stimulating. It can definitely be recommended to both
students and general readers interested in learning more about this growing
body of research. Chapter by chapter, this introductory level handbook is
guaranteed to fulfill readers’ expectations of gaining a fundamental
understanding of SLA, in addition to inspiring them to learn more about this
topic in general.

REFERENCES

Carroll, John / Sapon, Stanley. 1959. Modern Language Aptitude Test. New York:
Psychological Corporation.

Hyltenstam, Kenneth / Abrahamsson, Niclas. 2003. Maturational constraints in
SLA. In: Catherine Doughty & Michael Long, The Handbook of Second Language
Acquisition, 539-588. Oxford: Blackwell.


ABOUT THE REVIEWER

Karoline Wurzer is a research assistant and PhD student at the University of
Salzburg, Austria. Her dissertation focuses on the comparison between
perceptions of diatopic varieties of French in learners of French as a foreign
language vs. native French speakers. While second/foreign language
acquisition, sociolinguistics, and phonology embody her main areas of
specialization, she is also particularly interested in corpus linguistics,
psycholinguistics, and the didactic perspective of foreign language teaching.





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