34.3764, Review: Current Approaches in Second Language Acquisition Research: Mackey & Gass 2023

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Subject: 34.3764, Review: Current Approaches in Second Language Acquisition Research: Mackey & Gass 2023

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Date: 14-Dec-2023
From: Eliane Lorenz [eliane.lorenz at anglistik.uni-giessen.de]
Subject: Language Acquisition: Mackey & Gass (eds.) 2023


Book announced at https://linguistlist.org/issues/34.1982

EDITOR: Alison Mackey
EDITOR: Susan Gass
TITLE: Current Approaches in Second Language Acquisition Research
SUBTITLE: A Practical Guide
SERIES TITLE: Guides to Research Methods in Language and Linguistics
PUBLISHER: Wiley
YEAR: 2023

REVIEWER: Eliane Lorenz

SUMMARY

The 384-pages volume ‘Current approaches in second language
acquisition research. A practical guide,’ edited by Alison Mackey and
Susan M. Gass (2023) and published by Wiley Blackwell, is a heavily
revised and extended version of an earlier book (Mackey & Gass 2011).
It represents more than just a new edition but is rather a new volume
with 10 entirely new and 5 updated and revised chapters. Overall, the
book contains an introduction and 15 content chapters. The latter are
subdivided into two thematic sections, ‘Part I Eliciting Second
Language Data’ and ‘Part II Coding, Analysis, and Replication,’ and
they each follow the same structural outline (Background, Main issues
related to a specific topic, Conclusions, Project ideas and resources,
Study questions, References).
In their introduction, Mackey and Gass establish the motivation and
need for a comprehensive volume on methods and analysis procedures in
Second Language Acquisition (SLA) research. The volume’s main aim is
to cover and represent the diverse methods employed in SLA studies,
introduced by renowned experts in the field. Moreover, albeit to a
lesser degree, the book maps out methods on how to code and analyze
data. The authors stress that no method is perfect, meaning that
researchers should always start with an extensive piloting phase,
notwithstanding how established a method is. Finally, they want their
readers to understand right from the start that the choice of a
specific research method is inevitably linked to the respective
research questions and is highly context dependent.
Chapter 1 (Classroom Research Methods) by Shawn Loewen, Ayşen Tuzcu,
and Jenefer Philp is the opening chapter of Part I (Eliciting Second
Language Data). The authors introduce the concept of instructed second
language acquisition (ISLA) and map out different types of ISLA and
the advantages of methodological procedures to study ISLA in a
classroom setting. Each method is supported with a sample study.
Thereafter, the authors zoom into best practices in ISLA research and
briefly showcase how to do observational research, non-interventionist
quasi-experimental studies, and interventionist quasi-experimental
studies by providing essential steps for these three research methods.
The chapter ends with a brief conclusion and project ideas, as well as
study questions.
The second chapter (Formal Theory-Based Methodologies), by Tania
Ionin, provides a generative approach to SLA and introduces the reader
to acceptability judgment tasks and interpretation tasks, tasks
frequently employed to investigate the learner’s interlanguage (IL)
grammar. The idea is to understand the impact of universal grammar
constraints on the acquisition of a second language (L2) versus the
effect of the first language (L1). Ionin differentiates different
types of acceptability judgment and interpretation tasks and clearly
maps out conceptual differences. The second major section of this
chapter discusses the design of these two tasks. Seven essential steps
are identified and explained in some detail, namely (1) formulation of
research question(s) and selection of most appropriate task, (2)
selecting the specific experimental conditions, (3) choice of task
modality and administration, (4) creation of tokens per condition, (5)
creation of filler items, (6) creation of experimental lists with both
target and filler items, and (7) selection of appropriate
participants. Finally, Ionin provides a short summary, followed by
project ideas and resources, references for further reading, and study
questions.
Chapter 3 (Qualitative and Interpretive Approaches to Data in L2
Research), by Debra A. Friedman, provides an introduction into
interpretive frameworks and situates qualitative approaches to SLA
research within (post)positivist and postmodern research paradigms
(see Lincoln et al. 2017). The chapter continues by briefly describing
different qualitative approaches (case study, ethnography, discourse
analysis, practitioner research) and mentioning issues in qualitative
research (ethics, researcher reflexivity, evaluative criteria,
triangulation, contextualization, transparency). The remainder deals
with best practices and highlights, among other things, points to
consider when designing a study and collecting data. Two sample
studies exemplify these best practices. Furthermore, the chapter
offers a range of project ideas and further resources, in addition to
some study questions.
Mohammad R. Hashemi discusses the advantages but also challenges of L2
research in a mixed methods design in Chapter 4 (Collecting and
Analyzing Mixed Methods Data in L2 Research). A central point is the
combination and interaction of different types of data, beyond simply
employing quantitative alongside qualitative methods. After listing
some general research design criteria, Hashemi differentiates between
different types of mixed methods studies, depending on the levels of
integration of the two methods (low versus high integration). The most
emphasis is placed on the analysis of mixed method data. Here, Hashemi
relies on Onwuegbuzie et al.’s (2009) data analysis framework and
Moseholm and Fetters’s (2017) classification of method integration in
addition to supporting sample studies. In a final section, four
additional strategies are briefly presented, namely joint displays,
cross-over analysis, natural language processing, and
technology-mediated data analysis. Project ideas, a further reading
suggestion, resources, as well as study questions provide additional
aid for the reader.
Learner corpus research, as a comparably new area of study, is
presented in Chapter 5 (Using Foreign and Second Language Learner
Corpora), by Magali Paquot and Nicole Tracy-Ventura. The authors
introduce corpus linguistics and learner corpora and discuss how to do
learner corpus research from an SLA research informed perspective.
Four main themes are at the center of this chapter, namely (1)
selection or compilation of learner corpora, (2) data annotation, (3)
data extraction, and (4) data analysis. Within each section, the
authors present and list numerous (freely available) resources and
tools. Furthermore, contrastive interlanguage analysis (CIA) and its
revised version (CIA²) (Granger 2015) are explained in length. Three
sample studies based on different corpora and learner groups exemplify
the points discussed previously. The chapter ends with project ideas,
further reading suggestions, and commented lists of resources and
tools relevant for learner corpus research.
Chapter 6 (Collecting and Analyzing L2 Introspective Data), written by
Lara Bryfonski, deals with introspective data as a way of obtaining
information about the learners’ individual perceptions of their
language learning progress. Introspective data is collected alongside
other types of learner data where participants verbalize their
feelings, perceptions, and emotions, either orally or in written
format while completing a task or afterwards. Different types of
introspective measures are presented (e.g., verbal: interviews;
written: questionnaires) and the two main methods of collecting
introspective data (concurrent versus retrospective) are discussed.
Bryfonski additionally points out that even though introspective data
can add valuable insights on language learning processes, validity and
reliability issues are important to consider prior to collecting data
and starting a project. A number of sample studies further showcase
the collection of introspective data. The final section presents best
practices with respect to preparation, data collection, and analysis
and reporting of results. Some additional project ideas and study
questions conclude this chapter.
In Chapter 7 (Collecting and Analyzing L2 Sociolinguistic Data),
Kimberly L. Geeslin and Stacey Hanson zoom into collecting L2 data
from a sociolinguistics perspective. Sociolinguistics is the study of
the relationship between language and society and aims at
investigating naturally occurring language in use. In this setting,
the observer’s paradox (Labov 1972) is an important challenge that
needs to be considered. One method of collecting L2 sociolinguistic
data is via the sociolinguistic interview, notably in a slightly
adapted format to meet the specifics of language learners (proficiency
levels, age, context). Given that the sociolinguistic interview may
not necessarily yield the type of data aimed to collect, Geeslin and
Hanson present a number of creative solutions for language
elicitation, exemplified by two case studies. A second main theme
presents the coding and statistical analysis of data. The final
section discusses new developments in L2 sociolinguistic research and
addresses a refined view of language use in context and reports
challenges and solutions when collecting L2 sociolinguistic data. Some
project ideas and further readings complement this chapter.
Lauren Covey and Alison Gabriele present the most frequently used
on-line methods of investigating language processing in adult L2
learners in Chapter 8 (Psycholinguistic Methods in Second Language
Research). The techniques they introduce differentiate between
comprehension (self-paced reading, eye-tracking) and production
(sentence continuation, syntactic priming) tasks. Each methodological
procedure is firstly explained and subsequently supported with a
detailed explanation of a sample study. In their conclusion, Covey and
Gabriele refer to additional research avenues in psycholinguistics,
such as combining comprehension and production tasks or investigating
individual L2 learner differences. Two project ideas, some further
readings, and follow-up study questions complete this chapter.
In Chapter 9 (Collecting and Analyzing L2 Pragmatics Data), Naoko
Taguchi approaches pragmatics in L2 contexts via two research
questions, namely “1. How do L2 learners convey their intention in
context?” and “2. How do L2 learners understand others’ intentions in
context?” (p. 196). For each of the two questions, the author
introduces and explains a number of different data collection
techniques, differentiating between elicited data, that is, data
collected with instruments and tasks aimed at obtaining specific
linguistic features, and naturalistic data, that is, naturally
occurring recorded data. Taguchi presents, for example, different
types of discourse completion tasks and multiple choice listening
tests (elicited data) as well as comments on collecting recordings of
face-to-face conversations or conversations taking place in the
digital space (naturalistic data). A number of case studies provide
the reader with more detailed information. The chapter closes with
some thoughts for further research, project ideas, references for
further readings, as well as study questions.
Jean-Marc Dewaele discusses the topic of individual learner
differences in Chapter 10 (Collecting and Analyzing Individual
Differences Data in Foreign Language Learning). He expressively
compares L2 learners to hikers of the Pacific Crest trail and explains
that, for neither of the two groups, the same outcome or experience
can be expected due to individual differences (learner/hiker-internal
differences, learner/hiker-external differences, as well as the
interaction of these two). The crucial part for researchers interested
in L2 learners is to decide which individual differences best predict
learning outcomes. Throughout the contribution, Dewaele discusses how
to collect data with a questionnaire and uses foreign language
enjoyment and learner aptitude as specific examples to exemplify the
method. The final main section covers best practices when collecting
L2 learner data using questionnaires and zooms in on the instrument,
the participants, and the analysis of the data. Among Dewaele’s
recommendations are even suggestions such as “to go for a walk and
think calmly about the findings” (p. 229). Project ideas and study
questions conclude this chapter.
Chapter 11 (Collecting and Analyzing L2 Data on Neurocognitive
Mechanisms), by Nick B. Pandža, provides an introduction into
different, non-invasive methodologies used in neurolinguistics to
understand the cognitive demands and neurocognitive mechanisms
involving L2 learning. The different methods (neuroimaging,
electrophysiological, psychophysiological, neurostimulation
approaches) are first introduced and subsequently followed by design
considerations including (dis)advantages and limitations of each
approach. Four sample studies provide additional details. A long and
briefly commented on list of further readings and resources, in
addition to five study questions, complete this chapter.
Part II of the edited volume is concerned with coding, analysis, and
replication of L2 data and comprises four chapters. In Chapter 12
(Coding Second Language Data Validly and Reliably), by Andrea Révész,
the two crucial concepts of validity and reliability are discussed,
with specific reference to how these relate to the coding of L2 data
while ensuring or increasing validity and reliability during all
coding steps. The main theme of this chapter centers around coding,
and all steps involved, i.e., selecting and preparing the data for
coding as well as the actual coding procedure. The importance of
selecting an existing coding scheme versus developing one’s own
framework is discussed in great detail and supported with three sample
studies. Furthermore, the selection and appropriate training of
coders, as well as checking and calculating coder reliability, are
mentioned. A brief section about what and how much of the coding
procedure needs to be reported follows. Finally, a commented list of
further readings and a number of study questions conclude this
chapter.
In Chapter 13 (How to Run Statistical Analyses), Aek Phakiti provides
a concise overview of statistics as a field and how it can inform and
aid in SLA research. Some basic concepts are clarified initially
(e.g., the different scales of quantification, hypothesis testing,
sample size), before surveying properties and differences between
descriptive versus inferential statistics. A large part of the chapter
is devoted to the brief introduction of different (non-)parametric
tests, some of which are frequently and others less frequently
employed in SLA studies (e.g., correlation, regression, factor
analysis, cluster analysis, structural equation modeling). The chapter
ends with a section on best practices by introducing eight key stages
for statistically analyzing data, followed by ten golden rules to
ensure high quality and robust results. Additional space is devoted to
statistical exercises that can be completed online, even without
access to statistical programs. This is supplemented by an Excel file
with three small data sets available for download from the book’s
website. Finally, further resources are suggested (readings, online
resources, videos) and study questions ensure a critical and
conscientious reading of the chapter.
Luke Plonsky, Yuhang Hu, Ekaterina Sudina, and Frederick L. Oswald
discuss the topic of meta-analyses, systematic and enhanced types of
literature reviews, in Chapter 14 (Advancing Meta-Analytic Methods in
L2 Research). Research syntheses and meta-analyses are particularly
powerful as they follow defined principles, are undertaken in a
transparent manner, and consider effect sizes rather than simply
relying on p-values. Following a general introduction, the authors
outline five essential stages when conducting a meta-analysis. In the
second main part of the chapter, Plonsky et al. map out new and
promising developments for meta-analyses in SLA research and discuss,
for example, how NLP, machine learning, and corpus linguistics can be
helpfully and resource-savingly employed, new methods to ensure
interrater reliability, the differences between fixed, random, and
mixed-effects meta-analyses, and the danger of publication bias.
Finally, the authors list project ideas, provide an overview of
additional resources useful when planning a meta-analysis, as well as
study questions.
In the final chapter, Chapter 15 (How and Why to Conduct a Replication
Study), Kevin McManus emphasizes the importance of conducting
replication studies of quantitative research and how replication
studies can be effective in ensuring reliability, validity, and
accuracy. The different replication approaches are presented (exact,
close/partial, approximate, conceptual replication), followed by an
example of close replication research (McManus & Liu 2022) of a
previously published study (Wu & Ortega 2013). Afterwards, the authors
review key considerations when conducting a replication study, namely,
identifying a study that can be replicated, planning a replication
study, and analyzing a replication study. Two sample replication
studies (close and partial) complement this section. Some resources
for future replication studies, as well as study questions, are
provided in the end.

EVALUATION

The present edited volume presents an up-to-date overview of the field
of SLA research. It convinces the reader with its diverse perspectives
and methodological approaches and thus offers a broad survey of the
field at large. It is aimed at new researchers, who intend to get a
first overview of possible methodological avenues, but also at
experienced researchers, who wish to broaden their methodological
expertise and choices in SLA research. The volume can be read in its
entirety, or read selectively, depending on one’s research interests
or needs. The index at the end of the volume offers useful guidance in
this regard. In addition to its rich theoretical content, another
advantage is the additional information that can be found in all
chapters, including further reading suggestions, project ideas and
resources, as well as study questions. This appears to be particularly
useful for readers new to the field or to a specific data collection
or analysis method. Moreover, the entire volume manages, in each
chapter, to point out future research ideas and therefore offers
important new food for thought to its audience. A small shortcoming,
which results from the broad perspective that is presented in the
volume, is – in my personal view – the at times rather superficial
descriptions of individual methods or theories that barely go beyond
naming and listing of crucial concepts, tests, or procedures. It is
understandable that the editors and authors had to make choices as to
what and how much to include, and it appears that the compromise was
to introduce nearly everything without going much into detail. The
reader is, in those cases, directed to further readings, either
provided in the respective reference sections or the supplementary
resources. Because of these editorial and author choices, some of the
content may, it appears to me, be difficult to understand without
prior knowledge of the field of SLA or conducting SLA research.
Finally, the Excel file available on the volume’s website
supplementing Chapter 13 is erroneously listed under “downloads” as
belonging to Chapter 15. This might be slightly confusing.

REFERENCES

Granger, S. (2015). Contrastive interlanguage analysis. A reappraisal.
International Journal of Learner Corpus Research 1(1), 7–24.
Labov, W. (1972). Some principles of linguistic methodology. Language
in Society 1(1), 97–120.
Lincoln, Y. S., Lynham, S. A., & Guba, E. G. (2017). Paradigm
controversies, contradictions, and emerging confluences, revisited. In
N. K. Denzin & Y. S. Lincoln (Eds.), The SAGE handbook of qualitative
research, pp. 108–150. Los Angeles, London et al.: SAGE.
Mackey, A., & Gass, S. M. Eds. (2011). Research methods in second
language acquisition: A practical guide. Malden, MA: Wiley Blackwell.
MacManus, K., & Liu, Y. (2022). Using elicited imitation to measure
global oral proficiency in SLA research: A close replication study.
Language Teaching 55(1), 116–135.
Moseholm, E., & Fetters, M. D. (2017). Conceptual models to guide
integration during analysis in conversion mixed methods studies.
Methodological Innovations 10(2), 1–11.
Onwuegbuzie, A. J., Slate, J. R., Leech, N. L., & Collins, K. M. T.
(2009). Mixed data analysis: Advanced integration techniques.
International Journal of Multiple Research Approaches 3(1), 13–33.
Wu, S.-L., & Ortega, L. (2013). Measuring global oral proficiency in
SLA research: A new elicited imitation test of L2 Chinese. Foreign
Language Annals 46(4), 680–704.

ABOUT THE REVIEWER

Eliane Lorenz is a senior researcher and lecturer at Justus Liebig
University Giessen, Germany. She completed her PhD in English
Linguistics at the University of Hamburg, Germany, in 2019. Her
research interests include crosslinguistic influence, L2/L3
acquisition, bi-/multilingualism, language and identity, language
variation, sociolinguistics, and (learner) corpus research. In
addition to several peer-reviewed articles, she has authored the
monograph Crosslinguistic influence in L3 acquisition (2022,
Routledge) and co-edited the Special Issue Learning and teaching of
English in the multilingual classroom: English teachers’ perspectives,
practices, and purposes (2023, MDPI).



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