36.3318, Reviews: Key Questions in Second Language Acquisition: Bill VanPatten; Megan Smith; Alessandro G. Benati (20250417)

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Subject: 36.3318, Reviews: Key Questions in Second Language Acquisition: Bill VanPatten; Megan Smith; Alessandro G. Benati (20250417)

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Date: 30-Oct-2025
From: Kristýna Lorenzová [k.lorenzova at mail.muni.cz]
Subject: Bill VanPatten; Megan Smith; Alessandro G. Benati (20250417)


Book announced at https://linguistlist.org/issues/36-1602

Title: Key Questions in Second Language Acquisition
Subtitle: An Introduction
Publication Year: 20250417

Publisher: Cambridge University Press
           http://www.cambridge.org/linguistics
Book URL:
https://www.cambridge.org/highereducation/books/key-questions-in-second-language-acquisition/F07F7D5DEEF9029435A0C5D8CAEF23C8#authors

Author(s): Bill VanPatten; Megan Smith; Alessandro G. Benati

Reviewer: Kristýna Lorenzová

SUMMARY
The second edition of “Key questions in second language acquisition:
An Introduction” is an introductory textbook that guides readers
through the fundamentals of Second Language Acquisition (SLA). It is
designed for novice learners with little or no prior background in SLA
or related fields. However, the book is accessible to anyone
interested in understanding the basics of SLA, including readers
outside the field.
Unlike other books in this field, this one is organized around
questions rather than topics, theories, or research methodologies -
eight in total. The opening pages include a contents page, a foreword
by Jason Rothman from the Arctic University of Norway, a preface by
the authors, acknowledgements and a list of abbreviations. The book
concludes with an epilogue in which the authors return to the question
raised in the initial chapter: whether second language (L2)
acquisition is like first language (L1) acquisition. There is also an
appendix providing the reader with some tips for navigating the
landscape of empirical research in SLA, as well as a glossary and an
index. Each chapter is designed to facilitate reading through three
features: bolded key constructs and ideas, callouts highlighting main
ideas, and “Consider this...” boxes encouraging reflection.
Additionally, at the end of each chapter, readers will find a recap
summarizing the main ideas, references and a section called “Following
up”, which provides additional input for reflection and further
reading.
Chapter 1 “What are the origins of Second Language Acquisition as a
research field?” provides an excursus to the origins of contemporary
L2 research. It covers (i) the revolution in linguistics and L1
acquisition from the 1950s and the 1960s and (ii) the revolution in
SLA, which began with Corder’s 1967 essay. It then outlines the
driving question that launched the field of SLA research in the 1970s:
“Are L1 and L2 acquisition fundamentally the same or fundamentally
different?”  The response is deferred to the epilogue, but the chapter
discusses how terms such as “process”, “procedure”, “strategies” are
defined and the types of data to be examined. These include oral data
(spontaneous, elicited, and semi-spontaneous), comprehension based,
writing data along with other current specific methods (e.g.
eye-tracking, grammatical judgements, paper-and-pencil tests, etc.).
The chapter concludes with a brief summary emphasizing that, despite
being a relatively recent field of study, L2 research now has dozens
of journals and some publishing houses with (sub-)series devoted to
it, as well as conferences.
Chapter 2 “What does development look like?” describes various aspects
of the ordered and staged nature of the formal features of language
development in L2 acquisition. It explores how an L2 system emerges in
the learners’ minds in ways that are universal to those learning the
same language, while acknowledging inter-learner variation (addressed
in more detail in Chapter 8), which does not affect the developmental
stages themselves. The chapter discusses four central research areas:
morpheme orders, developmental sequences, U-shaped development
(phenomenon whereby a learner initially performs correctly, then
incorrectly, and subsequently does it correctly again over time) and
markedness relationships (typicality and frequency of one version of a
structure in relation to other versions).  The chapter also considers
evidence that, just like L1 learners, L2 learners acquire linguistic
knowledge beyond what they are exposed to. It ends with a brief
discussion of variation within ordered development and the influence
of learners’ L1 on these developmental trajectories.
Chapter 3 “What are the roles of input and output?” explores questions
concerning the critical role and necessity of input and output in L2
acquisition. The first part of the chapter opens with remarks about
the nature of input, defined as the language – whether spoken,
written, or signed – to which the learner is exposed in communicative
contexts (also called as communicatively embedded input: CEI). In
addition to the general meaning of input, two other types are
discussed: comprehensible input (associated with Stephan Krashen,
dating back to the late 1970s) and modified input (introduced by
Michael Long in the 1980s). The section on input concludes with a
discussion about its importance, but also about its insufficiency in
the acquisition of linguistic systems. The second part of the chapter
is dedicated to output and is presented as any attempt by an L2
learner to produce language. Various kinds of output are outlined,
including output as a practice (e.g. classroom activities) and
communicative output produced in a meaningful communicative context
for a purpose other than language practice. The chapter also examines
three perspectives on the role of this latter in L2 acquisition: its
necessity, non-necessity and benefits. Each perspective is supported
by theories, representative scholars and exemplary studies.
Chapter 4 “What roles do previously acquired languages play in the
acquisition of a new language?” presents the nature of language
transfer, both L1 transfer and transfer in plurilingual contexts.
Firstly, a brief overview of early research, from the pre-empirical
dominated by behaviourism, which viewed L2 acquisition as the process
of overcoming L1 habits, to post-empirical perspectives. The latter
introduced two main views: (1) L1 transfer plays a minimal role, with
learners gradually constructing linguistic systems based on input
(creative construction hypothesis); and (2) L1 transfer is present but
is constrained by various factors, such as similarity between
languages (transfer to somewhere principle). The following section
examines developments of the notion of L1 transfer after the 1980s,
drawing on linguistic and psycholinguistic theories. Three major
generative perspectives on the initial state of L2 acquisition are
discussed: (i) universal grammar without any L1 transfer, (ii) full
transfer/full access from L1, and (iii) partial L1 transfer of
specific aspects. The last part is devoted to transfer in third
language (L3) and additional languages (Ln), outlining briefly three
main positions of transfer sources that emerged in the 2000s: L1, L2,
or both of them together, this last being the most widely accepted. In
the end, the reader will find a brief note on the role of transfer in
phonology, highlighting the foundational role of the L1 phonological
system in subsequent language learning.
Chapter 5 “Can L2 learners become nativelike?” addresses this question
by first examining the concept of nativelikeness, which the authors
define as a mental representation of the L2 that is largely
indistinguishable from that of native speakers. The chapter then
considers this notion in relation to the comparative fallacy
(Bley-Vroman, 1983), questioning whether L2 grammars should be
compared or evaluated according to the norms and rules of the target
language or rather viewed as legitimate grammars in their own right.
Three possible answers to the central question of whether L2 learners
can achieve nativelikeness are then discussed and explored in detail:
(i) L2 learners cannot become nativelike, (ii) L2 learners can become
nativelike in some domains but not others, (iii) nativelikeness is
possible. Toward the end of the chapter, the authors focus more
specifically on phonology, which is often considered the area where
nativelikeness is least likely to be attained. The chapter concludes
by proposing a shift in perspective: given that some L2 learners do
achieve nativelike proficiency in their L2, the more productive
question may not be “Can L2 learners become nativelike?”, but rather
“Why don't more L2 learners do so”?
Chapter 6 “Does instruction make a difference?” investigates whether
explicit instruction on the formal properties of language affects the
acquisitional process, focusing on the development of both explicit
(conscious, verbalized) and implicit (unconscious, non-verbalized)
knowledge. The attention is turned to external factors, such as
teachers and textbooks, and their influence on L2 acquisition. First,
the authors examine the relationship between instruction and ordered
development. Studies such as for example Ellis (1989) on German
learners and Pavesi (1986) on English learners found no significant
differences in order development between classroom and non-classroom
learners. Second, they consider the rate of development, i.e., whether
classroom learners progress through the same ordered stages more
quickly than non-classroom learners. Building on Long’s (1983) work,
the authors note that current research offers no strong evidence that
instruction accelerates acquisition. Differences in learners’ goals
and access to input, often overlooked (VanPatten 1988), may account
for varying results. Third, the chapter discusses ultimate attainment,
exploring how faster learners progress and to what degree they
approach nativelikeness. It also reviews methodological issues,
contrasting short-term with the less common long-term studies on
instructional effects. Finally, the authors briefly address the role
of instruction on the acquisition of phonological properties.
Chapter 7 “What role does explicit learning play in L2 acquisition?”
deals with the role of explicit learning and explicit processes in L2
acquisition. While conceptually related to the issue discussed in the
previous part (Chapter 6), this chapter concentrates on
learner-internal processes and the distinction between different types
of knowledge, aiming to determine how information about language
influences L2 acquisition. The chapter first clarifies key terms:
learning and explicit learning. Although interpretations vary, the
adopted definition views the latter as conscious attention to the
formal properties of language during input processing. Two central
questions are then addressed: (1) can explicit knowledge somehow turn
into implicit knowledge and (2) can explicit knowledge/learning
influence the development of implicit knowledge. Regarding the first
question, Krashen’s (1982) distinction between learning (a conscious
process of learning rules and properties of language, typical in many
classrooms) and acquisition (a subconscious process of acquiring a
language through sustained interactions, similar if not identical to
L1 acquisition) is presented. In contemporary terms, learning involves
explicit learning with the result in explicit knowledge, while
acquisition involves implicit learning and mental representation with
the result in implicit knowledge.  Krashen argues that explicit cannot
transform into implicit knowledge: a position still widely accepted.
On the second question, most scholars agree that explicit learning can
affect implicit knowledge, though the underlying mechanisms remain
unclear. One influential proposal is the Noticing hypothesis, which
suggests that conscious awareness of formal properties in the input
facilitates acquisition, though this view also faces criticism. The
chapter concludes by outlining ongoing debates about the role of
explicit learning in L2 acquisition.
Chapter 8 “What are individual differences and how do they affect L2
acquisition?” examines the role of individual differences in L2
acquisition, the specific factors involved, and their interaction with
input. To provide context, it begins with a review of individual
differences in L1 acquisition, including rate of acquisition and
vocabulary size. Such variation typically arises from combinations of
exposure, education and literacy, and is shaped by both
learner-internal factors (e.g., communication styles) and
learner-external factors (e.g., exposure to the target language).
Unlike L1 acquisition, which occurs universally in children, L2
acquisition is not guaranteed and typically results in varying degrees
of non-nativelikeness. Research on individual differences in L2
acquisition seeks to explain these different progression rates. This
chapter focuses on three key learner-internal factors: aptitude
(individual ability to acquire an L2), working memory (the amount of
information people can store and manipulate at any given time) and
motivation (process by which learners direct their attention toward
goals). It examines the origins, main studies, measurements and role
in acquisition of these three factors. The concluding section
critically evaluates the extent to which these factors account for
variation in L2 learning rates and outcomes.
EVALUATION
This book, underlined by the generative approach, provides a
thoughtful introduction to SLA and demonstrates several notable
strengths. One of its most effective features is the strategic
repetition of key questions within and across chapters. This approach
is particularly beneficial for novice learners as it reinforces
central concepts, allowing readers to revisit the same ideas from
different perspectives to support gradual comprehension and long-term
retention.
The author’s clear and accessible writing style also makes the book
suitable for beginners. By avoiding an excessive use of parenthetical
citations, the text maintains a clean narrative flow, which makes it
easier for readers without prior academic experience in SLA to follow
arguments and explanations. Each chapter is approximately twenty pages
long, providing sufficient depth without overwhelming the reader.
The inclusion of a glossary of key terms is particularly beneficial to
this audience. SLA terminology can be conceptually dense, and the
ability to quickly consult definitions supports continuous engagement
with the material. Similarly, placing references at the end of each
chapter provides readers with immediate access to relevant sources for
further reading, without interrupting the main discussion. The
epilogue, which incorporates multiple viewpoints and scholarly
perspectives, is another commendable feature, as it introduces novice
readers to the plurality of debates within SLA and encourages critical
thinking. Equally valuable is the appendix, which offers a clear
sequence of steps for navigating empirical SLA research, giving
readers more confidence to read empirical research articles.
However, one shortcoming, from my point of view, is the absence of
answer keys or model responses to the follow-up sections at the end of
each chapter. While these questions are valuable for stimulating
reflection and deeper engagement, the lack of accompanying guidance
may cause difficulties for individuals reading the book independently
outside a classroom setting. In a course setting, an instructor can
provide feedback, clear up any misunderstandings and facilitate
discussion. For self-directed learners, however, model answers — or at
least some guidance — would be essential, helping them to evaluate
their own reasoning and understanding of key concepts and maybe even
prevent skipping these sections.
Overall, the book's accessible language and manageable structure make
it an excellent introduction to SLA for novice learners but also to
anybody interested in this area.
REFERENCES
Bley-Vroman, Robert (1983). The comparative fallacy in interlanguage
studies: The case of systematicity. Language Learning 33. 1-17.
Corder, Stephen P. (1967). The Significance of Learners’ Errors.
International Review of Applied Linguistics in Language Teaching 5.
161-170
Ellis, Rod (1989). Are Classroom and Naturalistic Acquisition the
Same?: A Study of the Classroom Acquisition of German Word Order
Rules. Studies in Second Language Acquisition 11(3). 305–328.
Krashen, Stephen D. (1982). Principles and practice in second language
acquisition. Oxford: Pergamon.
Long, Michael H. (1983). Linguistic and Conversational Adjustments to
Non-Native Speakers. Studies in Second Language Acquisition 5.
177-193.
Long, Michael H. (1983). Does Second Language Instruction Make a
Difference? A Review of Research. TESOL Quarterly 17(3). 359–382.
Pavesi, Maria (1986). Markedness, discoursal models, and relative
clause formation in a formal and informal context. Studies in Second
Language Acquisition, 8, 38-55.
ABOUT THE REVIEWER
Kristýna Lorenzová is a third year PhD student in Romance Languages,
with a specialization in Experimental and Applied Linguistics, at the
Department of Romance Languages and Literatures at Masaryk University
in Brno (Czech Republic). Her research interests lie at the crossroads
of second language acquisition, pragmatics and corpus linguistics. Her
doctoral thesis is dedicated to the development of discourse markers
in the interlanguage of Czech, Slovak (and to a lesser extent
Ukrainian and Russian) university learners of Italian as a non-mother
tongue.



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