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Cook, Vivian (2001). Second Language Learning and Language
Teaching (3rd Edition). London: Arnold,
co-published by Oxford University Press, New York.
Pp. ix+249
$21.95 (Paper) ISBN O-340-76192X
Reviewed by Marysia Johnson
Arizona State University
December 1, 2001
Vivian Cook's third edition of Language
Learning and Language Teaching may be regarded as a very
useful textbook for language teachers and second language
acquisition (SLA) students. The overall aim of the book is to
“tell those concerned with language teaching about ideas on
how people acquire second language coming from second language
acquisition research and suggest how these might benefit language
teaching” (Cook 2001, p.1). Thus, the main goal of the
book is to describe the latest SLA research findings and their
implications for second and foreign language teaching.
The book consists of 9 chapters. The following
represents a very brief description of the content of each
chapter. Chapter 1 provides a general background for the
discussion of the importance of SLA research for language
teaching. It reviews our current understanding of six most
common assumptions about language teaching such as: students
learn best through spoken language, teachers and students should
use the second rather than the first language in the classroom,
and teachers should avoid teaching grammar in the classroom.
Chapter 1 also describes a “technique analysis
checklist” that language teachers who are interested
in investigating how students learn a second language might find
very useful. In addition, the checklist provides a practical
point of reference to the teachers who might feel overwhelmed by
the multitude of teaching methods and techniques available to
them.
Whereas Chapter 1 describes how SLA research
informs language teaching in general, the next three chapters
look at how SLA research informs teaching of a particular
aspect of a second language such as: grammar, pronunciation,
writing, reading, and listening. And thus, Chapter 2 provides a
historical overview of different notions of grammar: prescriptive
grammar, traditional grammar, structural grammar, and universal
grammar. It also describes Pienemann's teachability
hypothesis, and discusses the role of explicit grammar
instruction in language learning. Chapter 3 provides a useful
overview of SLA research findings in the area of pronunciation,
vocabulary, and writing, and Chapter 4 describes processes used
in reading and listening comprehension.
The learner's individual differences such
as: motivation, attitude, cognitive styles, age, personality, and
learning strategies and their effects on language learning and
teaching are addressed in Chapter 5. The role of input in second
language learning is presented in chapter 6. Chapter 7 discusses
different roles a second language plays in societies throughout
the world. The topics addressed in this chapter include:
internationalism and second language learning, bilingualism by
choice, second language for religious use, and official languages
and L2 learning. Because the main purpose of language, whether
first, second, or third, is to serve as a means of communication
among people, language, in Cook's opinion, cannot be viewed
as being politically neutral. Unfortunately, the political
neutrality of a second language is considered to be a norm in SLA
research.
The last two chapters are especially useful for
teachers who might be interested in familiarizing themselves with
the most influential SLA theoretical models and the most popular
language teaching methods. Chapter 8 provides an overview of
five major models of SLA: Universal Grammar, Processing Models
(Competition and Connectionism), Krashen's Input
Hypothesis, Gardner's socio-educational model, and
Multicompetence model. And chapter 9 provides an overview of the
most popular teaching methods. These language teaching methods,
which the author calls teaching styles, include: the academic
style, the audiolingual style, the communicative and task-based
learning styles, and the mainstream EFL style. The author
rightfully points out that the diversity of teaching styles
should not be viewed as confusing, but it should be viewed as
reflecting the complexity of language learning processes. Guided
by SLA research findings, teachers should carefully examine their
individual situations and adjust their teaching styles
accordingly. Since SLA research is still in its infancy, no
dogmatic action should be taken on the teacher's part in
their selection of language teaching styles.
As indicated above, Cook's book represents a
very useful source for language teachers and SLA students. It
can be used as a required textbook for graduate level courses
that introduce language teachers to methods of second language
teaching. The book may also be used as a supplementary textbook
for theories of second language acquisition courses and for
courses that specialize in teaching specific aspects of second
language such as listening, reading, speaking, or writing. In
addition, because of the issues raised in chapter 7, the book may
also be considered as a supplementary textbook for language
policy courses.
To sum up, the book may be used in a variety of
language teaching contexts. The strength of the book lies in its
treatment of the selected topics (i.e., the clarity of topic
presentations), and the accessibility of the author's
writing style. My only criticism of the book is that it seems
to favor a cognitive view of SLA research. I would suggest that
more socially oriented models of SLA such as interactional
competence model or Vygotsky's sociocultural model be
included in the chapter that presents general models of SLA. If
such models were included, then language teachers would be
presented with a more balanced view of SLA research, which, in
turn, could even more fully inform their language teaching
styles. Also, in closing, I would like to suggest that a new
relationship between second language learning and language
teaching be established. Vivian Cook's book presents a
unidirectional view of the relationship between SLA research and
language teaching. This relationship goes from SLA research to
language teaching. I would suggest that a more reciprocal
relationship between SLA research and language teaching be
developed and encouraged. That is, not only should SLA research
inform language teaching, but also language teaching should
inform SLA research. Language teachers should not be regarded as
the passive recipients of SLA knowledge, but also as the
generators of this knowledge. Language teachers need to be
encouraged to actively participate in SLA research and their
classroom insights ought to be treated with the utmost respect by
their SLA colleagues.
About the Reviewer
Marysia Johnson
Assistant Professor
Arizona State University
Department of English
Linguistics/TESL Program
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