- Second language acquisition: An advanced resource book
One sign of the advancement of second language acquisition (SLA) research is an increase in the number and diversity of SLA textbooks (Ortega, 2001). Instructors can choose books that compare theories, provide encyclopedic overviews, or focus on issues such as Chomskyian Universal Grammar or language instruction. A particularly interesting new contribution to this array of textbooks is de Bot, Lowie, and Verspoor (2005; henceforth DLV). This specialized approach focuses on the dynamic and temporal aspects of SLA and [End Page 697] frames those issues within Dynamic Systems Theory (DST; e.g., de Bot, Lowie, & Verspoor, 2007). With its focus on developmental time, DST overlaps significantly with other current approaches such as emergentism (e.g., Ellis & Larsen-Freeman, 2006).
After a short chapter (Unit A1) that defines the field of SLA and some of its basic concepts, DLV then provides a substantial and innovative chapter (Unit A2) that explains and illustrates the dynamic aspects of SLA. Unit A2 emphasizes that SLA is not a linear process with gradual, consecutive, developmental steps. Instead, acquisition exhibits a variable, zigzag pattern in which measurement scores fluctuate as a result of changes in complex, nested, interacting linguistic sub-systems. DLV (pp. 18–20) emphasizes that variation is not just measurement error and that it should be studied in relation to developmental time in order to understand changes in second language ability. DLV (pp. 17–18) explains aspects of this variation in relation to the concept of 'attractor states'–relatively stable periods for a learner's linguistic system. Attractor states are characterized as those in which language use exhibits less variation. Attractor states are hypothesized to be states into which the system or network settles, requiring relatively strong forces to change to different states. Attractor states range from relatively brief stages (e.g., the development of past time expression) to longer stages that have been described as fossilization.
This emphasis on dynamic systems and developmental time is the most important feature of DLV, distinguishing it from some other approaches. For example, White (2007, p. 46) explained that Chomskyian UG 'is a theory of constraints on representation' and 'says nothing about the time course of acquisition (L1 or L2).' DLV's emphasis on dynamic systems is integrated within their discussions of the five other main themes of the volume: historical perspectives, the multilingual mind, the developing system, learners' characteristics, and the role of instruction. The discussion of these themes is therefore more focused and less extensive than discussions in some survey textbooks (e.g., Doughty & Long, 2003).
Another key innovation in DLV, as an advanced textbook, is that each of the main themes is explored through extensive reprints of portions of articles that illustrate specific analyses and methods. This 'Extension' section constitutes the majority of the textbook and provides explicit instruction in the reading and critiquing of articles. Learning to assess articles from the primary literature is an important and difficult process for many upper-level undergraduate students or beginning graduate students. Consequently, this textbook is very [End Page 698] useful for these types of classes. In addition, the textbook could be used effectively for distance education classes.
The final section of the book, 'Exploration,' provides clear directions and some data for small-scale empirical investigations of the main SLA themes. These empirical topics are a useful springboard for assignments in advanced courses.
Several editorial and style issues make it difficult to follow aspects of the discussion. Specifically, the headings within the chapters are not numbered, making it difficult to understand and assess the hierarchical organization of topics. In addition, the excerpted reprints are primarily distinguished with a slightly smaller font size that is hard to read but will nonetheless be difficult for students to distinguish from the passages written by DLV (e.g., pp. 105, 117, 150, 190).
Overall, DLV provides a valuable focused textbook that allows instructors to explore this important subset of SLA research issues. The book does not focus on issues related to the Canadian context, but the...