The Affective Dimension in Second Language Acquisition ed. by Danuta Gabryś-Barker, Joanna Bielska (review)

Reviews 295 only is French one of the most important languages on the planet for the exchange of goods and services, it can also be the primary way young people mature into thoughtful, working professionals in all kinds of fields” (14). Canisius College (NY) Eileen M. Angelini Gabryś-Barker, Danuta, and Joanna Bielska, eds. The Affective Dimension in Second Language Acquisition. Bristol: Multilingual Matters, 2013. ISBN 978-184769 -968-8. Pp. 304. $129.95. This book is divided into four sections dealing with (a) affective variables, (b) motivation, attitudes, and learning experiences, (c) affectivity in language production, and (d) affective dimension in educational contexts. Though a reader might initially believe that the affective dimension refers exclusively to the emotional element commonly experienced in foreign and second language environments and addressed by Krashen in his 1982 Affective Filter Hypothesis, he/she soon discovers that the affective dimension is a considerably broader topic. The authors of these twenty-two articles present the affective dimension through various psychological, neurological, sociological, and educational perspectives. For example, when a learner speaks or attempts to speak in the target language in a language classroom, several sociopsychological and environmental factors are simultaneously at play. These intricate, interconnected factors, including but not limited to self-esteem, environment, selfefficacy , peer interaction, motivation (intrinsic and extrinsic), emotion, and/or the classroom environment, could potentially impact the learner and his/her educational experience. Such an impact could cause “neurological conditions in the brain preventing memory from proper functioning”(Jedynak 60) thereby increasing anxiety levels and preventing the learner from enjoying the educational experience. Throughout the book, the complex relationship of the aforementioned socio-psychological and environmental factors is analyzed not only during oral communication but also during all aspects of language learning (such as written discourse and cultural values). With the numerous negative aspects associated with the “emotionality” (Pavlenko 3) of affect, according to Jedynak,“affect may also have a positive role, stimulating various positive emotional factors such as motivation, autonomy, empathy or self-concept” (61). That the two editors felt it was important to include articles presenting both the negative and the positive aspects of affect was appreciated by this reviewer. Such balance heightened the importance and the complexity of the affective dimension. Though the focus of the book is second language acquisition, it is reasonable and relatively straightforward for a reader to make certain generalizations, thus further increasing the importance of the topic. First, the reader could generalize the information in the articles to foreign language acquisition. Second, though substantial research is presented from the elementary and secondary learning environment, the reader could easily make inferences as to the behaviors, feelings, and experiences of post-secondary learners. Finally, it is possible to generalize the information presented to an online foreign language venue. For these reasons, this reviewer recommends this highly valuable book to any educator and/or educational theorist interested in understanding more clearly how the second and foreign language acquisition experience is affected by the affective dimension. Washington & Jefferson College (PA) Barry Chametzky Penfornis, Jean-Luc. Français.com: méthode de français professionnel et des affaires, niveau intermédiaire. 2e éd. Paris: Clé, 2011. ISBN 978-2-0903-8038-5. Pp. 168. 20,50 a. This visually appealing text, supplemented by a useful guide pédagogique, DVDRom , and cahier d’exercices, continues where the niveau débutant leaves off (FR 87.3), in that it serves an intermediate-level audience seeking practical French with an “objectif ‘utilitaire’” (3). The ten units support this goal of arriving at a practical “savoir-faire”: prise de contact, agenda, voyage, hôtel, restauration, entreprises, travail, recherche d’emploi, prise de parole, points de vue. Each unit features four“double-paged” lessons followed by a faire le point (one page grammar, one page multiple choice on content) and a page interculturelle with documents accompanied by questions. The concise nature of each unit proves challenging for the typical university student. For example, Penfornis addresses marketing inductively, skimming through difficult material without developing links and definitions that would help teach useful concepts.While the entreprises section contains concepts essential to the understanding of the operation of any business in France, it does not...