This document provides summaries of two book reviews published in TESOL Quarterly. The first summary reviews A Cognitive Approach to Language Learning by Peter Skehan, noting that it integrates theories of language learning with task-based instruction and argues for considering individual differences among language learners. The second summary reviews English for Academic Purposes: A Guide and Resource Book for Teachers by R. R. Jordan, describing it as a comprehensive perspective on English for academic purposes that is based on specifying learners' needs and skills.
This document provides summaries of two book reviews published in TESOL Quarterly. The first summary reviews A Cognitive Approach to Language Learning by Peter Skehan, noting that it integrates theories of language learning with task-based instruction and argues for considering individual differences among language learners. The second summary reviews English for Academic Purposes: A Guide and Resource Book for Teachers by R. R. Jordan, describing it as a comprehensive perspective on English for academic purposes that is based on specifying learners' needs and skills.
This document provides summaries of two book reviews published in TESOL Quarterly. The first summary reviews A Cognitive Approach to Language Learning by Peter Skehan, noting that it integrates theories of language learning with task-based instruction and argues for considering individual differences among language learners. The second summary reviews English for Academic Purposes: A Guide and Resource Book for Teachers by R. R. Jordan, describing it as a comprehensive perspective on English for academic purposes that is based on specifying learners' needs and skills.
This document provides summaries of two book reviews published in TESOL Quarterly. The first summary reviews A Cognitive Approach to Language Learning by Peter Skehan, noting that it integrates theories of language learning with task-based instruction and argues for considering individual differences among language learners. The second summary reviews English for Academic Purposes: A Guide and Resource Book for Teachers by R. R. Jordan, describing it as a comprehensive perspective on English for academic purposes that is based on specifying learners' needs and skills.
TESOL Quarterly welcomes evaluative reviews of publications relevant to TESOL
professionals.
Edited by DAN DOUGLAS
Iowa State University
A Cognitive Approach to Language Learning.
Peter Skehan. Oxford: Oxford University Press, 1998. Pp. vii + 294.
■ The field of applied linguistics has seen an explosion of comprehen-
sive titles on second language acquisition and pedagogy as separate entities; however, the field does not often see the fusion of L2 theory with a specific pedagogical method. A Cognitive Approach to Language Learning presents this fusion by integrating theories of language learning with L2 pedagogy, specifically task-based instruction. In the introduction of his book, Skehan states an intention to address topics in the field that he feels have not been given the attention they deserve, such as current findings within psycholinguistics, the synthesis of theory and pedagogy, and a focus on differential accounts for language learning. The book begins with a brief overview of earlier theories of language production and comprehension, which serves as a springboard for a discussion of recent psycholinguistic models. In chapters 1–4, Skehan presents the work of Krashen, Van Patten, Bialystok, and other research- ers in order to provide a basic understanding of language acquisition and psycholinguistic theory. This discussion is then used as a rationale for his advocacy of task-based language instruction (TBI) and task-based language testing. According to Skehan, task-based pedagogy includes a focus on form (maybe more of a focus than other proponents of TBI would approve of), which must be balanced with content. Descriptions of empirical studies in chapters 5 and 6 support or refute theories of tasks and their implementation in the classroom, providing valuable insight into what researchers know about TBI to date and what remains to be explored. Chapter 7 argues for the implementation of task-based testing as a means for assessing how mental processing factors influence performance. Chapters 8–11 stress the importance of considering stu- dents’ individuality. Because language learners have different learning
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aptitudes, cognitive styles, and strategies, universalist accounts for lan- guage acquisition should be set aside in favor of a profile approach. Skehan suggests compiling individual learner profiles that characterize learners and allow the customization of tasks to specific learners. He calls for further research into differential learning processes so that practi- tioners will be able to develop curriculum that supports individual needs. Skehan introduces a profusion of theories, models, and empirical evidence from various disciplines related to linguistics. Never failing to provide the reader with the practical side of how these theories and models can be applied to language learning and teaching, Skehan broaches such topics as learning strategies, awareness, and the existence of a critical period for language learning. He couples these concepts with brief sketches of empirical work that support their integration in the classroom. Language teachers, researchers, and program administrators would benefit from his clear explanations of various theories and careful evaluations of how they apply to practice. Whether readers favor TBI or not, they will find this book worthwhile because it successfully gathers many different aspects of applied linguistics and ties them together into a big picture of communicative language teaching.
PAULA GARCIA Northern Arizona University
English for Academic Purposes:
A Guide and Resource Book for Teachers. R. R. Jordan. Cambridge: Cambridge University Press, 1997. Pp. v + 404.
■ English for Academic Purposes provides a comprehensive perspective on
the theory and practice of English for academic purposes (EAP), based on the specification of learners’ needs and study skills that fit their needs. The book is informative, not dogmatic, drawing on a variety of viewpoints and methods, as the author says in the introduction. It is intended for teachers working toward degrees and certificates in teach- ing English and for those who want to remain abreast of developments in the field. The 19 chapters in three parts cover the basics of an EAP orientation and lead the reader from an understanding of general academic skills to specific academic disciplines, with a focus on econom- ics. The extensive references and appendixes reflect the wealth of publications in the field and information the author has compiled. In Appendix 3, reference is made to the survey the author carried out to