There exists a general belief that the ideal English teacher is a native speaker (NS). Because of this native speaker fallacy, it is undeniable that nonnative speaker (NNS) teachers have been marginalized in the English language teaching (ELT) profession. Until recently, however, the voices of NNS English teachers expressing their own concerns have rarely been heard. Non-Native Educators in English Language Teachingis the first and most comprehensive work done in the field to fill this gap. It focuses solely on the theme of NNS educators in ELT and provides a forum for language professionals to discuss the issues surrounding the NS-NNS dichotomy from linguistic, psychological, pedagogical, and sociopolitical perspectives. This anthology is unique and powerful. All of the contributors are NNS professionals from diverse linguistic and ethnic backgrounds. Because of the unique nature of its contributors, purpose, and contents, this volume makes a great impact on, and a valuable contribution to, the fields of TESOL and applied linguistics. It is powerful because the messages are coming from authorities on the theme—NNSs themselves.

Language Development Across Childhood and Adolescence. Ruth A. Berman (Ed.). Amsterdam: Benjamins, 2004. Pp. xiv + 308. $102.00 cloth.

This volume is the third in the Trends in language acquisition research series by the International Association for the Study of Child Language. It focuses on first language (L1) development in school-age children and adolescents, including both normal and impaired learners. The introductory chapter by Nippold lays out broad questions of later language development—namely (a) what develops (figurative language, low frequency syntactic structures, metalinguistic awareness, etc.) and (b) what drives development (education and literacy, new cognitive abilities, etc.). The 10 chapters that follow describe work in a variety of languages: English, French, Hebrew, Spanish, and Swedish.

A bilingual’s language system is highly interactive. When hearing a second language (L2), bilinguals access native-language (L1) words that share sounds across languages. In the present study, we examine whether input modality and L2 proficiency moderate the extent to which bilinguals activate L1 phonotactic constraints (i.e., rules for combining speech sounds) during L2 processing. Eye movements of English monolinguals and Spanish–English bilinguals were tracked as they searched for a target English word in a visual display. On critical trials, displays included a target that conflicted with the Spanish vowel-onset rule (e.g., spa), as well as a competitor containing the potentially activated “e” onset (e.g., egg). The rule violation was processed either in the visual modality (Experiment 1) or audio-visually (Experiment 2). In both experiments, bilinguals with lower L2 proficiency made more eye movements to competitors than fillers. Findings suggest that bilinguals who have lower L2 proficiency access L1 phonotactic constraints during L2 visual word processing with and without auditory input of the constraint-conflicting structure (e.g., spa). We conclude that the interactivity between a bilingual’s two languages is not limited to words that share form across languages, but also extends to sublexical, rule-based structures.

This study investigates how second language (L2) learners engage in prediction based on their processing goals. While prediction is a prominent feature of human sentence comprehension in first–language speakers, it remains less understood when and how L2 learners engage in predictive processing. By conducting a visual–world eye–tracking experiment involving Chinese–speaking L2 learners of Korean, we tested the hypothesis that L2 learners determine whether to engage in prediction by evaluating the costs and benefits of anticipatory processing. The experiment specifically focused on the impact of a top–down comprehension goal for L2 learners’ predictive use of an honorific form in Korean by providing them with different types of task instruction. Our results indicated that all groups engaged in predictive processing in early and entire predictive regions. However, in the late predictive region, L2 learners presented with a prediction–oriented task, but not those with a simple comprehension task, actively generated expectations about the honorific status of an upcoming referent. These findings lend support to the utility account of L2 prediction, suggesting that L2 learners’ engagement in prediction depends on their current goals and strategies for processing efficiency.

ACHIEVING SUCCESS IN SECOND LANGUAGE ACQUISITION.Betty Lou Leaver, Madeline Ehrman, and Boris Shekhtman. New York: Cambridge University Press, 2005. Pp. xiv + 265. $29.99 paper.

This volume presents in considerable depth many of the factors that must be taken into account when developing effective language learning. The volume is divided into three parts. The first deals with learning, including chapters on planning one's study, the role of cognition, learning styles and learning strategies, feelings and personality, and interpersonal relationships. The second part focuses on language and includes chapters on verbal language, sociolinguistics, and unspoken communication. The third part addresses the need for independent learning: One chapter discusses how learners can take control of their learning and a second offers strategies for managing communication.

Proper nouns constitute a lexical class with special properties and are thus treated differently from other words by second language acquisition researchers. An assumption exists that even low-proficiency learners will find them unproblematic, yet research suggests this assumption might be misplaced. The present study involved two self-paced reading experiments designed to investigate proper nouns’ influence on Japanese university students’ reading fluency. In Experiment 1, participants were presented with 60 decontextualized sentences containing 30 proper nouns and 30 common nouns to determine whether they are processed in a similar manner. In Experiment 2, participants read another 60 sentences comprising a book chapter to explore the effects of repeated exposure to a set of proper nouns. The results indicated that proper nouns are processed in a similar manner to common nouns in terms of disrupting reading fluency. The implications for language learning pedagogy, in particular extensive reading, are discussed.

This study conceptually replicated Huensch and Tracy-Ventura’s (2017) analysis of the relationship between L1 and L2 utterance fluency with adult L1-English learners of Spanish. Data from 88 participants were analyzed to explore the proportion of the variance in L2 fluency measures that can be attributed to the corresponding L1 measures, and the relative weights of L1 fluency and L2 proficiency as predictors of L2 fluency. This study applied the same fluency and proficiency constructs and operationalizations as the original study, but differed in task type and learners’ L2 proficiency. Results were most similar for speed and repair frequency, and for silent pause duration. Findings concerning silent and filled pause frequency differed. Combined, the studies show that some L1-L2 fluency relationships are relatively stable across proficiency levels, task type, and learning context.

Preservice kindergarten through university teachers will benefit from these books' overview of the field and their carefully weighed claims about what counts as literacy practices in language arts and English classrooms. Though geared more toward a general audience of literacy teachers, the books do have sections and chapters that would appeal to preservice second language teachers. The straightforward writing in both books will be easily accessible to students for whom this may be the first encounter with literacy and classroom research. Taking different tacks on literacy research, the books complement each other well: Where Kucer's survey stops, the Comber and Simpson collection picks up.

People are frequently concerned about the impressions they make on others (referred to as metaperceptions), but their insights are often inaccurate. Illustrating the phenomenon called the liking gap, speakers interacting in their first language (L1) and second language (L2) tend to underestimate how much they are liked by their interlocutor, and these judgments often predict their desire to engage in future interaction and collaboration. To understand the scope of this bias and its consequences, we focused on L1–L2 dyadic interaction, examining metaperception as a potential barrier to conversations between university students. We recruited 58 previously unacquainted university students to perform a 10-min academic discussion task between one L1 and one L2 speaker. Afterward, the speakers (a) assessed each other’s interpersonal liking, speaking skill, and interactional behavior; (b) provided their metaperceptions of their interlocutor’s assessments of the same dimensions; and (c) estimated their interest in future interaction with the same interlocutor. All speakers showed a reliable metaperception bias to underestimate their interpersonal liking, speaking skill, and interactional behavior. However, only L1 speakers’ desire to engage in future interaction was associated with their metaperceptions of interpersonal liking. We discuss implications of this finding for understanding and promoting academic communication.

Savignon's goal for this volume is to describe various “initiatives, projects, and activities” that seek to make language teaching communicative in the broad sense (p. ix). Interestingly, half of the pages that follow the introductory chapter are devoted to projects in Asia (Japan, Hong Kong, and Taiwan), and the three articles from the American context have either a primarily theoretical focus or a report on innovation through technology. The remaining contribution reports on a project in the Netherlands to increase autonomy on the part of second language learners. The overarching motif of the volume is that of innovation and its dependence on specific contextual conditions, with a recurring theme being the difficulty of effecting significant change in teacher behaviors.

This study closely replicates the analyses of the third research question in Römer and Berger (2019), which reported that the associations between verbs and verb argument constructions (VACs) used by German and Spanish learners of English move closer to a native usage norm as the learners’ proficiency increases. This study conducted the same correlation analyses from the original study but with a substantially expanded version of the learner corpus used therein. Additionally, we conducted zero-inflated negative binomial analyses to estimate the relationship between the frequencies of verb-VAC combinations in the British National Corpus (BNC) and in the learner subcorpora representing different proficiency levels. Our findings were consistent with the original study in showing significant positive correlations between frequencies of the verb-VAC combinations in the BNC and in the learner subcorpora but further revealed the potential effect of topic on the learners’ VAC usage. Implications for future studies are discussed.