Book Reviews

A Basic Guide to Applied Linguistics
ベーシック応用言語学：L2の習得 Beishikku ouyou gengogaku:

L2 no shuutoku, shori, gakushuu, kyoujyu, hyouka. Ishikawa, S.
(2017). Bunkyou-ku, Tokyo: Hitsuzi Shobou. (351 pp). ISBN:
978-4-89476-795-9
Reviewed by Tomoko Hashimoto
Meiji University
As an English teacher at a higher education institution in Japan, I found myself
wanting to link what I was learning about classroom instruction in practice to its
theoretical underpinnings. However, when I set out on a journey to find a bookwhich would be a one-stop shop written in Japanese, I was unable to find one that
had a good balance of both practice and theory. Most books discuss only one orthe other. This was when a senior colleague of mine recommended me to read A
Basic Guide to Applied Linguistics. As I started to read this book, I discovered thatit provided me not only with the information I was looking for but much more.
The first chapter of A Basic Guide to Applied Linguistics starts out with abrief history and definition of applied linguistics, followed by an overview ofthe book’s contents. The book is divided into two main sections. The first is onacquisition and learning of a second language and the second on teaching andevaluation of a second language. Thus, readers are provided with an extensive
picture of linguistic theory and how this has been and is applied to practice.
The first section covers various theories of second language acquisition (SLA),
psycholinguistics and individual differences (IDs). As the aim of this book is topresent readers with comprehensive knowledge of SLA, areas such as linguistics,psychology, education, and information science are also referred to. What is92

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notable about this book is that when explaining a certain theory, it not only gives a
description of what it is, but also presents its positive and negative points. Detailed
description and analysis of previous theories act as background knowledge for
how the next theory evolved, which can be helpful to a novice applied linguist.
The most interesting subject for me in this part of the book was about
individual differences. Although individual differences in and of themselves
cover many areas of study, this book focuses on age, aptitude, personality, learningstyles, learning strategies, and motivation. Of these, motivation attracted me themost from my experience as a teacher. I always ask myself how I can motivate
students who seem to have no interest in English. I have always been interested
in this question, yet had not found an answer to it.
This books starts its section on motivation in SLA from Gardner andLambert’s (1959) socio-educational model. It then moves on to Ryan and Deci’s(2000) self-determination theory, which posits that the higher the level of selfdetermination, the higher the motivation. Their model allowed me to see student
motivation as a continuous framework instead of a dichotomy. Moreover, I foundout that motivation can change depending on the environment (Dörnyei, 2001).
This made me realize that even the most motivated students could become
demotivated. As a teacher, I realized I must focus not only on the less motivatedstudents but also on students who may currently seem to have no problems in
English, as this could potentially change.
A Basic Guide to Applied Linguistics explains another concept introduced byDörnyei, that being the L2 motivational self system. The idea of this theory isthat L2 motivation is “the desire to reduce the perceived discrepancies between
the learner’s actual self and his or her ideal and ought-to L2 selves” (Csizér &Dörnyei, 2005, p. 617). Learning about this concept made me realize theimportance of heightening student awareness of their ideal L2 self and ought-toL2 self in order to increase motivation. As a teacher in the classroom, there aretimes when I feel that my enthusiasm to teach English is much higher than mystudents’ will to learn. I realize now that this may have been because my students
still did not have an image of their ideal L2 self or had yet to be aware of theirought-to L2 self. Thus, I asked myself how I could assist students to develop an93

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image of their ideal and ought-to L2 selves. One way may be to have students
think about and write down answers to the following questions: How proficient
do you want to become in English? What are your future dreams concerning
English? Which English skills do you wish to strengthen? How important is thegrade and course credit you receive in this class to you? What effect will obtaining
these credits have on your future dreams? Answering the first three questions
would allow students to focus on their ideal L2 self, and the last two make them
pay attention to their ought-to L2 self. If I had not been introduced to Dörnyei’s
L2 motivational self system through A Basic Guide to Applied Linguistics, I might
still be pondering how I can help motivate my students.
The second section of this book is on L2 language teaching and evaluation.
It is broken down into three subsections. The first subsection is on language
teaching methods and provides a history of major teaching methods in L2.
Methods such as grammar translation, the oral approach, and audio lingual
are introduced as traditional teaching methods. Then, more contemporary
methods such as total physical response, communicative language teaching, andcooperative language learning are discussed.
The next subsection covers the changing definitions of L2. The author argues
that any teaching method relies on their definition of L2, and thus, when thisdefinition is altered, the method must also be revisited. For example, vocabulary
and grammar were emphasized in definitions of L2 when behavioral psychology
was mainstream. Now, a more action-oriented approach is emphasized in thedefinition of L2, as can be seen in the popularization of the Common European
Framework of Reference. Thus, teaching methods must be revisited anddiscussed based on this new definition.
The last section discusses various evaluation and testing methods, as well as
test validity and reliability. This part of the book covers a wide range of material.
However, individuals who have less interest in these themes may skim most ofthese parts. On the other hand, a reader wanting to deepen their understandingof any one area of evaluation may refer to the “For Advanced Learning” sections
that provide a list of references for further reading.
Within the first section of this book, cooperative language learning
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caught my eye the most. This may be because lately I have been encouraged toincorporate this method into my syllabi. Cooperative learning has recentlygained attention in Japan by the Ministry of Education, Culture, Sports, Scienceand Technology (MEXT) as the importance of active learning has come to berecognized. As information technology is changing the way we live and work, thelanguage abilities and skills necessary to communicate with others has changed
as well. MEXT aims to foster individuals who are proactive, are willing todiscuss ideas, and can learn at a deeper level. (MEXT, 2017). These are skills thatare difficult to strengthen through the traditional cramming style of education(tsumekomi kyouiku) and require a shift in educational methodology. Hence, thecall for active learning in classrooms.
Through this book, I learned that ideas of cooperative learning date backto Dewey (2007) and Vygotsky (1980) and have had a long history. Moreover,although active learning does not necessarily have to be conducted in groups, itoften is. A Basic Guide to Applied Linguistics made me realize that group work isdifferent from cooperative learning and that as a teacher I need to actively create
an environment which will help nurture a positive, deep learning experience. This
book introduces definitions on cooperative learning by Johnson and Johnson(1989) and Johnson, Johnson, and Holubec (1994). Cooperative learning occurs
when a group of diverse individuals assist one another and aim to attain a groupgoal as a whole. Cooperative learning in a language acquisition setting is called“cooperative language learning.” According to the book, cooperative language
learning has the following elements: 1) to learn the importance of attaining goals
as a group and to work together with individuals, 2) to keep race, gender andenvironmental diversity in mind when forming groups, 3) to combine individualand group activities, and 4) to have students be responsible for individual andgroup goal attainment. When these are met, a fifth element to cooperative
learning arises, which is having positive interdependence.
Although group work is a technique often used in a language classroom,
many teachers may not realize the difference between this and cooperative
language learning. Until I read this book, I myself was one such teacher. I would
put my students in pairs or groups asking them to work on a certain project and95

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allow them class time to discuss it. Then, I would walk around the classroom tosee if anyone had questions and help out groups that seemed to be struggling.
Without keeping in mind the elements of cooperative learning, these activities
sometimes failed to be valuable learning experiences for some of my students.
Prior to this book, I did not know why they were not benefitting from an activity
that seemed very educational to me. Now I understand why. Cooperative
language learning, when not conducted properly, can be hazardous by taking
extra time, causing frustration for able students, and creating free-riders. This is
why it is necessary to do it right, while keeping the necessary elements abovein mind. If done correctly, it has the potential to deepen student learning, help
simultaneously teach students regardless of difference in ability, and help themobtain interpersonal and communication skills.
The first section of A Basic Guide to Applied Linguistics regarding motivation
taught me that students have various needs, and thus their individual differences
should be considered. The second section of this book made me aware of theimportance of cooperative learning. A Basic Guide to Applied Linguistics covers
much more than IDs and motivation, which I referred to earlier. Since it provides
an overview of the field in general, every reader will be able to take somethingaway from it if they are interested in applied linguistics. However, as is true withany book that covers a wide range of material, it fails to go into detail about eachtopic, so those who are already knowledgeable about the discipline may finish thebook feeling somewhat dissatisfied. Despite this fact, it is difficult to complain
if one compares the price of the book with the material and vast number ofreferences covered both in English and Japanese. I especially recommend it forteachers who are interested in linking their experiences to theory, and for those
new to the field of applied linguistics.

References

Csizér, K., & Dörnyei, Z. (2005). Language learners’ motivational profiles andtheir motivated learning behavior. Language Learning, 55(4), 613-659.
Dewey, J. (2007). The school and society. New York, NY: Casimo Classics.
Dörnyei, Z. (2001). New themes and approaches in second language motivation
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research. Annual Review of Applied Linguistics, 21, 43-59.
Gardner, R. C., &, Lambert, W. E. (1959). Motivational variables in second
language acquisition. Canadian Journal of Psychology, 13, 266-271.
Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theoryand research. Edina, MN: Interaction Book Company.
Johnson, D. W., Johnson, R. T., & Holubec, E. J. (1994). The new circlesof learning: Cooperation in the classroom and school. Alexandria, VA:Association for Supervision and Curriculum Development. [石田裕久・梅原巳代子（訳） (2010). 『学習の輪：学び合いの協同教育入門(改訂新版)』二瓶社.]
Ministry of Education, Culture, Sports, Science and Technology(MEXT). (2017). Major points for the revised course of study forkindergarten, elementary school, and junior high school. Retrieved
from http://www.mext.go.jp/a_menu/shotou/new-cs/__icsFiles/
afieldfile/2017/06/16/1384662_2.pdf
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and thefacilitation of intrinsic motivation, social development, and well-being.
American Psychologist, 55, 68-78.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychologicalprocesses. Cambridge, MA: Harvard University Press.

Author bio

Tomoko Hashimoto is a graduate student at Meiji University. She teaches parttime at Tsurukawa College and Hosen College of Childhood Education. She believesin the importance of linking theory to practice and is especially interested in thepsychological aspects of language learning. linkpt_1@yahoo.co.jp
Date Received: February 8, 2018
Date Accepted: March 16, 201897