A cognitive Approach to Language Learning

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TESOL QUARTERLY Vol. 33, No. 4, Winter 1999
REVIEWS
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.
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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.
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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