The fourth edition of this valuable introductory textbook is geared toward experienced and novice language educators, teachers in training, and graduate students in courses devoted to applied linguistics, teaching English to speakers of other languages, and teaching methodology for modern languages. This book bridges the gap between SLA research and second language (L2) and foreign language instruction. As no assumptions are made about previous exposure to the field, beginners will appreciate the author’s detailed explanations and glosses of unfamiliar concepts and terms. Equally useful are the organizational devices presented in each chapter. These include suggestions for discussion topics, updated sections for further reading, keywords for analysis, and succinct summaries, charts, and visuals. New to this edition are guiding questions dispersed throughout the text as well as icons that indicate additional information that appears on Cook’s accompanying Web site (www.hoddereducation.com/viviancook). Downloadable supplementary materials (i.e., tests, data, summaries, lecture notes, questionnaires, and research technique samples) are available on this site as well.

This book begins by addressing specific elements of L2 learning and teaching and evolves into more expansive contexts related to language acquisition and instruction. Whereas chapter 1 presents a general overview of the field, chapters 2–5 concentrate on explicit ways that learners acquire grammar, vocabulary, pronunciation, and writing, respectively. Some individual features of learners are treated in the four chapters that follow: Chapter 6 focuses on learner strategies, chapter 7 examines listening and reading processes, and chapter 8 considers individual differences between L2 users and learners. Chapter 9 shifts from learner characteristics to those of classroom language teaching.

The final part of this book embraces a broader theoretical perspective. Chapter 10 compares and contrasts native speakers with L2 users, chapter 11 discusses language teaching goals, chapter 12 explores numerous SLA models, and the last chapter draws connections between varying approaches to language teaching and their theoretical underpinnings in SLA research.

In addition to the interesting and clearly presented content, readers will appreciate the flexibility of this book. Cook designed the text so that each chapter is self-contained. This feature allows instructors to present the chapters in the sequence that best suits the needs of their particular students.