This volume discusses issues related to situation-bound utterances (SBUs)—a particular type of formulaic expression—from a cognitive-pragmatic perspective. It consists of an introduction, nine chapters, and a conclusion. The introduction defines SBUs, briefly presents the theoretical framework, and points to the key topics to be discussed in the book. These key topics include the distinction between linguistic and conceptual knowledge (chapter 1). This is important to Kecskes' dynamic model of meaning (DMM), which consists of culture-specific conceptual properties (CSCP)—or attributes of a particular concept—at the conceptual level and word-specific semantic properties (WSP) at the lexical level. Uniting these two levels yields the coresense of the SBU, the most salient decontextualized sense of the utterance. This contrasts with the SBUs' consenses, or other senses that the utterance can have depending on the context (chapter 2). The sense that is accessed in a particular situation will depend on the salience of the various meanings to the hearer, which, in turn, depends on the hearer's prior knowledge as well as the contextual cues available, which can bias the interpretation toward a particular consense (chapter 3). It is hypothesized (chapter 4) that the more structurally and culturally similar the first language (L1) and second language (L2), the easier for the learner to interpret the meaning of SBUs in the L2 (chapter 4). This hypothesis is supported by empirical evidence in chapter 9. Interpretation of the meaning of a SBU can be difficult because the meaning is not usually readily transparent from its components (chapter 5). In this way, SBUs are unlike patterned formulas, which have a compositional structure and whose meanings are typically transparent and which, therefore, can play a role in the acquisition of grammar (chapter 7). Ultimately, in order to accurately interpret and appropriately use SBUs in the L2, learners must undergo a process of conceptual socialization. The knowledge base underlying their language use must be transformed from a system that is originally an Ll conceptual system to a dual-language system, thus forming a common underlying conceptual base (CUCB) for the two languages (chapter 8).

To test his hypotheses, Kecskes conducted two experiments to see how native (NS) and nonnative (NNS) speakers interpreted and produced SBUs under different conditions. In both cases, he found that the difficulties NNS experienced in their performance were due to their lack of conceptual fluency in the target language and culture as opposed to a lack of linguistic knowledge per se (chapters 6 and 9). Finally, a brief conclusion highlights key concepts and findings discussed in the book.

One key concept of value to those working within language socialization and interlanguage pragmatics (ILP) paradigms is that of conceptual socialization, which provides an explanation of the mental processes associated with L2 socialization and with the acquisition of sociopragmatic competence, respectively. L2 socialization theory particularly has focused primarily on social interaction and its contribution to SLA. Although language socializationists would not likely agree with Kecskes' position on the primacy of mental processes in SLA, I believe his notion of conceptual socialization is otherwise compatible with and complementary to L2 socialization theory. By combining both approaches and examining SLA in terms of social interaction and mental activity, we can obtain a more complete picture of SLA.

Another strength of the book is the author's attempt to define and clarify his terms and to explain how they differ from similar terms. However, I would like to have seen him do this with respect to ILP theory as well, given that his research clearly falls within that domain. For example, his linguistic units (the formulaic expressions used in SBUs) seem identical to pragmalinguistics, whereas his extralinguistic factors seem similar—if not identical—to sociopragmatics. Some explicit discussion of whether he considers his terminology equivalent to these commonly used ILP terms or distinct from them would have been helpful.

Another problem with the book is its abundance of errors in grammar, punctuation, missing references, and inconsistencies between in-text and end-of-text citations. The number of errors combined with the organization made the text less than reader-friendly.

In spite of these shortcomings, I believe that the book is well worth reading, particularly for those who are interested in ILP or L2 socialization because of the insights it provides into the mental processes associated with the acquisition of L2 use. It provides food for thought and has the power to stimulate dialogue on the relationship between L2 and culture acquisition.