This volume is a wonderful collection that will prove to be a valuable resource for many researchers and students. Most people tend to think of the study of second language (L2) phonology as a narrow, specialized field. This anthology clearly demonstrates the range of issues that must be addressed to fully explore the question of how people learn the sound system of a L2. Each chapter manages to convey both the breadth and depth of the topic covered. Hansen Edwards and Zampini are to be congratulated for assembling a roster of experts in the field who have produced thorough and informative chapters. They have also earned their keep as editors by ensuring a common format for each chapter that clearly presents the major findings, methodological issues, and future trends.

In chapter 1, Ohala provides an overview of the acquisition of phonology in a first language, which is an important starting point for comparison with L2 phonology. Chapter 2 (Ioup) looks at the well-studied issue of the effects of age on SLA. The extensive literature on transfer in L2 phonology is reviewed in Chapter 3 (Major). This is a vital issue in the field, and the historical perspective that Major provides is indeed valuable. Chapter 4 (Eckman) examines the role of typological markedness in explaining the ease or difficulty of the acquisition of particular sounds. Eckman summarizes past research and provides a discussion of levels of explanation in the philosophy of science and how this applies to L2 phonology. Chapter 5 (Hancin-Bhatt) focuses on studies conducted within the theoretical framework of optimality theory. This chapter is important in that it introduces a current phonological framework and demonstrates how this framework attempts to deal with questions introduced in the preceding chapters. Chapter 6 (Strange and Shafer) surveys issues that surround the perception of L2 sounds and presents various models of perceptual learning. Determining when a sound has been acquired has been a central question in the field of L2 phonology. It is in chapter 7, when Munro probes the question of how L2 accents affect the intelligibility and comprehensibility of speech, that the broad scope of this volume in addressing important questions sometimes overlooked in L2 phonology is seen. Chapter 8 (Zampini) examines research of L2 speech production (a vast domain). Important issues of differential substitution and phonetic analysis are introduced here. Hansen Edwards addresses how social factors influence and can account for variation in L2 phonology in chapter 9. Factors such as gender, identity, and target variety are included in a discussion about viewing the L2 learner as an active agent in the social learning process. In chapter 10, Bradlow reviews the literature on the effects of training in the acquisition of L2 phonology. The results of different sorts of training (production, perception, variable input) are covered. Chapter 11 (Gick et al.) focuses on a specific new technology (ultrasound imaging) and explores how this can be used as a feedback technique for learners. Chapter 12 (Chun et al.) summarizes research on prosodic aspects of L2 phonology. This chapter illustrates how larger prosodic domains are important areas for investigation as well. Derwing examines the current state of pronunciation instruction in the L2 classroom in chapter 13, which nicely demonstrates the real-world interface with questions raised by L2 phonology research.

Each of these chapters is comprehensive and accessible. Taken together, they provide a snapshot of the state of the art in L2 phonology research. The list of references alone would have been a valuable contribution to the field, but the thoughtful commentaries provided throughout this volume make it a must-have for libraries, professors, and students.