The series to which this volume belongs was designed to provide, “. . . a large scale view . . . of language study” (p. ix), with the goal of the present volume being to introduce the reader to the “comprehensive discipline” of psycholinguistics. The volume begins with a survey of the topic in four chapters: introduction, language acquisition, language competence (comprehension and production), and language dissolution. Section 2 contains abstracts of selected readings followed by study questions, and section 3 lists annotated references. Both of these sections are organized by topic area in order to guide further study. The fourth section is a succinct glossary. The author has accomplished the goal for this volume, producing a text that is comprehensive, scholarly, and easily readable.

This collection includes 19 of the 27 papers presented at the Generative Approaches to Second Language Acquisition Conference held at McGill University in 1997. Also included are the plenary presentations by Margaret Thomas and Claire Lefebvre. After a short preface, the papers are presented in alphabetical order, each preceded by an abstract. French translations of the abstracts are given at the end of the volume.

Written in French, this work reports the results of a longitudinal study of past-time reference in the interlanguages of four Swedish learners of French. Unlike most previous studies of L2 acquisition of temporal expression, which have focused on early interlanguage, Kihlstedt shifts the focus of inquiry in this study to the oral production of advanced L2 learners. Kihlstedt discusses evidence supporting a modified interpretation of Andersen's (1991) developmental stages in past temporal expression and proposes an ordering of aspectual value assignment to the passé composé and imparfait constructions in Swedish-French interlanguage.

This book is designed as a textbook to introduce students to language typology and language phenomena. Although not intended to be an introduction to linguistics or a reference book, the wealth of information it contains will provide interesting and rewarding reading for language professionals and students alike.

This book explores and aims to elucidate the process of Japanese language acquisition by English-speaking students. More specifically, it examines the effects of various types of teachers' language on comprehension among American university students studying intermediate Japanese.

Well known for their work in first language (L1) acquisition, Crain and Thornton (henceforth C&T) have produced with their Investigations in Universal Grammar a thorough review of the innovative experimental techniques they developed to investigate the acquisition of syntax. In this sense, the volume would appear to be a kind of research-methods book. The volume is a great deal more, however. Indeed, in the volume's three main sections (16, 8, and 16 chapters, respectively), C&T present examinations not only of the nature of human-language grammars but also of the factors that conspire to result in linguistic performance. What makes the C&T volume superior is that they integrate theoretical framework with methodological practice so seamlessly.