Book reviews / System 33 (2005) 187–198 193 inappropriate L2 use and more target-like performance. This information will provide a solid foundation for answering the question of how to maximize the effect of study abroad programs. One such suggestion made in the volume is to organize and implement a systematic study abroad preparation program with a view to preparing students before departure. Given the considerable complexity of defining and measuring pragmatic competence and the relative young age of interlanguage pragmatics as a sub-discipline of second language acquisition, the author is to be commended for achieving this thorough description of pragmatic development. All in all, the contribution of this study by far outweighs its minor weaknesses. Reference Kasper, G., Rose, K., 2002. Pragmatic development in a second language. Blackwell, Malden, MA and Oxford. Younhee Kim Department of Second Language Studies University of HawaiÔi 1890 East-West Road Honolulu, HI 96822, USA E-mail address: younhee@hawaii.edu doi:10.1016/j.system.2004.12.002 V. Cook (Ed.), Effects of the second language on the first, Multilingual Matters, Clevedon, 2003, 268pp (Second Language Acquisition) Until very recently, most second language acquisition (SLA) studies and research on cross-linguistic influence have examined the effect of the first language (L1) on the second (L2), whether conceived as contrastive analysis, transfer, L1 interference, cross-linguistic interference, or resetting of parameters. Research investigating the effect of L2 on L1 is virtually non-existent, as Cook rightly points out in his introduction to this book: ÔThis volume is perhaps the first book to be devoted only to the effects of the second language on the firstÕ (p. 1). The book examines changes in the L1 of people who know an L2. It presents theories and research that investigate the L1 of L2 users from a variety of perspectives including vocabulary, pragmatics, cognition and syntax, and using a variety of linguistic and psychological models. The volume consists of 13 chapters: an introduction (chapter 1), two theoretical chapters (chapters 12 and 13), and 10 experimental or quasi-experimental studies. In chapter 1, Cook provides a background to the study of the effect of L2 on L1 and the different contributions in the book. First, he introduces the notion of Ômulti-competenceÕ from which the question of L2 effect on L1 arose. Multi-competence 194 Book reviews / System 33 (2005) 187–198 was defined as Ôknowledge of two or more languages in one mindÕ (p. 1). It is built on the premise that the L2 userÕs mind is a whole that balances elements of the L1 and L2 within it. Then, Cook looks at the nature of the relationship of the L1 and the L2 in the mind. He argues that the two languages are interconnected in the mind of the user along an integration continuum that determines not just which language to use on a given occasion, but also how much of each. Next, he specifies three ways in which L2 affects L1: first, positive effects, where the L1 can be enhanced by the use of an L2; second, negative effects where the L1 can be harmed by the use of an L2; third, effects that are basically neutral, where the L1 is different from the L2, without being better or worse. Finally, Cook discusses the different methodological paradigms in the comparison of the monolingual native speakers with speakers of the same language who know an L2. In chapter 2, Laufer investigates the effect of L2 on L1 in two areas of lexical competence: the knowledge of collocations and lexical diversity in free written expression. She found that the L1 lexical competence can exhibit both direct and indirect influence of the L2; the former was evident in lexical knowledge, and the latter in other areas of lexical competence, like lexical use. Pavlenko, chapter 3, analyzes the L2 influence in L1 Russian narratives elicited from Russian L2 users of English. She also found an L2 influence on L1 at the levels of the lexicon, semantics and the morphosyntax of Russian L2 users of English who learnt their L2 in later childhood and adulthood. Cenoz, chapter 4, examines the similarities and differences in the requesting behaviour of Spanish speakers in English and Spanish. She found that the language of Spanish speakers who are fluent in English exhibits an interaction between the two language systems shown by the bi-directional influence between the two languages. In chapter 5, Jarvis probes deeper into the nature of L2 effects on L1 in an advanced adult Finnish-speaking learner of English through an examination of naturalistic data, elicited oral narrative data, metalinguistic judgments and self-report data. The results revealed L2 effects in certain areas of grammar, the lexicon and general idiom. For instance, the results showed that the subject of this case-study imposes some of the rigidity of English word order on her L1. Other studies found no (significant) effects of L2 on L1. In chapter 6, Forte investigates the potential L1 attrition or loss in an L2 environment. He describes the L1 output of long-term English native speaking teachers resident in Spain. He found that the L1 of these people did not suffer significant loss after years of residence in that country. Dewaele and Pavlenko, chapter 7, addressed the question to what extent language and culture affect productivity and lexical diversity in the speech of monolinguals, and to what degree language proficiency and acculturation affect these variables in the speech of L2 users. Like Forte, these researchers found no effect of L2 on the L1 values. Specifically, they found that acculturated L2 users can approximate native-like values in productivity and lexical diversity in the L2 without losing the original values in their L1. Murphy and Pine, chapter 8, explored how knowledge of an L2 might influence the way in which L1 linguistic knowledge is represented in bilingual children. Their findings suggest that bilingual children have more complex and explicitly represented Book reviews / System 33 (2005) 187–198 195 knowledge of language than do monolingual children of the same age. That is, the bilingual child both develops and uses superior attentional skills than the monolingual child to explicitly represent linguistic knowledge which will ultimately lead to greater metalinguistic awareness. Chapters 9, 10 and 11 support the view that some L2 effects are neutral or different, without being better or worse. Balcom, chapter 9, examines the influence of English L2 on French L1 lexico-syntactic rules and middle constructions in the speech of bilinguals. These findings suggest that although the linguistic bilinguals are less likely to judge sentences as grammatical than monolinguals do. Also, they use more passives and fewer middle contractions in their corrections. These findings suggest that although, the linguistic competence of these bilinguals diverges from that of monolinguals, they may not be considered ÔlosersÕ. Rather, these bilinguals simply have different grammaticality judgments from the monolinguals. Cook and colleagues, chapter 10, address the question whether the L2 usersÕ processing of L1 syntax differs from that of monolingual speakers, based on data collected from Greek, Japanese and Spanish users of English. Like Balcom, Cook et al. also found that L2 users do not process the sentences of their L1 in the same way as monolingual native speakers do. More specifically, they found that bilinguals tend to (a) not trust familiar cues such as intimacy or case like monolingual do, and (b) adopt novel cues by using intimacy and plural cues more than monolinguals do. Satterfield, chapter 11, explored whether or not bilinguals maintain the same patterns of pronoun selection in their L1 when this differs from their L2. The findings revealed a status of non-contrastive lexical pronouns that reflects an interplay between universal properties of syntax-semantics and morphology, based on the unique grammatical resources which bilingual speakers possess. Chapters 12 and 13 return to theoretical and methodological issues. In chapter 12, Jessner proposes a dynamic approach to language attrition in multilingual systems. She offers new perspectives on modeling language attrition or loss in multilingual systems and discusses the development of individual language systems that form part of the psycholinguistic system of multilingual speakers. Kecskes and Papp, chapter 13, discuss the effect of L2 on L1 in an environment where the main source of L2 knowledge is classroom instruction. In particular, they discuss how proficiency and transfer shape the L2–L1 relation, and how to facilitate the task of researchers who plan to analyze the effect of L2 on L1. Does the book achieve its objectives? In his introduction, Cook stated that Ôthe research reported here shows that the L1 of people who know other languages differs from that of their monolingual peers in diverse ways, with consequences for second language acquisition research, linguistics and language teachingÕ (p. 1). The book has indeed shown the various ways in which the language of bilinguals differs from that of their monolingual peers, the L2 effects on L1, and the consequences for L2 acquisition research and linguistics. However, the consequences for language teaching were not adequately covered, especially with regard to the issue of when to introduce an L2 in the classroom. The only study that slightly touched upon this issue was that of Murphy and Pine (chapter 8) whose findings show that bilingual children both develop and use superior attentional skills than 196 Book reviews / System 33 (2005) 187–198 monolingual children. We were not told, however, whether and in what way the childrenÕs L1 was affected by their L2. Indeed, I had expected a fuller and in-depth coverage of this issue not just because it is one of the main objectives of this book, but also because it has a direct consequence for all those concerned with institutionalized L2 teaching and learning including policy makers, language planners, syllabus designers, parents, and language teachers. These people would want to know, for example, when it is best to introduce an L2 in the classroom, and why? What effect would the L2 have on the childrenÕs L1: positive (facilitative/enhancing), negative or harmful, or essentially no effect? If there is an effect, what aspect(s) of the L1 would be affected most? In what way? These questions are very important when we know that many countries in the world are now contemplating the introduction of L2 instruction in public schools at a younger age than they had previously done. Overall, this remains the first major attempt to explore the effect of L2 on L1 in depth. The 13 chapters were written by experts who used a variety of approaches that resulted in a broad range of contributions. The breadth of the contributions in terms of languages, countries, approaches, theories, and aspects of language covered means that the volume relates to most courses in SLA or bilingualism. The readership of the book will therefore include SLA and bilingualism researchers as well as students and language teachers around the world. Ali Shehadeh College of Languages and Translation King Saud University P.O. Box 87907 Riyadh 11652 Saudi Arabia E-mail address: ashhada@ksu.edu.sa doi: 10.1016/j.system.2004.12.004 J. Field, Psycholinguistics: The Key Concepts, Routledge, London, 2004, p. 366 This is a reference work compiled for the non-specialist reader, including new students, lecturers or researchers in the field of psycholinguistics. The author identifies 358 key concepts in psycholinguistics and explains them in non-technical terms. The book can be read in its own right, if the reader so desires. However, it is important to bear in mind that this is not a handbook and so there are no organised chapters or interrelated sections. It would be hard to get an overall picture of the field from browsing this book on its own. For novice students, though, this book would make a useful study companion which can be placed alongside a psycholinguistics or language acquisition textbook for occasional consultation. The majority of the concept entries consist of a concise definition, followed by elaborated explanations and