Stimulated Recall Methodology in Second Language Research (review)

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Reviewed by: Stimulated recall methodology in second language research by Susan M. Gass, Alison Mackey Matthew Ciscel Stimulated recall methodology in second language research. By Susan M. Gass and Alison Mackey. Mahwah, NJ: Erlbaum, 2000. Pp. xiii, 177. This book represents another step toward the improvement of methodology in second language research. Its topic is the application of a particular introspective method, stimulated recall, within studies of second language (L2) acquisition. Although the topic may at first seem narrow, the succinct organization of the book provides both a well-gauged guide for any L2 researcher planning to use stimulated recall and an excellent model for future books about other specific methods. The authors begin with a general introduction to introspective methods in psychology and linguistics (Ch. 1). Limitations of these methods in psychological research, particularly problems with validity, frame the discussion of their application in L2 research in the following chapters. As the authors note, ‘studies that utilize stimulated recall methodology require carefully structured research designs to avoid problems’ (24). Ch. 2 provides a brief introduction to the types of introspective research in L2 acquisition and an extensive list of L2 studies using introspective methods. The list is tabular, including only very limited information about data type, method, and number of subjects for each study. Clearly, the chapter could have been expanded with more detailed information or even annotations for each study. Such an approach would have provided the reader with a more nuanced understanding of the issues involved in applying introspective methods in L2 research. In Ch. 3, the authors outline the characteristics of stimulated recall. A discussion of several published studies illustrates how this method can be applied in the four major skill areas: oral comprehension, production, reading, and writing. Three types of stimulated recall (consecutive, delayed, and nonrecent) are also discussed. The chapter ends with a bulleted list of recommendations for the researcher who is trying to determine whether to use this method. Ch. 4 serves as the heart of the book. Here, the authors provide a thorough, practical guide to the actual implementation of stimulated recall methodology, ‘the dos and do nots’ (104). Topics include data collection, rater training, data coding, analysis of results, and possible pitfalls along the way. Each topic covers examples from past research, sample materials, a discussion of possible problems, and bulleted recommendations. Ch. 5, entitled ‘Limitations and additional uses’, briefly revisits issues of reliability and validity before providing an extensive list of potential applications for stimulated recall in L2 research. This list includes examples of how several published studies could be improved by this method. Students and researchers will find a treasure trove of possible research projects here. Overall, the book is a thorough and accessible guide to stimulated recall methodology. A necessity for any L2 researcher planning to use this method, [End Page 864] it would also be a useful supplementary text in any course in L2 research methodology. As L2 methodology improves, we can expect to see more practical guides like this one. Matthew Ciscel University of South Carolina Copyright © 2001 Linguistic Society of America