Reviewed by: Applying priming methods to L2 learning, teaching and research: Insights from psycholinguistics Renata Meuter Applying priming methods to L2 learning, teaching and research: Insights from psycholinguistics. Ed. by Pavel Trofimovich and Kim Mcdonough. (Language learning and language teaching 30.) Amsterdam: John Benjamins, 2011. Pp. ix, 254. ISBN 9789027213020. $54. Trofimovich and McDonough, and their collaborators, integrate a body of research furthering our understanding of the psycholinguistic bases of language learning and teaching. Uniquely, priming is the principle experimental methodology used to explore second language (L2) acquisition (e.g. the structure of the L2 lexicon), learners' understanding of L2 (e.g. listening comprehension), and L2 production (e.g. the use of particular L2 syntactic structures). PRIMING refers to the facilitation (and inhibition) of behavioral responses (e.g. response times) to a stimulus (target) as a result of prior experience with another stimulus in some way similar or related to it. In the L2 learning context, priming paradigms can be used to reveal the impact of the structure of L2 learning material on learners' subsequent mastery of (aspects of) L2. We can ascertain the nature of the L2 spoken (phonological) lexicon (using auditory priming), the structure and ease of accessibility of the L2 semantic lexicon (using semantic priming), and the L2 learners' acquisition of L2 syntactic structures (using syntactic (structural) priming). The research presented articulates why priming methodology can provide valuable insights into L2 comprehension and production in learners at different stages of acquisition, and how the findings are relevant to the teaching of L2 in classroom settings. The book links theory and application in L2 learning and teaching, and is therefore relevant both to readers focused on theory and to those interested in the more applied and pedagogical aspects of L2 learning and teaching. Researchers (graduate students included) will draw inspiration from the application of priming methodology in this arena, while L2 teachers will find this volume an accessible, evidence-based resource for best L2 teaching practice and learning outcomes. [End Page 675] The book comprises an introductory and a concluding chapter, bookending two parts. Trofimovich and McDonough briefly introduce priming methodology and outline the book's structure (Ch. 1). Part 1 (Chs. 2-6) centers on priming methods in L2 learning research with primary L2 learning and teaching implications as its main focus. Part 2 (Chs. 7-10) shares this focus but centers on innovative methodological approaches, that is, novel applications of priming and related paradigms. All contributions include comprehensive discussions of relevant theory; several chapters also include details of testing materials. The final chapter concludes with suggestions for future research. In Part 1, variations of semantic, auditory, and syntactic priming are applied to a gamut of L2 learning and teaching questions. Using semantic priming, JEANETTE ALTARRIBA and HUGH KNICKERBOCKER (Ch. 2) compare three methods of teaching L2 vocabulary, via direct translations, color pictures, and black-and-white pictures. L2 learners of Spanish learned new vocabulary paired with words, color pictures, or black-and-white pictures. In a crosslinguistic priming task, Spanish words (primes) preceded English word or nonword targets, and a LEXICAL DECISION had to be made (i.e. is the target letterstring a word or not?). Primes and targets were either related or not. If the decision process for letterstrings in the native language (L1) is influenced by knowledge of L2, faster response times for legal words would be expected for related pairs (i.e. priming). Indeed, when comparing groups of learners—each using a different learning method (experiment 1)—all methods appeared equally effective. Interestingly, when learners used all three methods (experiment 2), only direct translations and black-and-white pictures resulted in priming. Word-word learning showed the greatest processing advantage (faster retrieval of semantic information), an effect ascribed to the matching learning and testing format. While such learning may not be a solid basis for attaining L2 fluency, this method might help beginning learners construct a basic L2 lexicon, at least orthographically and phonologically, with direct links to L1 vocabulary knowledge. The findings also suggest that task demands associated with in-class learning activities should be carefully considered, especially when testing for acquired knowledge. Joe Barcroft, Mitchell S. Sommers, and...
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