Cooperative Language Learning: A Teacher's Resource Book

recent decades, this stand is particularly significant. The text offers an engaging analysis of various issues in teaching, arguing that the nature of language and L2 teaching problems must be reexamined if an effective pedagogical model and corresponding teacher preparation program are to be developed. Widdowson offers some observations which could provide a basis for classroom research; in Part 2, Aspects of Language, he looks at some semantic and pragmatic issues in communication. In Chapter 6, Nonsense, and Learning, he effectively argues against the notion that a correct employment of the communicative approach to L2 teaching can or should dispense with the teaching of grammar. Grammar, as he illustrates, is part of meaning in most communication contexts. In Part 3, Aspects of Teaching, he assesses some of the problems of syllabus design and then outlines, in some detail, a methodology for the teaching of meaning. The final chapter consists of an interesting assessment of the different classroom forces of pupil autonomy and teacher authority, concluding that interactional autonomy is not necessarily a solution. Several chapters of this work are derived from conference presentations and published articles, but they have been reworked to achieve cohesiveness and a system of cross-referencing, and the text reads smoothly as a whole. It serves as an excellent opportunity to refocus our concerns in L2 teaching and target the areas to be considered by L2 researchers and teachers.