{'fraction_non_alphanumeric': 0.023508137432188065, 'fraction_numerical': 0.013110307414104882, 'mean_word_length': 5.414492753623189, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
PSYCHOLINGUISTIC AND PEDAGOGICAL ASPECTS OF FOREIGN LANGUAGE LEARNING . Oddleif Leirbukt and Beate Lindemann (Eds.). Tübingen: Narr, 1992. Pp. viii + 200. DM 68.

The present book collects the contributions of various experts at the 1991 Workshop on Psycholinguistic and Pedagogical Aspects of Foreign Language Learning held at the Department of Linguistics and Literature of the University of Tromso, Norway. It is a further valuable addition to the increasingly expanding series of studies on the application of psycholinguistic research to foreign language pedagogy. The 11 papers deal mainly with FL learning within the context of Norwegian students of German. However, the discussion is not limited to problems of German grammar as a foreign language. Its scope takes on a potentially universal relevance, especially in some papers viewing substantial aspects of FL learning processes per se. Of particular interest in this regard are the discussions developed by some authors: Hans W. Dechert, on neurolinguistic processes underlying the understanding of grammar; Norbert Dittmar and Romuald Skiba, on grammaticalization problems faced by Polish learners of German; Waldemar Marton, about the factors determining the degree of LI influence on the process of second/foreign language acquisition; Reiner Schmidt, on the concept of learner-grammar and its linguistic and psychological bases; and, finally, Marit Simensen, on the analysis and adaptation of teaching materials with particular regard to the aspects of situational and textual reference. The other six papers are more specific to the Norwegian learning context. The increasing emphasis upon the psycholinguistic bases of FL pedagory is certainly a valuable asset to the scientific planning of effective teaching strategies. However, one should consider that the "science" of language pedagogy is coming to be more and more realistically recognized as an "interdisciplinary" operational system that needs the clarifying contributions of no less than 30 different sciences, as Titone (1964, 1966, 1988) has repeatedly shown. Moreover, empirical research ought to be combined with theoretical speculation, as is indeed suggested in the present work.