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MORPHOLOGY NOW . Mark Aronoff (Ed.). Albany, NY: State University of New York Press, 1992. Pp. xi + 227. $19.95 paper.

Nearly all the papers (at least 90% of them) represent a high scholarly level, are based on solid empirical and/or theoretical research, and are certainly worth reading. The variety and richness of the content may seem chaotic at first glance, perhaps even more so as the authors represent different approaches to and different conceptualizations of second language acquisition. There is a common denominator, however; namely, a very critical approach (following the best European tradition of courteous and carefully justified criticism) to certain generally accepted and important "truths" of second language acquisition, related to such issues as Universal Grammar (UG), the role of the LI, variability in L2 learner's language, individual differences among learners, and the role of instruction. Concerning the value of the UG model for second language acquisition research, several authors in the volume (Lalleman, Kettemann) demonstrate that preexisting knowledge is not the answer to second language acquisition processes and that input analysis reveals some factors (frequency being probably the most essential one) that sufficiently explain the processes of rule formation in the L2. With regard to the learner's LI, all the authors in the volume dealing with this issue confirm that the LI is indeed a powerful factor in the second language acquisition process, which alone makes this process different in many important respects from first language acquisition. LI influence is shown here as fairly straightforward transfer of formal, semantic, and pragmatic features (Georgieva, Havranek), as a complex interplay of Ll-derived and L2-inherent properties (Bohn, Grosser), and as avoidance, underrepresentation, and overrepresentation of particular L2 items (Fujii, Sjoholm, Viberg). The commonly held notions of interlanguage variability also come under attack by several writers in the volume. As their studies show, there is much more intraand interlearner variability than has been hitherto assumed so that the notion of developmental stages may be seriously weakened (Havranek). The "traditional" explanations of variability related to linguistic and sociolinguistic contexts seem to be insufficient to account for the empirical data (Havranek, Dewaele), and it appears that variability itself can be variable in the sense that there is more of it in certain stages of L2 development than in others (Wieden). It also seems that individual abilities and differences in learning styles and strategies account much more for differential success in second language acquisition than many contemporary researchers would be willing to admit (Havranek, Gerganov, Rangelova). Finally, it is worth noting that several writers take a resolute stand against the "instruction makes no difference" theory and claim that systematic and carefully planned teaching of grammar can considerably accelerate and streamline the process of classroom second language acquisition—provided such teaching follows the new communicative methodology, best exemplified by the notional approach to instruction in the area of L2 grammar (Newby, Schwaner).