Explored the role of interlingual influence in adult second language learning, analyzed its theoretical model, specific manifestations, and teaching research. The impact of native language on second language learning and the counteraction of second language on native language were demonstrated through examples. Discussed the content, features, and inspirations for readers of K. McManus' monograph 'Interlingual Influence and Second Language Learning'.

1. Content Introduction

This book consists of five chapters, with the first and last chapters being the introduction and conclusion, and the middle three chapters being the main body. Chapter One introduces the perspectives of language and second language acquisition, emphasizing the role of functionalist language perspectives and universal cognitive mechanisms in second language learning, and proposing important terms such as prior knowledge and experience, transfer, and cross linguistic relationships. Chapter 2 provides an overview of four usage based language acquisition theory models, including the Unified Competition Model, the Connection Cognition CREED Model, the Processing Determinism Model, and the Inhibition Processing Model, discussing their theoretical foundations and predictions for second language learning. Chapter 3 summarizes the manifestations of interlingual influence in terms of morphology, syntax, vocabulary, and phonology, including the positive influence of the mother tongue on the second language and the negative influence of the second language on the mother tongue. Chapter 4 reviews teaching research, discusses the role of explicit teaching in overcoming second language learning difficulties, summarizes teaching methods and research findings in morphology, syntax, vocabulary, and phonology. Chapter 5 reflects on the viewpoints of the entire book, pointing out that the core of second language learning is experience driven transfer, and proposing future research directions, including considering mother tongue use, conducting diachronic research, and focusing on the relationship between general cognition and language learning.

2. Brief evaluation

The three characteristics of the book "Interlingual Influence and Second Language Learning" were emphasized: firstly, from the perspective of functional linguistics, the theoretical, empirical research, and teaching interventions of interlingual influence were systematically explored, and the three were interrelated and supportive; Secondly, when introducing and evaluating previous research, the author not only summarized but also conducted critical analysis, pointing out the shortcomings of the study. For example, Dussias u0026 Sagarra (2007) and Kroll et al. (2002) proposed to strengthen longitudinal research after their research, as well as criticizing the comparability of data in Kartushina u0026 Frauenfelder's (2014) study; Finally, the author adopts a point by point approach to explore in depth by selecting representative studies, enabling readers to fully understand the research content and design. Through reading, readers can gain inspiration from theoretical perspectives, improve research methods, broaden research content, and overcome negative interlingual influences in teaching, thereby improving second language learning efficiency.