Journal articles: 'Reading teachers – Hawaii' – Grafiati (2024)

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AbstractChuukese students and parents in Hawaii were interviewed about differences between schools in Hawaii and Chuuk, aspects of schooling in Hawaii that affected adjustment and suggestions for increasing Chuukese family involvement. Differences between schools in Hawaii and Chuuk included availability of materials, different expectations for teachers and students, lack of English language instruction in Chuuk and variable reading background or preparation. Barriers to adjustment to Hawaii schools included limited English proficiency, peer pressure, teachers' negative expectations or prejudice about Micronesian students and ethnic conflicts. Suggestions to facilitate family involvement and make schools more inviting included providing sports clubs for Micronesian students, opportunities for Micronesian students to share about their culture with other students and providing translators at parent–teacher meetings.

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Background: Previous research suggests that overweight/obese children entering schools in Hawaii are more likely to live in communities with higher proportions of families with low educational attainment, higher poverty, unemployment and government assistance. Purpose: Although studies have highlighted the association between neighborhood structural factors and childhood overweight/obesity, any role between childhood overweight/obesity and educational performance factors remains unclear. Methods: Hawaii public school data were obtained, specifically (1) the proportion of students in 2007-2008 who were overweight/obese (among 12,823 students between ages 4-5 who entered 204 public elementary schools at that time) and (2) average school performance scores on educational performance indicators (math and reading proficiency, school performance, and parent, student and teacher satisfaction (positive responses on school quality indicators). Information for each school was entered into a database and correlational analyses were conducted. Results: Overall school performance scores were moderately correlated with proportion of overweight and obese students (Pearson’s r=.507, p

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Culturally responsive instruction aims to promote the academic success of young children of diverse backgrounds, closing the achievement gap that typically exists between these children and their mainstream peers. Culturally responsive instruction is illustrated here through science lessons taught to young Hawaiian children around themes based on plants and the water cycle. Such place-based education provides a framework for building on the knowledge young children bring from the home and connecting them to the ways of their ancestors. Teachers seek to introduce themes in an engaging manner, including hands-on activities with artifacts and the reading aloud of literature.

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Abstrak Abad industri yang disangga dengan teknologi yang semakin berkembang dan semakin canggih menuntut dukungan budaya semakin berkembang pula, begitu juga dengan budaya membaca tidak kalah penting dengan budaya–budaya lainya. Budaya baca harus menjadi kebutuhan, kegemaran dan kebiasaan. Untuk menyikapi tuntutan–tuntutan tersebut melahirkan polemik internal yang membolehkan mengajarkan membaca bagi anak usia dini dan yang tidak membolehkan karena hawatir menjadi tekanan atau pemaksaan bagi anak. Penulisan artikel ini bertujuan membuka wawasan bagi para orang tua/pendidik untuk memahami bagaimana mengajar anak membaca sesuai dengan karakteristi dan perkembangannya dimana hal ini tidak menjadi polemik lagi di masyarakat. Dilapangan sudah banyak metode-metode membaca yang menarik bagi anak, dengan demikian ini tugas para pendidik baik orang tua maupun guru untuk memilih atau menciptakan metode yang tepat bagi anak usia dini, tentunya yang tidak membebani. Jadi Pada dasarnya mengajarkan membaca bagi anak usia dini itu boleh-boleh saja asalkan dengan metode yang sesuai dengan perkembangannya dimana anak diperkenalkan dengan berbagai hurup yang menarik sehingga menimbulkan rasa penasaran dan keingin tahuan. Dengan demikiann menanamkan kemampuan membaca itu penting, karena membaca bagian dari perkembangan bahasa bagi anak usia dini. Kata kunci: Anak Usia Dini; Membaca; Metode. Abstract Industrial century that propped up by increasing and sophisticated technology demands culture support more increasing too, similarly with cultural reading doesn’t less important more than another cultures. Reading culture have to be a necessity, a hobby and a habit. To answer that demands appears internal polemic that give permission to teaching reading for young learner and who doesn’t because they worry it will be a burden or an exertion for children. This essay aims to open perception for parents and teachers to understand how to teach reading for young learner appropriate with their characteristic and their growing up where this problem not become a polemic again in society. Many interesting reading methods for children found, so it become educators’ duty, both parents and teachers to choose or create an appropriate method for young learner, of course which not become a burden for them. Thus, basically teaching reading for young learner is permitted provided that using appropriate method which suitable for their growing up where children intoduced with interesting letters with the result that will be increase their anxious and curiosity. Therefore, implant reading ability is important, because reading ability is part of language improvement for young learner. Keywords: Early Childhood; Reading; Methods

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O constante e crescente uso de ferramentas digitais no ensino de línguas tem (re)significado a prática de professores (DOOLY; SADLER, 2016). Do mesmo modo, esse fenômeno tem influenciado campos de pesquisa na área da Linguística Aplicada como, por exemplo, processos de ensino e aprendizagem, que focam em affordances promovidas pelo uso de ferramentas digitais em aulas de língua inglesa (DOOLY; SADLER, 2016; RAMA et al, 2012; SILVA, 2015; TOUR, 2015). Este trabalho, de natureza teórico-prática, visa a aproximar conceitos de Leitura Crítica (SCOTT, 1988) e Letramento Crítico (LANKSHEAR; KNOBEL, 1997; SINGH; MORAN, 1997) do Letramento Digital (DOOLY; SADLER, 2016). Após advogar o uso de ferramentas digitais para a leitura e transformação da realidade social, apresenta-se uma proposta didática que materializa tais conceitos teóricos. Referências:AGUDELO, O. L.; SALINAS, J. Flexible Learning Itineraries Based on Conceptual Maps. 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07–562Al-Jarf, Reima Sado (King Saud U, Saudi Arabia; reima2000_sa@yahoo.com), Processing of advertisem*nts by EFL college students. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 132–140.07–563Alkire, Scott (San Jose State U, California, USA; scott.alkire@sjsu.edu) & Andrew Alkire, Teaching literature in the Muslim world: A bicultural approach. TESL-EJ (http://www.tesl-ej.org) 10.4 (2007), 13 pp.07–564Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu), Seeking acceptance in an English-only research world. Journal of Second Language Writing (Elsevier) 16.1 (2007), 1–22.07–565Bell, Joyce (Curtin U, Australia; Joyce.Bell@curtin.edu.au), Reading practices: Postgraduate Thai student perceptions. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 51–68.07–566Bndaka, Eleni (ebintaka@sch.gr), Using newspaper articles to develop students' reading skills in senior high school. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 166–175.07–567Coiro, Julie & Elizabeth Dobler, Exploring the online reading comprehension strategies used by sixth-grade skilled readers to search for and locate information on the Internet. Reading Research Quarterly (International Reading Association) 42.2 (2007), 214–257.07–568Cole, Simon (Daito Bunka U, Japan), Consciousness-raising and task-based learning in writing. The Language Teacher (Japan Association for Language Teaching) 31.1 (2007), 3–8.07–569Commeyras, Michelle & Hellen N. Inyega, An Integrative review of teaching reading in Kenyan primary schools. Reading Research Quarterly (International Reading Association) 42.2 (2007), 258–281.07–570Compton-Lilly, Catherine (U Wisconsin–Madison, USA), The complexities of reading capital in two Puerto Rican families. Reading Research Quarterly (International Reading Association) 42.1 (2007), 72–98.07–571Duffy, John (U Notre Dame, Notre Dame, USA), Recalling the letter: The uses of oral testimony in historical studies of literacy. Written Communication (Sage) 24.1 (2007), 84–107.07–572Dyehouse, Jeremiah (U Rhode Island, USA), Knowledge consolidation analysis: Toward a methodology for studying the role of argument in technology development. Written Communication (Sage) 24.2 (2007), 111–139.07–573Godley, Amanda J., Brian D. Carpenter (U Pittsburgh, USA) & Cynthia A. Werner, ‘I'll speak in proper slang’: Language ideologies in a daily editing activity. Reading Research Quarterly (International Reading Association) 42.1 (2007), 100–131.07–574Guénette, Danielle (U du Québec, Canada; guenette.daniele@uqam.ca), Is feedback pedagogically correct? Research design issues in studies of feedback on writing. Journal of Second Language Writing (Elsevier) 16.1 (2007), 40–53.07–575Gutiérrez-Palma, Nicolás (U de Jaén, Spain; ngpalma@ujaen.es) & Alfonso Palma Reves (U Granada, Spain), Stress sensitivity and reading performance in Spanish: A study with children. Journal of Research in Reading (Blackwell) 30.2 (2007), 157–168.07–576Hu, Guangwei (Nanyang Technical U, Singapore; guangwei.hu@nie.edu.sg), Developing an EAP writing course for Chinese ESL students. RELC Journal (Sage) 38.1 (2007), 67–86.07–577Hunt, George (U Edinburgh, UK; george.hunt@ed.ac.uk), Failure to thrive? The community literacy strand of the Additive Bilingual Project at an Eastern Cape community school, South Africa. Journal of Research in Reading (Blackwell) 30.1 (2007), 80–96.07–578Jiang, Xiangying & William Grabe (Northern Arizona U, USA), Graphic organizers in reading instruction: Research findings and issues. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 34–55.07–579Jin Bang, Hee & Cecilia Guanfang Zhao (New York U, USA; heejin.bang@nyu.edu), Reading strategies used by advanced Korean and Chinese ESL graduate students: A case study. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 30–50.07–580Keshavarz, Mohammad Hossein, Mahmoud Reza Atai (Tarbiat Moallem U, Iran) & Hossein Ahmadi, Content schemata, linguistic simplification, and EFL readers' comprehension and recall. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 19–33.07–581Kirkgöz, Yasemin (Çukurova U, Turkey; ykirkgoz@cu.edu.tr), Designing a corpus based English reading course for academic purposes. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 281–298.07–582Kolić-Vehovec, Svjetlana & Iqor Bajšanski (U Rijeka, Crotia; skolic@ffri.hr), Comprehension monitoring and reading comprehension in bilingual students. Journal of Research in Reading (Blackwell) 30.2 (2007), 198–211.07–583Li, Yongyan, Apprentice scholarly writing in a community of practice: An intraview of an NNES graduate student writing a research article. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 55–79.07–584Marianne (Victoria U Wellington, New Zealand; m.marianne@vuw.ac.nz), A comparative analysis of racism in the original and modified texts ofThe Cay. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 56–68.07–585Marsh, Charles (U Kansas, Lawrence, USA), Aristotelian causal analysis and creativity in copywriting: Toward a rapprochement between rhetoric and advertising. Written Communication (Sage) 24.2 (2007), 168–187.07–586Mellard, Daryl, Margaret Becker Patterson & Sara Prewett, Reading practices among adult education participants. Reading Research Quarterly (International Reading Association) 42.2 (2007), 188–213.07–587Mishra, Ranjita (U London, UK) & Rhona Stainthorp, The relationship between phonological awareness and word reading accuracy in Oriya and English: A study of Oriya-speaking fifth-graders. Journal of Research in Reading (Blackwell) 30.1 (2007), 23–37.07–588Naq, Sonali (The Promise Foundation, India; sonalinag@t-p-f.org), Early reading in Kannada: The pace of acquisition of orthographic knowledge and phonemic awareness. Journal of Research in Reading (Blackwell) 30.1 (2007), 7–22.07–589Pretorius, Elizabeth & Deborah Maphoko Mampuru (U South Africa, South Africa; pretoej@unisa.ac.za), Playing football without a ball: Language, reading and academic performance in a high-poverty school. Journal of Research in Reading (Blackwell) 30.1 (2007), 38–58.07–590Pulido, Diana (Michigan State U, USA), The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading. Applied Linguistics (Oxford University Press) 28.1 (2007), 66–86.07–591Purcell-Gates, Victoria (U British Columbia, Canada), Neil K. Duke & Joseph A. Martineau, Learning to read and write genre-specific text: Roles of authentic experience and explicit teaching. Reading Research Quarterly (International Reading Association) 42.1 (2007), 8–45.07–592Rahimi, Mohammad (Shiraz U, Iran; mrahimy@gmail.com), L2 reading comprehension test in the Persian context: Language of presentation as a test method facet. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 151–165.07–593Rao, Zhenhui (Jiangxi Normal U, China; rao5510@yahoo.com), Training in brainstorming and developing writing skills. ELT Journal (Oxford University Press) 61.2 (2007), 100–106.07–594Ravid, Dorit & Yael Epel Mashraki (Tel Aviv U, Israel; doritr@post.tau.ac.il), Prosodic reading, reading comprehension and morphological skills in Hebrew-speaking fourth graders. Journal of Research in Reading (Blackwell) 30.2 (2007), 140–156.07–595Rosary, Lalik (Virginia Polytechnic Institute and State, USA) & Kimberly L. Oliver, Differences and tensions in implementing a pedagogy of critical literacy with adolescent girls. Reading Research Quarterly (International Reading Association) 42.1 (2007), 46–70.07–596Suzuki, Akio (Josai U, Japan), Differences in reading strategies employed by students constructing graphic organizers and students producing summaries in EFL reading. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 177–196.07–597Takase, Atsuko (Osaka International U, Japan; atsukot@jttk.zaq.ne.jp), Japanese high school students' motivation for extensive L2 reading. Reading in a Foreign Language (U Hawaii, HI, USA) 19.1 (2007), 1–18.07–598Tanaka, Hiroya & Paul Stapleton (Hokkaido U, Japan; higoezo@ybb.ne.jp), Increasing reading input in Japanese high school EFL classrooms: An empirical study exploring the efficacy of extensive reading. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 115–131.07–599Weinstein, Susan (Louisiana State U, Baton Rouge, USA), Pregnancy, pimps, and ‘clichèd love things’: Writing through gender and sexuality. Written Communication (Sage) 24.1 (2007), 28–48.07–600Williams, Eddie (U Bangor, UK; eddie.williams@bangor.ac.uk), Extensive reading in Malawi: Inadequate implementation or inappropriate innovation?Journal of Research in Reading (Blackwell) 30.1 (2007), 59–79.07–601Yamash*ta, Junko, The relationship of reading attitudes between L1 and L2: An investigation of adult EFL learners in Japan. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 81–105.07–602Yi, Youngjoo (U Alabama, USA; yyi@ua.edu), Engaging literacy: A biliterate student's composing practices beyond school. Journal of Second Language Writing (Elsevier) 16.1 (2007), 23–39.07–603Zhu, Yunxia (U Queensland, New Zealand; zyunxia@unitec.ac.nz), Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.3 (2006), 265–285.

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06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility. Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381.06–23Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48.06–24Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn), Language learning edutainment: Mixing motives in digital resources. RELC Journal (Sage) 36.3 (2005), 311–339.06–25Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy. Language and Education (Multilingual Matters) 19.6 (2005), 467–482.06–26Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86.06–27Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects, Language and Speech (Kingston Press) 47.3 (2004), 207–239.06–28Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior. Language Learning (Blackwell) 55.4 (2005), 613–659.06–29Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222.06–30Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg), Listening to Estuary English in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440.06–31Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357.06–32Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education (Multilingual Matters) 19.6 (2005), 496–512.06–33Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430.06–34Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program. The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9.06–35Gass, Susan (Michigan State U, USA; gass@msu.edu), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings. Language Learning (Blackwell) 55.4 (2005), 575–611.06–36Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512.06–37Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology. International Journal of Educational Research (Elsevier) 41.6 (2004), 445–465.06–38Golombek, Paula & Stefanie Jordan (The Pennsylvania State U, USA), Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 513–534.06–39Green, Christopher (Hong Kong Polytechnic U, Hong Kong, China; egchrisg@polyu.edu.hk), Integrating extensive reading in the task-based curriculum. ELT Journal (Oxford University Press) 59.4 (2005), 306–311.06–40Hardison, Debra M. (Michigan State U, USA; hardiso2@msu.edu), Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 579–596.06–41Harwood, Nigel (U Essex, UK; nharwood@essex.ac.uk), ‘We do not seem to have a theory … the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing. Applied Linguistics (Oxford University Press) 26.3 (2005), 343–375.06–42Hauser, Eric (U Electro-Communications, Japan), Coding ‘corrective recasts’: The maintenance of meaning and more fundamental problems. Applied Linguistics (Oxford University Press) 26.3 (2005), 293–316.06–43Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu), Differences in language skills: Heritage language learner subgroups and foreign language learners. The Modern Language Journal (Blackwell) 89.4 (2005), 563–581.06–44Koprowski, Mark (markkoprowski@yahoo.com), Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal (Oxford University Press) 59.4 (2005), 322–332.06–45LaFrance, Adéle (U Toronto, Canada; alafrance@oise.utoronto.ca) & Alexandra Gottardo, A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 559–578.06–46Nassaji, Hossein (U Victoria, Canada), Input modality and remembering name-referent associations in vocabulary learning. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.1 (2004), 39–55.06–47Nguyen, Hanh Thi (Hawaii Pacific U, USA; htnguyen@hawaii.edu) & Guy Kellogg, Emergent identities in on-line discussions for second language learning. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 111–136.06–48Norton, Julie (U Leicester, UK; jen7@le.ac.uk), The paired format in the Cambridge Speaking Tests. ELT Journal (Oxford University Press) 59.4 (2005), 287–297.06–49North, Sarah (The Open U, UK), Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics (Oxford University Press) 26.3 (2005), 431–452.06–50Nunan, David (U Hong Kong, China), Styles and strategies in the language classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 9–11.06–51Paribakht, T. Sima (U Ottawa, Canada; paribakh@uottawa.ca), The influence of first language lexicalization on second language lexical inferencing: A study of Farsi-speaking learners of English as a foreign language. Language Learning (Blackwell) 55.4 (2005), 701–748.06–52Potts, Diana (U British Columbia, Canada; djpotts7@hotmail.com), Pedagogy, purpose, and the second language learner in on-line communities. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 137–160.06–53Pretorius, Elizabeth J. 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Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.2 (2004), 117–138.06–61Spiliotopoulus, Valia (U Toronto, Canada; valia.spiliotopoulos@ubc.ca) & Stephen Carey, Investigating the role of identity in writing using electronic bulletin boards. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 87–109.06–62Sueyoshi, Ayano (Michigan State U, USA; hardiso2@msu.edu) & Debra M. Hardison, The role of gestures and facial cues in second language listening comprehension. Language Learning (Blackwell) 55.4 (2005), 661–699.06–63Taguchi, Naoko (Carnegie Mellon U, USA; taguchi@andrew.cmu.edu), Comprehending implied meaning in English as a foreign language. The Modern Language Journal (Blackwell) 89.4 (2005), 543–562.06–64Taillefer, Gail F. (Université Toulouse I Sciences Sociales, France; gail.taillefer@univ-tlse1.fr), Foreign language reading and study abroad: Cross-cultural and cross-linguistic questions. The Modern Language Journal (Blackwell) 89.4 (2005), 503–528.06–65Tani-f*ckuchi, Naoko (Kwansei Gakuin U, Japan), Japanese learner psychology and assessment of affect in foreign language study. The Language Teacher (Japan Association for Language Teaching) 29.4 (2005), 3–9.06–66Tani-f*ckuchi, Naoko (Kwansei Gakuin U, Hyogo, Japan) & Robin Sakamoto, Affective dimensions of the Japanese foreign language learner: Implications for psychological learner development in Japan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.4 (2005), 333–350.06–67Thoms, Joshua (U Iowa, USA; joshua_thomas@uiowa.edu), Jianling Liao & Anja Szustak, The use of L1 in an L2 on-line chat activity. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 161–182.06–68Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu), The selective marking of past tense: Insights from Indian learners of English. 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Language and Education (Multilingual Matters) 19.6 (2005), 513–536.06–72Warga, Muriel (Karl Franzens U, Graz, Austria), ‘Je serais très merciable’: Formulaic vs. creatively produced speech in learners' request closings. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 67–94.

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03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: aviezer@research.haifa.ac.il). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. Hong Kong Journal of Applied Linguistics. (Hong Kong, China), 7, 2 (2002), 1–19.03–442 Brantmeier, Cindy (Washington U., USA). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 1–27.03–443 Cameron, L. (University of Leeds, UK; Email: L.J.Cameron@education.leeds.ac.uk). Challenges for ELT from the expansion in teaching children. ELT Journal, 57, 2 (2003), 105–112.03–444 Carter, Beverley-Anne (University of the West Indies, Trinidad and Tobago). Helping learners come of age: learner autonomy in a Caribbean context. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 20–38.03–445 Cenos, Jasone (U. del País Vasco, Vitoria-Gasteiz, Spain; Email: fipceirj@vc.ehu.es). Facteurs déterminant l'acquisition d'une L3: âge, développement cognitive et milieu. [Factors determining the acquisition of an L3: age, cognitive development and environment.] Aile 18, 2002, 37–51.03–446 Chini, Danielle (Université de Pau et des Pays de l'Adour, France). La situation d'apprentissage: d'un lieu externe à un espace interne. [Learning situation: from external to internal space.] Anglais de Specialité37–38 (2002), 95–108.03–447 Condon, Nora and Kelly, Peter (U. Namur, Belgium). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs?ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 205–231.03–448 Crawford Camiciottoli, Belinda (Florence U., Italy). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 28–44.03–449 Dykstra-Pruim, Pennylyn (Calvin College, Michigan, USA). Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate. Foreign Language Annals (New York, USA), 36, 1 (2003), 66–75.03–450 Giguère, Jacinthe, Giasson, Jocelyne and Simard, Claude (Université Laval, Canada; Email: jacinthegiguere@hotmail.com). Les relations entre la lecture et l'écriture: Représentations d'élèves de différents niveaux scolaires et de différents niveaux d'habilité. [Relationships between reading and writing: The perceptions of students of different grade levels and different ability levels.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 23–50.03–451 Gregersen, Tammy S. (Northern Iowa U., USA). To Err is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals (New York, USA), 36, 1 (2003), 25–32.03–452 Haznedar, Belma (Bounaziçi U., Turkey; Email: haznedab@boun.edu.tr). The status of functional categories in child second language acquisition: evidence from the acquisition of CP.Second Language Research (London, UK), 19, 1 (2003), 1–41.03–453 Hesling, Isabelle (Université Victor Segalen Bordeaux 2, France). L'hémisphère cérébral droit: un atout en anglais de spécialité. [The right brain hemisphere: an advantage in specialised English.] Anglais de Specialité, 37–38 (2002), 121–140.03–454 Hilton, Heather (Université de Savoie). Modèles de l'acquisition lexicale en L2: où en sommes-nous? [Models of lexical acquisition for L2: where are we?] Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 201–217.03–455 Iwash*ta, Noriko (Melbourne U., Australia; Email: norikoi@unimelb.edu.au). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 1–36.03–456 Johnson, Sharon P. and English, Kathryn (Virginia State U., USA). Images, myths, and realities across cultures. The French Review (Carbondale, IL, USA), 76, 3 (2003), 492–505.03–457 Kobayashi, Masaki (U. of British Columbia, Canada). The role of peer support in ESL students' accomplishment of oral academic tasks. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 3 (2003), 337–368.03–458 Lam, Agnes (University of Hong Kong). Language policy and learning experience in China: Six case histories. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 57–72.03–459 Laufer, Batia (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 4 (2003), 567–587.03–460 Lavoie, Natalie (Université du Québec à Rimouski, Email: natalie_lavoie@uqar.qc.ca). Les conceptions des parents de scripteurs débutants relativement à l'apprentissage de l'écriture. [The perceptions of beginner writers' parents relating to the process of learning to write.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 51–64.03–461 Leeman, Jennifer (George Mason U., Fairfax, USA; Email: jleeman@gmu.edu). Recasts and second language development: beyond negative evidence. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 37–63.03–462 Loucky, John Paul (Seinan Women's U., Japan) Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL (Cambridge, UK), 14, 2 (2002), 293–312.03–463 MacIntyre, Peter D. (U. College of Cape Breton, Sydney, Canada; Email: petermacintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A. Talking in order to learn: willingness to communicate and intensive language programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59, 4 (2003), 589–607.03–464 McAlpine, Janice and Myles, Johanne (Queens U., Ontario, Canada; Email: jm27@post.queensu.ca). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System (Oxford, UK), 31, 1 (2003), 71–84.03–465 Mennim, P. (The University of Edinburgh, Scotland, UK). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57, 2 (2003), 130–138.03–466 Muñoz, Carmen (U. of Barcelona, Spain; Email: munoz@fil.ub.es). Le rythme d'acquisition des savoirs communicationnels chez des apprenants guidés: l'influence de l'âge. [Patterns of acquisition of communication skills in guided learning: the influence of age.] Aile, 18 (2002), 53–77.03–467 Newcombe, Lynda Pritchard (Cardiff University, Wales, UK). “A tough hill to climb alone” – Welsh learners speak. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 39–56.03–468 Newman, Michael, Trenchs-Parera, Mireia and Pujol, Mercè (CUNY, USA; Email: mnewman@qc.edu). Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 45–71.03–469 Nsangou, Maryse. Problemursachen und Problemlösung in der zweitsprachlichen Kommunikation. [Problems in L2 communication: causes and solutions.] Deutsch als Fremdsprache, 39, 4 (2002), 232–237.03–470 O'Grady, William (U. of Hawaii, USA; Email: ogrady@hawaii.edu) and Yamash*ta, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011–1019.03–471 Payne, J. Scott (Middlebury College, USA) and Whitney, Paul J. Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal (Texas, USA), 20, 1 (2002), 7–32.03–472 Pekarek Doehler, Simona (U. of Basle, Switzerland). Situer l'acquisition des langues secondes dans les activités sociales: l'apport d'une perspective interactionniste. [Second-language acquisition through social activities: an interactionist perspective.] Babylonia (Comano, Switzerland), 4 (2002), 24–29.03–473 Philp, Jenefer (U. of Tasmania, Australia; Email: philos@tassie.net.au). Constraints on “noticing the gap”. Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 99–126.03–474 Prévost, Philippe (U. Laval, Québec, Canada; Email: philippe.prevost@lli.ulaval.ca). Truncation and missing inflection in initial child L2 German. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 65–97.03–475 Pujolá, Joan-Tomás (Universitat de Barcelona, Spain). 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Semantic evidence for functional categories in interlanguage grammars. Second Language Research (London, UK), 19, 1 (2003), 42–75.03–484 Soboleva, Olga and Tronenko, Natalia (LSE, UK; Email: O.Sobolev@lse.ac.uk). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning (Lisse, NE), 15, 5 (2002), 483–499.03–485 Stockwell, Glenn (Kumamoto Gakuen U., Japan) and Harrington, Michael. The Incidental Development of L2 Proficiency in NS-NNS E-mail Interactions. CALICO Journal (Texas, USA), 20, 2 (2003), 337–359.03–486 Van de Craats, Ineke (Nijmegen U., Netherlands). The role of the mother tongue in second language learning. Babylonia (Comano, Switzerland), 4 (2002), 19–22.03–487 Vidal, K. (U. Autonoma de Madrid, Spain). Academic Listening: A Source of Vocabulary Acquisition?Applied Linguistics, 24, 1 (2003), 56–89.03–488 Wakabayashi, Shigenori (Gunma Prefectural Women's U., Japan; Email: waka@gpwu.ac.jp). Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research. Second Language Research (London, UK), 19, 1 (2003), 76–94.03–489 Ward, Monica (Dublin City U., Ireland). Reusable XML technologies and the development of language learning materials. ReCALL (Cambridge, UK), 14, 2 (2002), 283–92.03–490 Wendt, Michael (U. Bremen, Germany; Email: inform@uni-bremen.de). Context, culture, and construction: research implications of theory formation in foreign language methodology. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 284–297.03–491 Wernsing, Armin Volkmar (Maria-Sybilla-Merian-Gymnasium/Studienseminar, Krefeld, Germany). Über die Zuversicht und andere Emotionen beim Fremdsprachenlernen. 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06–73Al-Sa'Di, Rami A. & Jihad M. Hamdan (U Jordan, Amman, Jordan; enigma_1g@yahoo.co.uk), ‘Synchronous online chat’ English: Computer-mediated communication. World Englishes (Blackwell) 24.4 (2005), 409–424.06–74Bitchener, John, Stuart Young & Denise Cameron (Auckland, New Zealand), The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing (Elsevier) 14.3 (2005), 191–205.06–75Blevins, Wiley (Scholastic Inc., USA), The importance of reading fluency and the English language learner. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 13–16.06–76Brown, Annie (U Melbourne, Australia; a.brown@unimelb.edu.au), Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing (Elsevier) 10.3 (2005), 174–191.06–77Claridge, Gillian (International Pacific College, New Zealand), Simplification in graded readers: Measuring the authenticity of graded texts. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii) 17.2 (2005), 144–159.06–78Eriksson, Katarina & Karin Aronsson (U Linköping, Sweden), ‘We're really lucky’: Co-creating ‘us’ and the ‘other’ in school booktalk. Discourse & Society (Sage) 16.5 (2005), 719–738.06–79Ferenz, Orna (Bar Ilan U, Ramat Gan, Israel; ferenzo@mail.biu.ac.il), EFL writers' social networks: Impact on advanced academic literacy development. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 339–35106–80Fowle, Clyde (Macmillan Education, East Asia), Simply read-Introducing reading for pleasure. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 20–22.06–81Hee Ko, Myong (Seoul National U, Korea; myongheeko@yahoo.co.kr), Glosses, comprehension, and strategy use. 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Discourse Processes (Lawrence Erlbaum) 40.3 (2005), 239–257.06–86Kimball, Miles (Texas Technical U, USA), Database e-portfolio systems: A critical appraisal. Computers and Composition (Elsevier) 22.4 (2005), 434–458.06–87Krekeler, Christian (Konstanz U of Applied Sciences, Germany), Language for special academic purposes (LSAP) testing: The effect of background knowledge revisited. Language Testing (Hodder Arnold) 23.1 (2006), 99–130.06–88Lillis, Theresa (The Open U, UK) & Mary Jane Curry, Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts.Written Communication (Sage) 23.1 (2006), 3–35.06–89Martínez, Iliana A. (Universidad Nacional de Rio Cuarto, Argentina), Native and non-native writers' use of first person pronouns in the different sections of biology research articles in English. Journal of Second Language Writing (Elsevier) 14.3 (2005), 174–190.06–90Pavri, Shireen (California State U, USA), Johnell Bentz, Janetta Fleming Bradley & Laurie Corso, ‘Me amo leer’ reading experiences in a central Illinois summer migrant education programme. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 154–163.06–91Reinheimer, David A. (Southeast Missouri State U, USA; dreinheimer@semo.edu), Teaching composition online: Whose side is time on?Computers and Composition (Elsevier) 22.4 (2005), 459–470.06–92Rott, Susanne (U Illinois at Chicago, USA), Processing glosses: A qualitative exploration of how form–meaning connections are established and strengthened. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii), 17.2 (2005), 95–124.06–93Salmeron, Ladislao (U Granada, Spain), Jose J. Canas, Walter Kintsch & Immaculada Fajardo, Reading strategies and hypertext comprehension. 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(DePaul U, USA; ctardy@depaul.edu), ‘It's like a story’: Rhetorical knowledge development in advanced academic literacy. Journal of English for Academic Purposes (Elsevier) 4.4 (2005), 325–338.06–99Taylor, Alison (U the West of England, UK), Elisabeth Lazarus & Ruth Cole, Putting languages on the (drop down) menu: Innovative writing frames in modern foreign language teaching. Educational Review (Routledge/Taylor & Francis) 57.4 (2005), 435–455.06–100Tetsuhito, Shizuka, Takeuchi, Osamu, Yashima, Tomoko & Yoshizawa, Kiyomi (Kansai U, Japan), A comparison of three- and four-option English tests for university entrance selection purposes in Japan. Language Testing (Hodder Arnold) 23.1 (2006), 35–57.06–101Thomas, Sue (De Montfort U, UK), Narratives of digital life at the trAce online writing centre. 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04–517Armand, Françoise (U. de Montréal, Canada; Email: Francoise.Armand@umontreal.ca), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: t22035@cc.ntnu.edu.tw). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: jongtm@fsw.leidenuniv.nl). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.04–520Dunsmuir, Sandra (U. College London, UK; Email: s.dunsmuir@ucl.ac.uk) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: k.hyland@ioe.ac.uk). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.04–526Joh, Jeongsoon (Konkuk U., Korea; Email: johjs@konkuk.ac.kr). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.04–527Lee, Icy (Hong Kong Baptist U., China; Email: icylee@hkbu.edu.hk). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.04–530Moore, Tim (Monash U., Australia; Email: tim.moore@celts.monash.edu.au) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: taguchi@ic.daito.ac.jp), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: yoon.98@osu.edu). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

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04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.04–65Beard, Roger (Leeds U., UK; Email: R.F.Beard@education.leeds.ac.uk). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: monique.bournot-trites@ubc.ca). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.04–69Jarvis, Scott (Ohio University, USA; Email: Jarvis@ohio.edu), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: Anne.Vandeventer@lettres.unige.ch). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.04–72Pecorari, Diane (Stockholm University, Sweden; Email: Diane.Pecorari@English.su.se). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: ling.shi@ubc.ca). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.04–75Stuart, Morag (U. of London; Email: m.stuart@ioe.ac.uk). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.04–76Stuart, Morag (U. of London, UK; Email: m.stuart@ioe.ac.uk), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: vanpoel@uia.ua.ac.be). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.04–79Wang, Lurong (University of Toronto, Canada; Email: lwang@oise.utoronto.ca). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: d.wyse@livijm.ac.uk). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 37–55.05–280Guillot, Marie-Noëlle (U of East Anglia, UK), Il y a des gens qui disent que…‘there are people who say that…’. Beyond grammatical accuracy in FL learners' writing: issues of non-nativeness. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 109–128.05–281Haan, Pieter de (p.dehaan@let.ru.nl) & Kees van Esch, The development of writing in English and Spanish as foreign languages. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 100–116.04–282Hitosugi, Claire Ikumi & Richard R. Day (U of Hawaii, Manoa, USA), Extensive reading in Japanese. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 21–39.05–283Hunt, Alan (Kansai U, Osaka, Japan) & David Beglar, A framework for developing EFL reading vocabulary. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 23–59.05–284Jackson, Sue & Susan Gee (Victoria U of Wellington, New Zealand; sue.jackson@vuw.ac.nz), ‘Look Janet’, ‘No you look John’: constructions of gender in early school reader illustrations across 50 years. Gender and Education (Abingdon, UK) 17.2 (2005), 115–128.05–285Kaplan, B. Robert (U of Southern California, USA) & Richard B. Baldauf, Jr., Editing contributed scholarly articles from a language management perspective. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 47–62.05–286Keen, John (Manchester U, UK; john.keen@man.ac.uk), Sentence-combining and redrafting processes in the writing of secondary school students in the UK. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 81–97.05–287Liu, Lu (Purdue U, USA), Rhetorical education through writing instruction across cultures: a comparative analysis of select online instructional materials on argumentative writing. 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07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. 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Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. 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04–01Asraf, Ratnawati Mohd and Ahmad, Ismail Sheikh (International Islamic University, Malaysia). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 83–102.04–02 Beaven, Tim (Open University, UK; Email: m.c.beaven@open.ac.uk). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica (Rugby, UK), 29 (2004), 3–8.04–03Blei, Dagmar. Aufgaben in einer konstruktivistischen Lernkultur. [Tasks in a constructivist learning culture] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 220–227.04–04Carduner, Jessie (Kent State U., Ohio, USA; Email: jcardune@kent.edu). Productive dictionary skills training: what do language learners find useful?Language Learning Journal (London, UK), 28 (Winter 2003), 70–76.04–05Carless, David R. (Hong Kong Institute of Education; Email: dcarless@ied.edu.hk). Factors in the implementation of task-based teaching in primary schools. System (Oxford, UK), 31 (4), (2003), 485–500.04–06Crandall, E. and Basturkmen, H. (University of Auckland, NZ). Evaluating pragmatics-focused materials. ELT Journal (Oxford, UK), 58, 1 (2004), 38–49.04–07Cumming-Potvin, W., Renshaw, P. and Kraayenoord, van C. (Murdoch University, Australia; Email: potvin@central.murdoch.edu.au). A sociocultural analysis of language learning: new forms of literacy practices in a language and culture awareness programme. Language and Education (Clevedon, UK), 17, 6 (2003), 201–217.04–08Delagneau, Jean-Marc (Université du Havre, France). Langues allemandes de spécialité: implication pédagogiques de la recherche au niveau du lexique et de la syntaxe. [German Language for Specific Purposes: pedagogical implications for research on lexicon and syntax.] Les Cahiers de l'APLIUT (Paris, France), 3 (2003), 9–26.04–09Durán, Richard (Baylor University, USA) and McCool, George.If this is French,then what did I learn in School?The French Review (Southern Illinois University, USA), 77, 2 (2003), 288–299.04–10Finn, Thomas (Ohio Northern University, USA). Incorporating the comédie-musicale in the college French classroom. The French Review (Southern Illinois University, USA), 77, 2 (2003), 302–309.04–11Gutiérrez Almarza, Gloria and Peña Calvo, Alicia (Nottingham Trent U., UK; Email: gloria.gutiérrez@ntu.ac.uk). El desarrollo de la competencia intercultural y la formación de los profesores de lenguas. [The development of intercultural competence and language teacher training.] Vida Hispánica (Rugby, UK), 29 (2004), 9–13.04–12Hwo, F. (Bowling Green State University, Ohio, USA; Email: fhwu@bgnet.bgsu.edu). On the applicability of the input-enhancement hypothesis and input processing theory in multimedia CALL: the case of Spanish preterite and imperfect instruction in an input application. CALICO Journal (Texas, USA), 21, 2 (2004), 317–338.04–13Kang, S. (Qufu Teachers' University, P.R. China). Using visual organizers to enhance EFL instruction. ELT Journal (Oxford, UK), 58, 1 (2004), 58–67.04–14Kohler, Michelle (U. of South Australia; Email: Michelle.Kohler@unisa.edu.au). Developing continuity through long-term programming. Babel (Victoria/Melbourne, Australia), 38, 2 (2003), 9–16, 38.04–15Lambert, C. (University of Kitakyushu, Japan). Reverse-engineering communication tasks. ELT Journal (Oxford, UK), 58, 1 (2004), 18–27.04–16Linder, D. (University of Salamanca, Spain). The internet in every classroom?Using outside computers. ELT Journal (Oxford, UK), 58, 1 (2004), 10–17.04–17Malone, Dennis (SIL International, Thailand; Email: Dennis_Malone@sil.org). Developing curriculum materials for endangered language education: lessons from the field. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 332–348.04–18Murphy, John (Atlanta, USA). Attending to word-stress while learning new vocabulary. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 67–83.04–19Myhill, Debra (Exeter U., UK; Email: D.A.Myhill@ex.ac.uk). Principled understanding?Teaching the active and passive voice. Language and Education (Clevedon, UK), 17, 5 (2003), 355–370.04–20Pavlenko, Aneta (Temple U., USA; Email: apavlenk@temple.edu). “Language of the enemy”: Foreign language education and national identity. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 313–331.04–21Pollard, Matthew (Latimer Upper School, London, UK). Teaching and learning metaphor. English in Education (Sheffield, UK), 37, 3 (2004), 19–27.04–22Rinder, Anna. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructvist paradigm and new media.] Informationen Deutsch als Fremdsprache (Munich, Germany), 30, 1 (2003), 3–22.04–23Rodrigo, Victoria (Georgia State University, USA), Krashen, Stephen and Gribbons, Barry. The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System (Oxford, UK), 32, 1 (2004), 53–60.04–24Tenberg, Reinhard. Interaktionsformen und Neue Medien aus der Sicht des Fernlernens. [Form of interactions and new media in distance learning.] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 210–219.04–25Wang, Yuping (Griffith U., Australia; Email: y.wang@griffith.edu.au). Distance language learning: interactivity and fourth-generation internet-based videoconferencing. Calico Journal (Texas, USA), 21, 2 (2004), 373–495.04–26Weber, Vanessa and Abel, Andrea (European A. of Bolzano/Bozen, Italy; Email: vanessa.weber@eurac.edu). Preparing language exams: an online learning system with dictionary and email tandem. ReCall (Cambridge, UK), 15, 2 (2003), 169–176.04–27Wood, Alistair and Head, Michael (University of Brunei, Darussalam). ‘Just what the doctor ordered’: the application of problem-based learning to EAP. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 3–17.

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04–421Allen, Susan (U. Maryland, USA; Email: srallen@erols.com). An analytic comparison of three models of reading strategy instruction. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 319–338.04–422Angelini, Eileen M. (Philadelphia U., USA). La simulation globale dans les cours de Français. [Global simulation activities in French courses] Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 66–81.04–423Beaudoin, Martin (U. of Alberta, Canada; Email: martin.beaudoin@ualberta.ca). A principle based approach to teaching grammar on the web. ReCALL (Cambridge, UK), 16, 2 (2004), 462–474.04–424Bianchi, Sebastián (U. Cambridge, UK; Email: asb49@cam.ac.uk). El gran salto: de GCSE a AS level. [The big jump: GCSE to AS level] Vida Hispánica (Rugby, UK), 30 (2004), 12–17.04–425Burden, Peter (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). Do we practice what we teach? Influences of experiential knowledge of learning Japanese on classroom teaching of English. The Language Teacher (Tokyo, Japan), 28, 10 (2004), 3–9.04–426Coria-Sánchez, Carlos M. (U. North Carolina-Charlotte, USA). Learning cultural awareness in Spanish for business and international business courses: the presence of negative stereotypes in some trade books used as textbooks. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 49–65.04–427Cortes, Viviana (Iowa State U., USA). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 397–423.04–428Cowley, Peter (U. of Sydney, Australia; Email: peter.cowley@arts.usyd.edu.au) and Hanna, Barbara E. Cross-cultural skills – crossing the disciplinary divide. Language and Communication (Oxford, UK), 25, 1 (2005), 1–17.04–429Curado Fuentes, Alejandro (U. of Extremadura, Spain; Email: acurado@unex.es). The use of corpora and IT in evaluating oral task competence for Tourism English. CALICO Journal (Texas, USA), 22, 1 (2004), 5–22.04–430Currie, Pat (Carleton U., Canada; Email: pcurrie@ccs.carleton.ca) and Cray, Ellen. ESL literacy: language practice or social practice?Journal of Second Language Writing (New York, USA), 13, 2 (2004), 111–132.04–431Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 82–89.04–432Erler, Lynn (U. Oxford, UK; Email: lynn.erler@educational-studies.oxford.ac.uk). Near-beginner learners of French are reading at a disability level. Francophonie (Rugby, UK), 30 (2004), 9–15.04–433Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email: sfleming@hawaii.edu) and Hiple, David. Distance education to distributed learning: multiple formats and technologies in language instruction. CALICO Journal (Texas, USA), 22, 1 (2004), 63–82.04–434Fonder-Solano, Leah and Burnett, Joanne. Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA), 37, 3 (2004), 459–469.04–435Ghaith, Ghazi (American U. of Beirut, Lebanon; Email: gghaith@aub.ed.lb). Correlates of the implementation of the STAD co-operative learning method in the English as a Foreign Language classroom. Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 279–294.04–436Gilmore, Alex (Kansai Gaidai U., Japan). A comparison of textbook and authentic interactions. ELT Journal (Oxford, UK), 58, 4 (2004), 363–374.04–437Hayden-Roy, Priscilla (U. of Nebraska-Lincoln, USA). Well-structured texts help second-year German students learn to narrate. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 37, 1 (2004), 17–25.04–438He, Agnes Weiyun (SUNY Stony Brook, USA; Email: agnes.he@stonybrook.edu). CA for SLA: arguments from the Chinese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 568–582.04–439Hegelheimer, Volker (Iowa State U., USA; Email: volker@)iastate.edu), Reppert, Ketty, Broberg, Megan, Daisy, Brenda, Grggurovic, Maja, Middlebrooks, Katy and Liu, Sammi. Preparing the new generation of CALL researchers and practitioners: what nine months in an MA program can (or cannot) do. ReCALL (Cambridge, UK), 16, 2 (2004), 432–437.04–440Hémard, Dominique (London Metropolitan U., UK; Email: d.hemard@londonmet.ac.uk). Enhancing online CALL design: the case for evaluation. ReCALL (Cambridge, UK), 16, 2 (2004), 502–519.04–441I-Ru, Su (National Tsing Hua U., Taiwan; Email: irusu@mx.nthu.edu.tw). The effects of discourse processing with regard to syntactic and semantic cues: a competition model study. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 587–601.04–442Ingram, David (Melbourne U. Private, Australia; Email: d.ingram@muprivate.edu.au.), Kono, Minoru, Sasaki, Masako, Tateyama, Erina and O'Neill, Shirley. Cross-cultural attitudes. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 11–19.04–443Jackson, Alison (Bridgewater High School, UK; Email: alison@thebirches777.fsnet.co.uk). Pupil responsibility for learning in the KS3 French classroom. Francophonie (Rugby, UK), 30 (2004), 16–21.04–444Jamieson, Joan, Chapelle, Carole A. and Preiss, Sherry (Northern Arizona U., USA; Email: joan.jamieson@nau.edu). Putting principles into practice. ReCALL (Cambridge, UK), 16, 2 (2004), 396–415.04–445Jiang, Nan (Georgia State U., USA; Email: njiang@gsu.edu). Morphological insensitivity in second language processing. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 603–634.04–446Kim, Hae-Dong (Catholic U. of Korea; Email: kimhd@catholic.ac.kr). Learners' opinions on criteria for ELT materials evaluation. English Teaching (Anseonggun, Korea), 59, 3 (2004), 3–28.04–447Kim, Hae-Ri (Kyungil U., Korea; Email: hrkimasu@hanmail.net). Exploring the role of a teacher in a literature-based EFL classroom through communicative language teaching. English Teaching (Anseonggun, Korea), 59, 3 (2004) 29–51.04–448Kim, Jung-Hee (International Graduate School of English, Korea; Email: alice@igse.ac.kr). Intensive or extensive listening for L2 beginners?English Teaching (Anseonggun, Korea), 59, 3 (2004), 93–113.04–449Lan, Rae and Oxford, Rebecca L. (U. Maryland, USA; Email: raelan0116@yahoo.com). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 339–379.04–450Levis, John (Iowa State U., USA; Email: jlevis@iastate.edu) and Pickering, Lucy. Teaching intonation in discourse using speech visualization technology. System (Oxford, UK), 32, 4 (2004), 505–524.04–451Liddicoat, Anthony L. (Griffith U., Australia; Email: T.Liddicoat@griffith.edu.au). The conceptualisation of the cultural component of language teaching in Australian language-in-education policy. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 297–317.04–452McArthur, Tom. Singapore, grammar, and the teaching of ‘internationally acceptable English’. English Today (Cambridge, UK), 20, 4 (2004), 13–19.04–453Macbeth, Douglas (Ohio State U., USA; Email: macbeth.1@osu.edu). The relevance of repair for classroom correction. Language in Society (Cambridge, UK), 33 (2004), 703–736.04–454Mahoney, Sean (f*ckushima U., Japan). Role Controversy among team teachers in the JET Programme. JALT Journal (Tokyo, Japan), 26, 2 (2004), 223–244.04–455Mansoor, Sabiha (Aga Khan U., Pakistan; Email: sabiha.mansoor@aku.edu). The status and role of regional languages in higher education in Pakistan. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 333–353.04–456Markee, Numa (U. Illinois, Urbana, USA; Email: nppm@uiuc.edu). Zones of interactional transition in ESL classes. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 583–596.04–457Méndez García, María del Carmen (U. of Jaén, Spain; Email: cmendez@ujaen.es), Castro Prieto, Paloma and Sercu, Lies. Contextualising the foreign language: an investigation of the extent of teachers' sociocultural background knowledge. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 496–512.04–458Mondada, Lorenza and Pekarek Doehler, Simona (U. de Lyon II, France; Email: Lorenza.Mondada@univ-lyon2.fr). Second language acquisition as situated practice: task accomplishment in the French second language classroom. Journal of Multilingual and Multicultural Development (Clevedon,UK), 25, 4 (2004), 297–317.04–459Mori, Junko (U. of Wisconsin-Madison, USA; Email: j.mori@wisc.edu). Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 536–550.04–460Nesi, Hilary, Sharpling, Gerard and Ganobcsik-Williams, Lisa (U. of Warwick, UK; Email: h.j.nesi@warwick.ac.uk). Student papers across the curriculum: designing and developing a corpus of British student writing. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 439–450.04–461Nunes, Alexandra (U. of Aviero, Portugal). Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal (Oxford, UK), 58, 4 (2004), 327–335.04–462Pani, Susmita (Teaching Institute Orissa at Bhubaneswar, India). Reading strategy instruction through mental modeling. ELT Journal (Oxford, UK), 58, 4 (2004), 355–362.04–463Pritchard, Rosalind and Nasr, Atef (U. of Ulster, Northern Ireland). Improving reading performance among Egyptian engineering students: principles and practice. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 425–456.04–464Polansky, Susan G. (Carnegie Mellon U., USA). Tutoring for community outreach: a course model for language. Learning and bridge-building between universities and public schools. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 367–373.04–465Reinhardt, Jonathan and Nelson, K. Barbara (Pennsylvania State U., USA; Email: jsr@psu.edu). Instructor use of online language learning resources: a survey of socio-institutional and motivational factors. ReCALL (Cambridge, UK), 16, 2 (2004), 292–307.04–466Rose, Carol and Wood, Allen (U. of Kansas, USA). Perceived value of business language skills by doctoral students in foreign language departments. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 19–29.04–467Snyder Ohta, Amy and Nakaone, Tomoko (U. of Washington, USA; Email: aohta@u.washington.edu). When students ask questions: teacher and peer answers in the foreign language classroom. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 217–237.04–468Tajino, Akira (Kyoto U., Japan; Email: akira@tajino.mbox.media.kyoto-u.ac.jp), James, Robert and Kijima Kyoichi. Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 27–42.04–469Wang, Xinchun (California State U., USA: Email: xinw@csufresno.edu) and Munro, Murray. Computer-based training for learning English vowel contrasts. System (Oxford, UK), 32, 4 (2004), 539–552.04–470Ware, Paige D. (Southern Methodist U., Dallas, USA; Email: pware@smu.edu). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 451–468.04–471Yang, Nae-Dong (National Taiwan U., Taiwan; Email: naedong@ccms.ntu.edu.tw). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 293–317.04–472Zapata, Gabriela C. and Oliveras Heras, Montserrat (Tulane U., USA). CALL and task-based instruction in Spanish for business classes. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 62–74.

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06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.06–236Bernat, Eva (Macquarie U, Australia; Eva.Bernat@nceltr.mq.edu.au) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 21 pp.06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.06–238Chen, Liang (Lehigh U, Pennsylvania, USA; cheng@cse.lehigh.edu), Indexical relations and sound motion pictures in L2 curricula: the dynamic role of the teacher. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 263–284.06–239Cristobel, E. & E. Llurda (U de Lleida, Spain; ellurda@dal.udl.es), Learners' preferences regarding types of language school: An exploratory market research. System (Elsevier) 34.1 (2006), 135–148.06–240Diab, Rula (American U of Beirut, Lebanon; rd10@aub.edu.lb), University students' beliefs about learning English and French in Lebanon. System (Elsevier) 34.1 (2006), 80–96.06–241Frankenberg-Garcia, Ana (Instituto Superior de Línguas e Administração, Lisbon, Portugal; ana.frankenberg@sapo.pt), A peek into what today's language learners as researchers actually do. The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 335–355.06–242Gao, Xuesong (U Hong Kong, China; Xuesong.Gao@hkusua.hku.hk), Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System (Elsevier) 34.1 (2006), 55–67.06–243Green, Bridget (Mukogawa Fort Wright Institute, USA), A framework for teaching grammar to Japanese learners in an intensive English program. The Language Teacher (Japan Association for Language Teaching) 30.2 (2006), 3–11.06–244Harker, Mihye & Dmitra Koutsantoni (The Leadership Foundation for Higher Education, London, UK; mihyeharker@lfhe.ac.uk), Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL (Cambridge University Press) 17.2 (2005), 197–216.06–245Hawkins, Roger (U Essex, Colchester, UK; roghawk@essex.ac.uk), The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 233–255.06–246Hinger, Barbara (U Innsbruck, Austria; barbara.hinger@uibk.ac.at), The distribution of instructional time and its effect on group cohesion in the foreign language classroom: a comparison of intensive and standard format courses. 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04–28Atienza Merino, José Luis (Universidad de Oviedo, Spain). L'émergence de l'inconscient dans l'appropriation des langues étrangères. [The role of the Subconscious in Foreign Language Learning.] Études delinguistique appliquée (Paris, France), 131, 3 (2003), 305–328.04–29Belz, Julie A. and Kinginger, Celeste (Pennsylvania State U., USA). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning (Malden, MA, USA), 53, 4 (2003), 591–647.04–30Berry, Rita Shuk Yin (Hong Kong Institute of Education) and Williams, Marion. In at the deep end. Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology (Thousand Oaks, CA, USA), 23, 1 (2004), 118–34.04–31Couper, Graeme (Auckland University of Technology, New Zealand). The value of an explicit pronunciation syllabus in ESOL teaching. 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04–314 Alloway, N., Gilbert, P., Gilbert, R., and Henderson, R. (James Cook University, Australia Email: Nola.Alloway@jcu.edu.au). Boys Performing English. Gender and Education (Abingdon, UK), 15, 4 (2003), 351–364.04–315 Barcroft, Joe (Washington U., USA; Email: barcroft@wustl.edu). Distinctiveness and bidirectional effects in input enhancement for vocabulary learning. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 133–159.04–316 Berman, Ruth, A. and Katzenberger, Irit (Tel Aviv U., Israel; Email: rberman@post.tau.ac.il). Form and function in introducing narrative and expository texts: a developmental perspective. Discourse Processes (New York, USA), 38, 1 (2004), 57–94.04–317 Byon, Andrew Sangpil (State University of New York at Albany, USA; Email: abyon@albany.edu). Language socialisation and Korean as a heritage language: a study of Hawaiian classrooms. Language, Culture and Curriculum (Clevedon, UK), 16, 3 (2003), 269–283.04–318 Chambers, Angela (University of Limerick, Ireland; Email: Angela.Chambers@ul.ie) and O'Sullivan, Íde. Corpus consultation and advanced learners' writing skills in French. ReCALL (Cambridge, UK), 16, 1 (2004), 158–172.04–319 Chan, Alice Y. W. (City U. of Hong Kong; Email: enalice@cityu.edu.hk). Noun phrases in Chinese and English: a study of English structural problems encountered by Chinese ESL students in Hong Kong. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 33–47.04–320 Choi, Y-J. (U. of Durham, UK; Email: yoonjeongchoi723@hotmail.com). Intercultural communication through drama in teaching English as an international language. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 127–156.04–321 Chun, Eunsil (Ewha Womens U., South Korea; Email: aceunsil@hananet.net). Effects of text types and tasks on Korean college students' reading comprehension. 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