Abstract: 06–381 Abdel-Fattah, Mahmoud M . (Birzeit U, West Bank; mfatah@birzeit.edu ), On the translation of modals from English into Arabic and vice versa: The case of deontic modality mistranslations . Babel (John Benjamins) 51.1 (2005), 31–48. 06–382 Adler, Silvia (U Haifa, Israel; sadler@univ.haifa.ac.il ), Un paramètre discursif dans l'ellipse des régimes prépositionnels [A discourse parameter in the ellipsis of prepositional rules]. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 219–234. 06–383 Barnbrook, Geoff (U Birmingham, UK; G.Barnbrook@bham.ac.uk ), Usage notes in Johnson's Dictionary . The International Journal of Lexicography (Oxford University Press) 18.2 (2005), 189–201. 06–384 Belcher, Diane (Georgia State U, USA), English for Specific Purposes: Teaching to perceived needs and imagined futures in the worlds of work, study and everyday life . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 133–156. 06–385 Burridge, Kate (Monash U, Australia), Proper English: Rhetoric or reality . English in Australia ( www.englishaustralia.com.au ) 22.1 (2004), 12 pp. 06–386 Charolles, Michel (U de Paris, France; Michel.Charolles@ens.fr ), Anne Le Draoulec, Marie-Paule Pery-Woodley & Laure Sarda, Temporal and spatial dimensions of discourse organisation . Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 115–130. 06–387 Eades, Diana (U New England, Australia), Applied linguistics and language analysis in asylum seeker cases . Applied Linguistics (Oxford University Press) 26.4 (2005), 503–526. 06–388 Espinal, M. Teresa (U Autónoma de Barcelona, Spain; Teresa.Espinal@uab.es ), A conceptual dictionary of Catalan idioms . The International Journal of Lexicography (Oxford University Press) 18.4 (2005), 509–540. 06–389 Grabski, Michael (Technische Universität Berlin, Germany) & Manfred Stede, Bei : Intraclausal coherence relations illustrated with a German preposition . Discourse Processes (Erlbaum) 41.2 (2006), 195–219. 06–390 Hanks, Patrick (Brandeis U, USA & Berlin-Brandenburg Academy of Sciences, Germany; hanks@bbaw.de ), Johnson and modern lexicography . The International Journal of Lexicography (Oxford University Press) 18.2 (2005), 243–266. 06–391 Kramsch, Claire (U California at Berkeley, USA), Post 9/11: Foreign languages between knowledge and power . Applied Linguistics (Oxford University Press) 26.4 (2005), 545–567. 06–392 Larrivee, Pierre (Aston U, Birmingham, UK; p.larrivee@aston.ac.uk ), Quelqu'un n'est pas venu [Someone didn't come]. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 279–296. 06–393 Le Draoulec, Anne (U de Toulouse-Le Mirail, France; draoulec@univ-tlse2.fr ), Avant que / de : possibles passages à la connexion temporelle [ Avant que / de : possible links to temporal connections]. Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 131–151. 06–394 Lillo, Antonio (U Alicante, Spain), Cut-down puns . English Today (Cambridge University Press) 22.1 (2006), 36–44. 06–395 Macnamara, Matthew (National U Ireland, Cork; mmacnamara@french.ucc.ie ), Tense and discourse topic in a corpus of Le Monde political articles . Journal of French Language Studies (Cambridge University Press) 15.1 (2005), 49–66. 06–396 Mosegaard Hansen, Maj-Britt (U Copenhagen, Denmark; maj@hum.ku.dk ), A comparative study of the semantics and pragmatics of enfin and finalement , in synchrony and diachrony . Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 153–171. 06–397 Myers, Greg (Lancaster U, UK), Applied linguistics and institutions of opinion . Applied Linguistics (Oxford University Press) 26.4 (2005), 527–544. 06–398 Nelson, Gerald (U College London, UK; g.nelson@ucl.ac.uk ), The core and periphery of world Englishes: A corpus-based exploration . World Englishes (Blackwell) 25.1 (2006), 115–129. 06–399 Otani, Hiroaki (Hoshi U, Japan; hiroaki-otani@jcom.home.ne.jp ), Investigating intercollocations – towards an archaeology of text . The International Journal of Lexicography (Oxford University Press) 18.1 (2005), 1–24. 06–400 Piot, Mireille (U Stendhal-Grenoble, Paris, France; mireille.piot@ens.fr ), Sur la nature des fausses prépositions sauf et excepté [Concerning the nature of the false prepositions sauf and excepté ]. Journal of French Language Studies (Cambridge University Press) 15.3 (2005), 297–314. 06–401 Prćić, Tvrtko (U Novi Sad, Serbia; tprcic@EUnet.yu ), Prefixes vs initial combining forms in English: A lexicographic perspective . The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 313–334. 06–402 Ravid, Dorit & Ruth A. Berman (Tel Aviv U, Israel), Information density in the development of spoken and written narratives in English and Hebrew . Discourse Processes (Erlbaum) 41.2 (2006), 117–149. 06–403 Ricalens, Karine (U de Toulouse-Le Mirail, France; ricalens@univ-tlse2.fr ), Laure Sarda & Francis Cornish, Prescriptions d'itinéraires: rôles de l'organisation spatio-temporelle, de la structure référentielle, de la mémoire et du genre [Descriptions of itineraries: The roles of spatio-temporal organisation, referential structure, memory and genre]. Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 195–218. 06–404 Rule, Sarah (U Southampton; s.rule@soton.ac.uk ), French interlanguage oral corpora: recent developments . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 343–356. 06–405 Snell, Julia (U Leeds, UK), Schema theory and the humour of Little Britain . English Today (Cambridge University Press) 22.1 (2006), 59–64. 06–406 Stahlke, Herbert F. W. (Ball State U, USA), Assimilation to /r/ in English initial consonant clusters . English Today (Cambridge University Press) 22.1 (2006), 57–58. 06–407 van Rooy, Bertus (North West U, South Africa; ntlajvr@puk.ac.za ), The extension of the progressive aspect in Black South African English . World Englishes (Blackwell) 25.1 (2006), 37–64. 06–408 Vieu, Laure (IRIT, CNRS/LOA-ISTC-CNR, Trento, Italy; vieu@irit.fr ), Myriam Bras, Nicholas Asher & Michel Aurnague, Locating adverbials in discourse . Journal of French Language Studies (Cambridge University Press) 15.2 (2005), 173–193. 06–409 Whittaker, Sunniva (Norwegian School of Economics and Business Administration, Helleveien, Norway; sunniva.whittaker@nhh.no ), Description syntaxique et discursive des syntagmes nominaux de type N dit + complément adjectival, prépositionnel ou nominal [A syntactic and discoursal description of the nominal constructions N dit + adjectival, prepositional or nominal complement]. Journal of French Language Studies (Cambridge University Press) 15.1 (2005), 83–96. 06–410 Xu, Hai (Guangdong U of Foreign Studies, China; xuhai1101@yahoo.com.cn ), Treatment of deictic expressions in example sentences in English learners' dictionaries . The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 289–311.

Abstract: 06–743 Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es ), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers . ReCALL (Cambridge University Press) 18.1 (2006), 83–104. 06–744 Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om ), Assessing the quality of mentoring: Sinking or learning to swim? ELT Journal (Oxford University Press) 60.2 (2006), 117–124. 06–745 Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film , Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 95–109. 06–746 Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset . Journal of Teacher Education (Sage) 57.3 (2006), 240–246. 06–747 Donnelly, Anna M. (Washington College, USA), Let me show you my portfolio! Demonstrating competence through peer interviews . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 55–63. 06–748 Ellis, Elizabeth Margaret (U New England, Australia; liz.ellis@une.edu.au ), Language learning experience as a contributor to ESOL teacher cognition . TESL-EJ ( http://www.tesl-ej.org ) 10.1 (2006), 26 pp. 06–749 Ezer, Hanna (Levinsky College of Education, Israel) , Shoshy Millet & Dorit Pakin , Multicultural perspectives in the curricula of two colleges of education in Israel: ‘The curriculum is a cruel mirror of our society’ . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 391–406. 06–750 Farrel, Thomas (Brock U, Canada; tfarrell@brocku.ca ), The first year of language teaching: Imposing order . System (Elsevier) 34.2 (2006), 211–221. 06–751 Garrido, Cecilia & Inma Álvarez (The Open U, UK), Language teacher education for intercultural understanding . European Journal of Teacher Education (Routledge/Taylor & Francis) 29.2 (2006), 163–179. 06–752 Goker, Suleyman Davut (Eastern Mediterranean U, Turkey; suleyman.goker@emu.edu.tr ), Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education . System (Elsevier) 34.2 (2006), 239–254. 06–753 Grant, Carl A. (U Wisconsin-Madison, USA) & Maureen Gillette , A candid talk to teacher educators about effectively preparing teachers who can teach everyone's children . Journal of Teacher Education (Sage) 57.3 (2006), 292–299. 06–754 Jones, Phyllis (U South Florida, USA; pjones@banshee.sar.usf.edu ) , Elizabeth West & Dana Stevens , Nurturing moments of transformation in teachers – Comparative perspectives on the challenges of professional development . British Journal of Special Education (Blackwell) 33.2 (2006), 82–90. 06–755 Kupetz, Rita & Birgit zeigenmeyer (U Hannover, Germany; Rita.Kupetz@anglistik.uni-hannover.de ), Flexible learning activities fostering autonomy in teaching training . ReCALL (Cambridge University Press) 18.1 (2006), 63–82. 06–756 Kwan, Tammy & Francis Lopez-Real (U Hong Kong, China), Mentors' perceptions of their roles in mentoring student teachers . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 275–287. 06–757 Lenski, Susan Davis (Portland State U, USA) , Kathleen Crawford, Thomas Crumpler & Corsandra Stallworth , Preparing pre-service teachers in a diverse world . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 3–12. 06–758 Martin, Andrew J. (U Western Sydney, Australia), The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 73–93. 06–759 Mayer, Diane (U California, USA), The changing face of the Australian teaching profession: New generations and new ways of working and learning . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 57–71. 06–760 McCormack, Ann, Jennifer Gore & Kaye Thomas (U Newcastle, Australia), Early career teacher professional learning . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 95–113. 06–761 Olson, Susan J. & Carol Werhan (U Akron, USA), Teacher preparation via on-line learning: A growing alternative for many . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 76–84. 06–762 Otero, Valerie K. (U Colorado-Boulder, USA), Moving beyond the ‘get it or don't’ conception of formative assessment . Journal of Teacher Education (Sage) 57.3 (2006), 240–246. 06–763 Phelan, Anne M. (U British Columbia, Canada) , Russell Sawa, Constance Barlow, Deborah Hurlock, Katherine Irvine, Gayla Rogers & Florence Myrick , Violence and subjectivity in teacher education . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 161–179. 06–764 Rantz, Frédérique (Kildare Education Centre, Ireland), Exploring intercultural awareness in the primary modern language classroom: The potential of the new model of European language portfolio developed by the Irish Modern Languages in Primary Schools Initiative (MLPSI) . Language and International Communication (Multilingual Matters) 5.3 & 4 (2005), 209–221. 06–765 Reid, Jo-Anne & Ninetta Santoro (Charles Sturt U, Australia), Cinders in snow? Indigenous teacher identities in formation . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 143–160. 06–766 Reis-Jorge, José M. (Instituto Superior de Educação e Ciências, Portugal), Developing teachers' knowledge and skills as researchers: A conceptual framework . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 303–319. 06–767 Richardson, Paul W. & Helen M. G. Watt (Monash U, Australia), Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 27–56. 06–768 Romano, Molly (U Arizona, USA), Assessing and meeting the needs of pre-service teachers: A programmatic perspective . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 40–54. 06–769 Ruan, Jiening & Sara Ann Beach (U Oklahoma, USA), Using online peer dialogue journaling to promote reflection in elementary pre-service teachers . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 64–75. 06–770 Shaw, Carla Cooper (Northern Illinois U, USA) & Deborah Dobbins Nederhouser , Reel teachers: References for reflection for real teachers . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 85–94. 06–771 Shin, Sarah (U Maryland Baltimore County, USA), Learning to teach writing through tutoring and journal writing . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.3 (2006), 325–345. 06–772 Smith, Erica (Charles Sturt U, Australia), A rich tapestry: Changing views of teaching and teaching qualifications in the vocational education and training sector . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 339–351. 06–773 Smith, Kari & Lilach Lev-Ari (Oranim Academic College of Education, Israel), The place of the practicum in pre-service teacher education: The voice of the students . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 289–302. 06–774 Stern, Lesa A. (Southern Illinois U, USA; Lstern@siue.edu ) & Amanda Solomon , Effective faculty feedback: The road less travelled . Assessing Writing (Elsevier) 11.1 (2006), 22–41. 06–775 Tate, Patricia, Curtis Pyke, Karen Kortecamp (The George Washington U, USA) & CarolMuskin , Developing an ethical orientation toward supervisory practice through collaborative case writing . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 13–25. 06–776 Tin, Tan Bee (U Auckland, New Zealand; tb.tin@auckland.ac.nz ), Investigating the nature of ‘interest’ reported by a group of postgraduate students in an MA in English language teacher education programme . System (Elsevier) 34.2 (2006), 222–238. 06–777 Vick, Malcolm (James Cook U, Australia), ‘It's a difficult matter’: Historical perspectives on the enduring problem of the practicum in teacher preparation . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 181–198. 06–778 Walsh, Steve (Queens U Belfast, UK), Talking the talk of the TESOL classroom . ELT Journal (Oxford University Press) 60.2 (2006), 133–141. 06–779 Wasburn-Moses, Leah (Miami U, Ohio, USA), Preparing special educators for secondary positions . Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 26–39. 06–780 Wubbels, Theo (Utrecht U, the Netherlands) , Perry Den Brok, Letje Veldman & Jan Van Tartvijk, Teacher interpersonal competence for Dutch secondary multicultural classrooms . Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 407–433. 06–781 Yee Fan Tang, Sylvia, May May Hung Cheng & Winnie Wing Mui So (Hong Kong Institute of Education, China), Supporting student teachers' professional learning with standards-referenced assessment . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 223–244.

Abstract: 06–194 Altarriba, Jeanette & Jennifer L. Gianico (U Albany, State U New York, USA), Lexical ambiguity resolution across languages: A theoretical and empirical review . Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 159–170. 06–195 Bialystok, Ellen (York U, Canada; ellenb@yorku.ca ) & Dana Shapero, Ambiguous benefits: The effect of bilingualism on reversing ambiguous figures . Developmental Science (Blackwell) 8.6 (2005), 595. 06–196 Blot, J. Kevin (Clark U & Boston College, USA), Michael A. Zaraté & Paul B. Paulus, Code-switching across brainstorming sessions: Implications for the revised hierarchical model of bilingual language processing . Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 171–183. 06–197 Costa, Albert (U Barcelona, Spain; acosta@ub.edu ), Mikel Santesteban & Agnès Caño, On the facilitatory effects of cognate words in bilingual speech production . Brain and Language (Elsevier) 94.1 (2005), 94–103. 06–198 De Diego Balaguer, R. (Faculté de Médecine, Paris XII, France), N. Sebastián-Gallés, B. Díaz & A. Rodríguez-Fornells, Morphological processing in early bilinguals: An ERP study of regular and irregular verb processing . Cognitive Brain Research (Elsevier) 25.1 (2005), 312–327. 06–199 Elston-Güttler, Kerrie E. (Max Planck Institute of Human Cognitive and Brain Sciences, Leipzig, Germany; km.guettler@t.online.de ) & Angela D. Friederici, Native and L2 processing of homonyms in sentential context . Journal of Memory and Language (Elsevier) 52.2 (2005), 256–283. 06–200 Luka, Barbara J. (Bard College, USA; Luka@bard.edu ) & Lawrence W. Barsalou, Structural facilitation: Mere exposure effects for grammatical acceptability as evidence for syntactic priming in comprehension . Journal of Memory and Language (Elsevier) 52.3 (2005), 436–459. 06–201 McLaughlin, Judith (U Washington, USA; giuditta@u.washington.edu ), Lee Osterhout & Albert Kim, Neural correlates of second- language word learning: Minimal instruction produces rapid change . Nature Neuroscience (Nature Publishing Group) 7 (2004), 703–704. 06–202 Mechelli, Andrea (Wellcome Department of Imaging Neuroscience, U London, UK; a.mechelli@fil.ion.ucl.ac.uk ), Jenny T. Crinion, Uta Noppeney, John O'Doherty, John Ashburner, Richard S. Frackowiak & Cathy J. Price, Neurolinguistics: Structural plasticity in the bilingual brain . Nature (Nature Publishing Group) 431.757 (2004), 256–283. 06–203 Meijer, Paul J. A. (Clark U & Boston College, USA) & Jean E. Fox Tree, Building syntactic structures in speaking: A bilingual exploration . Experimental Psychology (Hogrefe & Huber Publishers) 50.3 (2003), 184–195. 06–204 Moreno, Eva M. (U Califonia, USA; kutas@cogsci.ucsd.edu ) & Marta Kutas, Processing semantic anomalies in two languages: An electrophysiological exploration in both languages of Spanish–English bilinguals . Cognitive Brain Research (Elsevier) 22.2 (2005), 205–220. 06–205 Pallier, C. (Service Hospitalier Fredrik Joliot, Orsay, France; pallier@lscp.ehess.fr ), S. Dehaene, J.-B. Poline, D. Lebihan, A.-M. Argenti, E. Dupoux & J. Mehler, Brain imaging of language plasticity in adopted adults: Can a second language replace the first? Cerebral Cortex (Oxford University Press) 13.2 (2003), 155–161. 06–206 Reiterer, Susanne (U Vienna, Austria; Susanne.Reiterer@med.uni-tuebingen.de ), Claudia Hemmelmann, Peter Rappelsberger & Michael L. Berger, Characteristic functional networks in high- versus low-proficiency second-language speakers detected also during native language processing: An explorative EEG coherence study in 6 frequency bands . Cognitive Brain Research (Elsevier) 25.2 (2005), 566–578. 06–207 Tham, Wendy W. P. (Nanyang Technological U, Singapore), Susan J. Rickard Liow, Jagath C. Rajapakse, Tan Choong Leong, Samuel E. S. Ng, Winston E. H. Lim & Lynn G. Homoreno, Phonological processing in Chinese–English bilingual biscriptals: An fMRI study . Neuroimage (Elsevier) 28.3 (2005), 579–587.

Abstract: We are living in an era characterized by multilingualism, global mobility, superdiversity (Blommaert, 2010), and digital communications. Mobility and multilingualism, however, have long characterized most geolinguistic contexts, including those where monolingual ideologies have influenced the formation of contemporary nation states (Cenoz, 2013). As language is a pillar of both curriculum and instruction, in many academic spaces around the world efforts are on the rise to acknowledge the colonial origins of English, decenter the dominance of Standard English(es), and decolonize knowledge production (e.g., Bhambra et al., 2018; de Sousa Santos, 2017). Additionally, many ‘inner circle’ (Kachru, 2001) Anglophone contexts have long witnessed the centrifugal forces of multilingualism. Yet what prevails in institutional academic contexts is a centripetal pull toward what has been captured in phrases such as ‘linguistic mononormativity’ (Blommaert & Horner, 2017) or ‘Anglonormativity’ (McKinney, 2017). Nowhere is this pull more evident than in the sphere of writing for publication, relentlessly construed as an ‘English Only’ space, as exemplified in Elnathan's (2021) claim in the journal Nature : ‘English is the international language of science, for better or for worse.’

Abstract: 06–20 Abbott, 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. 06–21 Andreou, 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. 06–22 Aune, 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. 06–23 Belz, 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. 06–24 Bird, 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. 06–25 Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy . Language and Education (Multilingual Matters) 19.6 (2005), 467–482. 06–26 Chung, 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. 06–27 Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects , Language and Speech (Kingston Press) 47.3 (2004), 207–239. 06–28 Csizér, 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. 06–29 Davis, 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. 06–30 Deterding, 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. 06–31 Dörnyei, 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. 06–32 Enk, 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. 06–33 Foster, 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. 06–34 Furmanovsky, 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. 06–35 Gass, 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. 06–36 Gatbonton, 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. 06–37 Gerjets, 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. 06–38 Golombek, 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. 06–39 Green, 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. 06–40 Hardison, 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. 06–41 Harwood, 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. 06–42 Hauser, 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. 06–43 Kondo-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. 06–44 Koprowski, Mark ( markkoprowski@yahoo.com ), Investigating the usefulness of lexical phrases in contemporary coursebooks . ELT Journal (Oxford University Press) 59.4 (2005), 322–332. 06–45 LaFrance, 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. 06–46 Nassaji, 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. 06–47 Nguyen, 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. 06–48 Norton, 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. 06–49 North, 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. 06–50 Nunan, 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. 06–51 Paribakht, 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. 06–52 Potts, 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. 06–53 Pretorius, Elizabeth J. (U South Africa, Pretoria, South Africa; pretoej@unisa.ac.za ), English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 521–539. 06–54 Ramírez Verdugo, Dolores (Universidad Autónoma de Madrid, Spain; dolores.ramirez@uam.es ), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects . Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115. 06–55 Riney, Timothy J., Naoyuki Takagi & Kumiko Inutsu (Interntional Christian U, Japan), Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners . TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 441–466. 06–56 Rossiter, Marian J. (U Alberta, Canada), Developmental sequences of L2 communication strategies . Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 55–66. 06–57 Rubdy, Rani (Nanyang Technological U, Singapore; rsrubdy@nie.edu.sg ), A multi-thrust approach to fostering a research culture . ELT Journal (Oxford University Press) 59.4 (2005), 277–286. 06–58 Schneider, Jason ( jasoncschneider@yahoo.com ), Teaching grammar through community issues . ELT Journal (Oxford University Press) 59.4 (2005), 298–305. 06–59 Shaaban, Kassim (American U Beirut, Lebanon), A proposed framework for incorporating moral education into the ESL/EFL classroom . Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 201–217. 06–60 Sider, Steve R. (U Western Ontario, Canada), Growing up overseas: Perceptions of second language attrition and retrieval amongst expatriate children in India . Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.2 (2004), 117–138. 06–61 Spiliotopoulus, 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. 06–62 Sueyoshi, 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. 06–63 Taguchi, 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. 06–64 Taillefer, 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. 06–65 Tani-Fukuchi, 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. 06–66 Tani-Fukuchi, 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. 06–67 Thoms, 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. 06–68 Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu ), The selective marking of past tense: Insights from Indian learners of English . International Journal of Applied Linguistics (Blackwell) 15.3 (2005), 364–378. 06–69 Tocalli-Beller, Agustina & Merrill Swain (U Toronto, Canada; atocalli-beller@oise.utoronto.ca ), Reformulation: The cognitive conflict and L2 learning it generates . International Journal of Applied Linguistics (Blackwell) 15.1 (2005), 5–28. 06–70 Trofimovich, Pavel (Concordia U, Quebec, Canada; pavel@education.concordia.ca ), Spoken-word processing in native and second languages: An investigation of auditory word priming . Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 479–504. 06–71 Tuveng, Elena (U Oslo, Norway) & Astri Heen Wold, The collaboration of teacher and language-minority children in masking comprehension problems in the language of instruction: A case study in an urban Norwegian school . Language and Education (Multilingual Matters) 19.6 (2005), 513–536. 06–72 Warga, 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.

Abstract: In her review of Language Awareness (LA), Agneta Svalberg shows how its multidisciplinary nature and wide scope make it particularly suited to dealing with the complexities of language. After a brief discussion of definitions, she reviews the place of LA in teaching languages. The author considers also other aspects of LA including critical language awareness, intercultural language awareness and multilingualism. The new series of plenary and keynote speeches from international applied linguistics and second language acquisition conferences continues in this issue with an adapted version of the speech given at the Applied Linguistics Association of New Zealand symposium in 2006 by Cynthia White and with Patricia Duff's speech given at the Pacific Second Language Research Forum and Australian Association of Applied Linguistics joint conference in the same year. The present issue of Language Teaching is the last one in which we include the Abstracts section. In future volumes, starting with volume 41 in January 2008, the state-of-the-art articles will continue to present research on specific topics. A new strand of articles will survey recent second language acquisition and teaching research conducted in individual countries and another new strand will survey research on the teaching of languages other than English. The plenary and keynote speeches series, and the section with annual reports from research groups around the world will continue to feature in the new-look journal. A further section will be allocated to empirical research papers which follow a replication approach in their methodology.

Abstract: 06–235 Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria . English Today (Cambridge University Press) 22.1 (2006), 10–17. 06–236 Bernat, 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. 06–237 Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English . English Today (Cambridge University Press) 22.1 (2006), 18–28. 06–238 Chen, 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. 06–239 Cristobel, 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. 06–240 Diab, 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. 06–241 Frankenberg-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. 06–242 Gao, 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. 06–243 Green, 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. 06–244 Harker, 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. 06–245 Hawkins, 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. 06–246 Hinger, 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 . System (Elsevier) 34.1 (2006), 97–118. 06–247 Jing, Huang (Zhanjiang Teachers U/U of Hong Kong, China), Metacognition training in the Chinese university classroom: An action research study . Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 413–434. 06–248 Kapec, Peter (Fachhochschule Bonn-Rhein-Sieg, Sankt Augustin, Germany; Peter.Kapec@fh-bonn-rhein-sieg.de ) & Klaus Schweinhorst, In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser . ReCALL (Cambridge University Press) 17.2 (2005), 254–268. 06–249 Kervin, Lisa, Students talking about home–school communication: Can technology support this process? Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 150–163. 06–250 Kwon, Minsook (Samjeon Elementary School, Korea), Teaching talk as a game of catch . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348. 06–251 Lyster, Roy (McGill U, Montréal, Canada; roy.lyster@mcgill.ca ), Research on form-focused instruction in immersion classrooms: implications for theory and practice . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 321–341. 06–252 Makarova, Veronika (U Saskatchewan, Canada), The effect of poetry practice on English pronunciation acquisition by Japanese EFL learners . The Language Teacher (Japan Association for Language Teaching) 30.3 (2006), 3–9. 06–253 Mckinney, Carolyn (U Witwatersrand, South Africa), A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy . Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 375–392. 06–254 Morgan-Short, Kara (Georgetown U, USA; morgankd@georgetown.edu ) & Harriet Wood Bowden, Processing instruction and meaningful output-based instruction: effects on second language development . Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 31–65. 06–255 Munro, Murray J. (Simon Fraser U, Canada; mjmunro@sfu.ca ), Tracey M. Derwing & Susan L. Morton , The mutual intelligibility of L2 speech . Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 111–131. 06–256 Myles, Florence (U Newcastle, UK; Florence.Myles@newcastle.ac.uk ), French second language acquisition research: Setting the scene . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 211–232. 06–257 Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com ), Investigating peer tutoring . ELT Journal (Oxford University Press) 60.1 (2006), 13–22. 06–258 Neumeier, Petra (Ludwig-Maximilians-Universität, Munich, Germany; petra.neumeier@lmu.de ), A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning . ReCALL (Cambridge University Press) 17.2 (2005), 163–178. 06–259 Noels, Kimberly, A. (U Alberta, Canada; knoels@ualberta.ca ), Orientations to learning German: Heritage language learning and motivational substrates . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 285–312. 06–260 Ohata, Kota (International Christian U, Tokyo, Japan; ohata@icu.ac.jp ), Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U.S. TESL-EJ ( www.tesl-ej.org ) 9.3 (2005), 21 pp. 06–261 Peltola, Maija S. (U Turku, Finland; maija.peltola@utu.fi ) & Olli Aaltonen , Long-term memory trace activation for vowels depending on the mother tongue and the linguistic content . Journal of Psychophysiology (Hogrefe & Huber Publishers) 19.3 (2005), 159–164. 06–262 Pichette, François (U Florida, USA; pichette@chuma1.cas.usf.edu ), Time spent on reading and reading comprehension in second language learning . The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 243–262. 06–263 Ramírez Verdugo, Dolores (U Autónoma de Madrid, Spain; dolores.ramirez@uam.es ), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects . Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115. 06–264 Sabourin, Laura (U Groningen, the Netherlands;), Laurie A. Stowe, Ger J. de Haan , Transfer effects in learning a second language grammatical gender system . Second Language Research (Hodder Arnold) 22.1 (2006), 1–29. 06–265 Simina, Vassiliki (Thessaloniki, Greece; vsimina@hotmail.com ) & Marie-Josee Hamel , CASLA through a social constructivist perspective: WebQuest in project-driven language learning . ReCALL (Cambridge University Press) 17.2 (2005), 217–228. 06–266 Sopata, Aldona (Adam Mickiewicz U, Poznań, Poland; sopata@amu.edu.pl ), Optionality in non-native grammars: L2 acquisition of German constructions with absent expletives . Bilingualism : Language and Cognition (Cambridge University Press) 8.3 (2005), 177–193. 06–267 Tokeshi, Masanori (Meio U, Japan), Listening comprehension processes of 6 Japanese junior high school students in interactive settings . The Language Teacher (Japan Association for Language Teaching) 30.1 (2006), 3–7. 06–268 Trembley, Annie (U Hawai'i at Manoa, USA), On the second language acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults . Second Language Research (Hodder Arnold) 22.1 (2006), 30–63. 06–269 Trofimovich, Pavel (Concordia U, Montréal, Canada; pavel@education.concordia.ca ) & Wendy Baker, Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech . Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 1–30. 06–270 Véronique, Daniel (U Paris III, France; Daniel.Véronique@univ-paris3.fr ), The development of referential activities and clause-combining as aspects of the acquisition of discourse in French as L2 . Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 257–280. 06–271 Watson Todd, R. (King Mongkut's U Technology, Thailand; irictodd@kmutt.ac.th ), Continuing change after the innovation . System (Elsevier) 34.1 (2006), 1–14. 06–272 Yazigi, Rana (Emirates National School, United Arab Emirates; ranayazigi@hotmail.com ) & Paul Seedhouse , ‘ Sharing time’ with young learners. TESL-EJ ( www.tesl-ej.org ) 9.3 (2005), 26 pp.

Abstract: 07–20 Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk , Peer teaching and learning: co-constructing language in a dual language first grade . Language and Education (Mutilingual Matters) 20.2 (2006), 173–190. 07–21 Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir ), On availability of conscious knowledge in discrimination of vowel length . RELC Journal (Sage) 37.2 (2006), 249–259. 07–22 Bent, Tessa (North Western U, USA; t-bent@northwestern.edu ), Ann R. Bradlow & Beverly A.Wright , The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds . Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103. 07–23 Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu ), K. Seon Jeon, David MacGregor & Alison Mackey , Learners' interpretations of recasts . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236. 07–24 Christoffels, Ingrid K. (Maastricht U, the Netherlands), Annette M.B. de Groot & Judith F. Kroll , Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency . Journal of Memory and Language (Elsevier) 54. 3 (2006), 324–345. 07–25 Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu ), The aspect hypothesis: Development of morphology and appropriateness of use . Language Learning (Blackwell) 56.2 (2006), 201–268. 07–26 Cushion, Steve (London Metropolitan U, UK), A software development approach for computer assisted language learning . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 273–286. 07–27 Dodigovic, Marina (American U Sharjah, United Arab Emirates), Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 443–455. 07–28 Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz ), Shawn Loewen & Rosemary Erlam , Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368. 07–29 Ewald, Jennifer (Saint Joseph's U, USA), Students' evaluations of dialogue journals: Perspectives on classroom themes . Applied Language Learning (Defense Language Institute) 16.1 (2006), 37–54. 07–30 Gearon, Margaret (U Monash, Australia; argaret.Gearon@Education.monash.edu.au ), L'alternance codique chez les professeurs de francais langue etrangere pendant des lecons orientees vers le developpement des connaissances grammaticales [Code-switching in L2 French teachers in grammatical knowledge classes]. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 449–467. 07–31 Goldberg, Erin (U Alberta, Canada), Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs . The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 423–447. 07–32 Greidanus, Tine (Vrije U Faculteit der Letteren De Boelelaan, the Netherlands; dt.greidanus@let.vu.nl ), Bianca Beks & Richard Wakely , Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers . The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 509–532. 07–33 Howard, Martin (U Cork, Ireland), Variation in advanced French interlanguage: A comparison of three (socio)linguistic variables . The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 379–400. 07–34 Hsieh, Shu-min (Yuanpei Institute of Science and Technology, Taiwan; floramouse@yahoo.com.tw ), Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan . RELC Journal (Sage) 37.2 (2006), 216–235. 07–35 Kaschak, Michael, P. (Florida State U., USA) & Jenny R. Saffran , Idiomatic syntactic constructions and language learning . Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 30.1 (2006), 43–63. 07–36 Kissau, Scott (U Windsor, Canada), Gender differences in motivation to learn French . The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 401–422. 07–37 Knutson, Elizabeth (U Pennsylvania, USA), Focus on the classroom . The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 591–610. 07–38 Kobayashi, Yoko (Iwate U, Morioka, Japan), Interethnic relations between ESL students . Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 181–195. 07–39 Kuhl, Patricia, K. (U Washington, USA; pkkuhl@u.washington.edu ), Erica Stevens, Akiko Hayashi, Toshisada Deguchi, Shigeru Kiritani & Paul Iverson , Infants show a facilitation effect for native language phonetic perception between 6 and 12 months . Developmental Science (Blackwell) 9.2 (2006), F13. 07–40 Ladegaard, Hans. J (U Southern Denmark) & Itesh Sachdev , ‘ I like the Americans… but I certainly don't aim for an American accent ’: Language attitudes, vitality and foreign language learning in Denmark . Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 91–108. 07–41 Lafontaine, Marc (U Laval, Canada; marc.lafontaine@lli.ulaval.ca ), L'utilisation de stratégies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue second [Learning strategy use in relation to success with L2 English adolescents]. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 533–562. 07–42 Liao, Posen (National Taipei U, Taiwan; posen@mail.ntpu.edu.tw ), EFL learners' beliefs about and strategy use of translation in English learning . RELC Journal (Sage) 37.2 (2006), 191–215. 07–43 Little, Deborah, M. (U Illinois & U Brandeis, USA; little@uic.edu ), Lauren M. Mcgrath, Kristen J. Prentice & Arthur Wingfield , Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory . Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 487–511. 07–44 Loucky, John Paul (Seinan Women's U, Japan), Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 389–416. 07–45 McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu ), Interaction and syntactic priming: English L2 speakers' production of dative constructions . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207. 07–46 Milton, James (U Wales Swansea, UK; j.l.milton@swansea.ac.uk ), Language lite? Learning French vocabulary in school . Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 187–205. 07–47 Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca ) & Tammy Slater , A functional perspective on the critical ‘theory/practice’ relation in teaching language and science . Linguistics and Education (Elsevier) 16.2 (2005), 151–172. 07–48 O'Brien, Irena (U du Québec à Montréal & Centre for the Study of Learning and Performance, Canada; irena.obrien@gmail.com ), Norman Segalowitz, Joe Collentine & Barbara Freed , Phonological memory and lexical, narrative and grammatical skills in second language oral production by adult learners . Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 377–402. 07–49 Perry, Conrad, Man-Kit Kan, Stephen Matthews & Richard Kwok-Shing Wong (Hong Kong Institute of Education, China), Syntactic ambiguity resolution and the prosodic foot: Cross-language differences . Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 301–333. 07–50 Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu ), Hyun-Sook Kang & Shannon Sauro , Information gap tasks: Their multiple roles and contributions to interaction research methodology . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338. 07–51 Polio, Charlene (Michigan State U, USA; polio@msu.edu ), Susan Gass & Laura Chapin , Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267. 07–52 Radford, Julie (U London, UK), Judy Ireson & Merle Mahon , Triadic dialogue in oral communication tasks: What are the implications for language learning? Language and Education (Mutilingual Matters) 20.2 (2006), 191–210. 07–53 Roessingh, Hetty (U Calgary, Canada), The teacher is the key: Building trust in ESL high school programs . The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 563–590. 07–54 Rosell-Aguilar, Fernando (The Open U, UK), Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 417–442. 07–55 Saaristo-Helin, Katri (U Helsinki, Finland; Katri.Saaristo@helsinki.fi ), Tuula Savinainen & Sari Kunnari , The phonological mean length of utterance: Methodological challenges from a crosslinguistic perspective . Journal of Child Language (Cambridge University Press) 33.1 (2006), 179–190. 07–56 Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu ) & Matthew Alba , The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish . The Modern Language Journal (Blackwell) 90.2 (2006), 228–243. 07–57 Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk ), Pragmatic awareness in ESL and EFL contexts: Contrast and development . Language Learning (Blackwell) 56.2 (2006), 269–318. 07–58 Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning . Language and Education (Mutilingual Matters) 20.2 (2006), 211–231. 07–59 Simpson, James (U Leeds, UK), Learning electronic literacy skills in an online language learning community . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 327–345. 07–60 Smith, Bruce, L. (U Utah, USA; bruce.smith@hsc.utah.edu ), Karla K. McGregor & Darcy Demille , Phonological development in lexically precocious 2-year-olds . Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 355–375. 07–61 Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu ), Processing instruction and a role for output in second language acquisition . Language Learning (Blackwell) 56.2 (2006), 319–385. 07–62 Trautman, Carol Hamer (U Texas at Dallas/Callier Center, USA; carolt@utdallas.edu ) & Pamela Rosenthal Rollins , Child-centred behaviours with 12-month-old infants: Associations with passive joint engagement and later language . Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 447–463. 07–63 Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es ), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes . The Modern Language Journal (Blackwell) 90.2 (2006) 210–227. 07–64 Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom . Language and Education (Mutilingual Matters) 20.2 (2006), 232–254. 07–65 Vinagre, Margarita (U Antonio de Nebrija, Madrid, Spain), Fostering language learning via email: An English–Spanish exchange . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 369–388. 07–66 Vinther, Jane (U Southern Denmark, Denmark), Cognitive processes at work in CALL . Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 251–271.

Abstract: 06–652 Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade . Language and Education (Mutilingual Matters) 20.2 (2006), 173–190. 06–653 Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction . JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56. 06–654 Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328. 06–655 Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland . Language and International Communication (Multilingual Matters) 5.3 & 4 (2005), 237–248. 06–656 Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu ), K. Seon Jeon, David MacGregor & Alison Mackey , Learners' interpretations of recasts . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236. 06–657 Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp ) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures . System (Elsevier) 34.2 (2006), 255–269. 06–658 Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it ), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness . International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173. 06–659 Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu ), The aspect hypothesis: Development of morphology and appropriateness of use . Language Learning (Blackwell) 56.2 (2006), 201–268. 06–660 Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? Social-cultural learning theories, that's what . JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 23–37. 06–661 Cumbreno Espada, Ana Belen, Mercedes Rico Garcia, alejandro curado fuentes & eva ma dominguez Gomez (U Extremadura, Mérida, Spain; belencum@unex.es ), Developing adaptive systems at early stages of children's foreign language development . ReCALL (Cambridge University Press) 18.1 (2006), 45–62. 06–662 Derwing, Tracey, Ron Thomson (U Alberta, Canada; tracey.derwing@ualberta.ca ) & Murray Munro, English pronunciation and fluency development in Mandarin and Slavic speakers . System (Elsevier) 34.2 (2006), 183–193. 06–663 Djité, Paulin G. (U Western Sydney, Australia), Shifts in linguistic identities in a global world . Language Problems & Language Planning (John Benjamins) 30.1 (2006), 1–20. 06–664 Ellis, Nick (U Michigan, USA), Language acquisition as rational contingency learning . Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24. 06–665 Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz ), Shawn Loewen & Rosemary Erlam , Implicit and explicit corrective feedback and the acquisition of L2 grammar . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368. 06–666 Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir ), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness . The Reading Matrix ( Readingmatrix.com ) 6.1 (2006), 121–130. 06–667 Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning . Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259. 06–668 Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk ), Listening comprehension: The learners' perspective . System (Elsevier) 34.2 (2006), 165–182. 06–669 Holmes, Prue (U Waikato, New Zealand), Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university . Language and International Communication (Multilingual Matters) 6.1 (2006), 18–34. 06–670 Hemard, Dominique (London Metropolitan U; d.hemard@londonmet.ac.uk ), Evaluating hypermedia structures as a means of improving language learning strategies and motivation . ReCALL (Cambridge University Press) 18.1, (2006), 24–44. 06–671 Howard, Martin (U College, Ireland; mhoward@french.ucc.ie ), The expression of number and person through verb morphology in advanced French interlanguage . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 1–22. 06–672 Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie ), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/ deletion in French . Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24. 06–673 Jin, Lixian (De Montfort U, UK) & Martin Cortazzi, Changing practices in Chinese cultures of learning . Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 5–20. 06–674 Laufer, Batia (U Haifa, Israel; batialau@research.haifa.ac.il ) & Tamar Levitzky-Aviad, Examining the effectiveness of ‘bilingual dictionary plus’ – a dictionary for production in a foreign language . International Journal of Lexicography (Oxford University Press) 19.2 (2006), 135–155. 06–675 Long, Mike (U Maryland, USA), Problems with supposed counter-evidence to the Critical Period Hypothesis . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 287–317. 06–676 McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu ), Interaction and syntactic priming: English L2 speakers' production of dative constructions . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207. 06–677 Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca ) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science . Linguistics and Education (Elsevier) 16.2 (2005), 151–172. 06–678 Mori, Setsuko (Kyoto Sangyo U, Japan; setsukomori@mac.com ) & Peter Gobel, Motivation and gender in the Japanese EFL classroom . System (Elsevier) 34.2 (2006), 194–210. 06–679 Oh, Janet (California State U, USA) & Terry Kit-Fong Au, Learning Spanish as a heritage language: The role of sociocultural background variables . Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 229–241. 06–680 Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu ), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338. 06–681 Pietiläinen, Jukka (U Tampere, Finland), Current trends in literary production in Esperanto . Language Problems & Language Planning (John Benjamins) 29.3 (2005), 271–285. 06–682 Polio, Charlene (Michigan State U, USA; polio@msu.edu ), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction . Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267. 06–683 Pujol, Dídac (Universitat Pompeu Fabra, Spain; didac.pujol@upf.edu ), Montse Corrius & Joan Masnou, Print deferred bilingualised dictionaries and their implications for effective language learning: A new approach to pedagogical lexicography . International Journal of Lexicography (Oxford University Press) 19.2 (2006), 197–215. 06–684 Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning? Language and Education (Mutilingual Matters) 20.2 (2006), 191–210. 06–685 Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu ) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish . The Modern Language Journal (Blackwell) 90.2 (2006) 228–243. 06–686 Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk ), Pragmatic awareness in ESL and EFL contexts: Contrast and development . Language Learning (Blackwell) 56.2 (2006), 269–318. 06–687 Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning . Language and Education (Mutilingual Matters) 20.2 (2006), 211–231. 06–688 Shi, Lijing (The Open U, UK), The successors to Confucianism or a new generation? A questionnaire study on Chinese students' culture of learning English . Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 122–147. 06–689 Singleton, David (U Dublin, Ireland), The Critical Period Hypothesis: A coat of many colours . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 269–285. 06–690 Stowe, Laurie A. (Rijksuniversiteit Groningen) & Laura Sabourin, Imaging the processing of a second language: Effects of maturation and proficiency on the neural processes involved . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 329–353. 06–691 Tatar, Sibel (Boğaziçi U, Turkey), Why keep silent? The Classroom participation experiences of non-native-English-speaking students . Language and International Communication (Multilingual Matters) 5.3 & 4 (2005), 284–293. 06–692 Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu ), Processing instruction and a role for output in second language acquisition . Language Learning (Blackwell) 56.2 (2006), 319–385. 06–693 Tseng, Wen-Ta, Zoltán Dörnyei & Norbert Schmitt (U Nottingham, UK), A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition . Applied Liguistics (Oxford University Press) 27.1 (2006), 78–102. 06–694 Tsuda, Sanae (Tokai Gakuen U, Japan), Japan's experience of language contact: A case study of RADIO-i, a multilingual radio station in Nagoya . Language and International Communication (Multilingual Matters) 5.3 & 4 (2005), 248–263. 06–695 Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es ), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes . The Modern Language Journal (Blackwell) 90.2 (2006) 210–227. 06–696 Van Boxtel, Sonja, Theo Bongaerts & Peter-Arno Coppen, Native-like attainment of dummy subjects in Dutch and the role of the L1 . International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 355–380. 06–697 Vetter, Anna & Thierry Channier (U de Franche-Comte, France; anna.vetter@univ-fcomte.fr ), Supporting oral production for professional purposes in synchronous communication with heterogenous learners . ReCALL (Cambridge University Press) 18.1, (2006), 5–23. 06–698 Vickers, Caroline & Ene, Estela (California State U, USA; cvickers@csusb.edu ), Grammatical accuracy and learner autonomy in advanced writing . ELT Journal (Oxford University Press) 60.2 (2006), 109–116. 06–699 Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom . Language and Education (Mutilingual Matters) 20.2 (2006), 232–254. 06–700 Wang, Yuping (Griffith U, Queensland, Australia. y.wang@griffith.edu.au ), Negotiation of meaning in desktop videoconferencing-supported distance language learning . ReCALL (Cambridge University Press) 18.1 (2006), 122–145.

Abstract: In this issue's state-of-the-art article, Larry Vandergrift suggests that L2 listening remains the least understood and the least researched of all four skills. His paper focuses on a number of areas central to the topic, including the implicit nature of the listening product and process, the cognitive dimensions of the listening skill, listening tasks and the assessment of the skill. The present issue of Language Teaching sees the start of a new series, surveying recent research in some of the most widely-taught L2s. It can be argued that nowadays too much L2 research is focussed on English, and there is very often an implied assumption that ‘one size fits all’ in methodological terms for all languages, which is clearly not the case. We also feel that this journal needs to serve its readers more comprehensively by providing an accessible and regular means of obtaining information about research into languages other than English. Michael Evans opens the series with a review of research on L2 French; reviews of research into L2 German, Spanish, Japanese, Italian and Chinese are currently being prepared. This issue also sees the start of another regular section, wherein we will be publishing plenary and invited speeches from recent language teaching and second language acquisition conferences around the world. Many of these speeches are of fundamental interest to a community wider than those present at such events. To begin the series, Fred Davidson with Glenn Fulcher discuss the flexible language of the Common European Framework of References for Languages and explore the pragmatic utility of such language to guide language test development, and William Littlewood discusses the problems encountered in incorporating new methodologies developed in Europe into East Asian educational institutions. In future issues, we will be presenting speeches from events as diverse as the annual conference of the American Association for Applied Linguistics and the conference of the Applied Linguistics Association of New Zealand, and papers based on the invited speakers' lecture series at the University of Berkeley and the University of Wisconsin-Madison. Richard Johnstone's article in which he reviews research on language teaching, learning and policy published in 2004 and 2005 is available online in Language Teaching 39.4 (2006), at http://journals.cambridge.org/jid_LTA .