it In this issue, as promised, we include Richard Johnstone's review of research published in 2003. Johnstone examines and synthesises research trends in such areas as motivation, acquisition and learning, and teacher education, as well as the various components of language proficiency. He also comments on developments in terms of research approach, and notes a welcome increase in diversity. Our second article, by JoDee Walters, looks at context and vocabulary learning. Through this specific focus, Walters examines research trends over a lengthy period and discusses the implications for research and pedagogy today.