While few would argue that feedback is regarded as a key aspect for the development of L2 writing skills, its practice and effectiveness remain a subject of hot debate. In this issue, Ken Hyland and Fiona Hyland address these and other issues related to teacher written and oral responses, collaborative peer feedback and computer-mediated feedback. The research evidence is also considered to suggest how far different practices produce more effective results, whether long-term benefits have been seen to result from such approaches, if technology has a suitable role, and the extent to which culture plays a part in student responses to feedback.

We note with great sadness the death of a prominent member of the Editorial Board of the journal Language Teaching, Professor Christopher Brumfit. Chris will be remembered by all of us who had the good fortune to have regular contact with him on the journal as one of those special people one occasionally meets in life, whose indomitable spirit inspired those around him to make ever greater efforts to advance and improve.

As Cynthia White points out in this issue's state-of-the-art article, recent years have seen ‘a dramatic expansion of distance education with new language learning opportunities being made available to new audiences throughout the world’. In her review of distance education, she highlights the contribution made in the literature to our understanding of the nature of language learning in non-classroom settings. It is the first critical review to address important issues and debates that have developed within the field – such as the development of learners' interactive competence and the nature of optimal distance language learning environments. Throughout, the article's emphasis is on the complexity of distance language learning and teaching given the presence and interplay of human, institutional, technological and sociocultural influences. Throughout the paper, the author addresses a number of emerging trends for further research.

We are delighted to welcome the return of Richard Johnstone's research review. An article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://uk.cambridge.org/jid_LTA>.

The acceptance and encouragement of plurilingualism and multilingualism are now central to the official language policies of the European Union and Council of Europe, and – as James Coleman points out in this issue's state-of-the-art article on English-medium teaching in European higher education – the process which began in Bologna to provide for more convergence across higher education promises ‘proper provision for linguistic diversity’. In his survey, Coleman first describes the global context in terms of the spread of English as a lingua franca and of the way higher education is now being marketed. He then explores the reasons for English-medium teaching in higher education institutions across Europe and considers the extent of the phenomenon, its impact and some of the problems such policies might bring.

Recent advances in brain-imaging techniques such as PET (positron emission topography) and fMRI (functional magnetic resonance imaging), and the detailed detection of electrical activity (electroencephalography and event-related potentials), particularly within the brain of the bilingual, are providing exciting new insights into the neurobiological factors that explain and influence L2 development. This issue sees the inclusion of a new section of abstracts, identifying research under the broad category of NEUROLINGUISTICS, where readers can follow theoretical, methodological and experimental work on the relationship between neurolinguistics, psychology and second language acquisition which usefully complements traditional sources of knowledge such as classroom experiences and classroom-based research.

Increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates, the Common European Framework of Reference for Languages (CEFR) is basically conceived as a practical tool for setting clear standards to be attained at successive stages of learning. Of particular interest to course designers, textbook writers, testers, teachers and teacher trainers, it is also a descriptive scheme that is used to analyse L2 learners' needs, guide the development of L2 learning materials and activities, and provide orientation for the assessment of L2 learning outcomes. In this issue, David Little summarises the content, purpose and origins of the CEFR, and discusses its impact on L2 teaching and learning, and on the assessment of L2 proficiency.

John Trim, who was very much a part of the process which led to the creation on the CEFR, and who has been associated with Language Teaching since its foundation, has recently retired from the editorial board of this journal. We would like to take this opportunity to thank him for his help and advice over these past forty years.

From 2008, a new section of the journal will be dedicated to academic studies which use a replication approach. We invite submissions of previously unpublished articles based on LITERAL, APPROXIMATE OR CONSTRUCTIVE REPLICATION OF A PREVIOUS STUDY OR STUDIES of an aspect of L2 education. In keeping with the survey characteristics of Language Teaching, we also encourage submissions of META-ANALYSES which attempt to combine or synthesise a series of comparable research replications.

Feedback is widely seen as crucial for encouraging and consolidating learning, and this significance has also been recognised by those working in the field of second language (L2) writing. Its importance is acknowledged in process-based classrooms, where it forms a key element of the students' growing control over composing skills, and by genre-oriented teachers employing scaffolded learning techniques. In fact, over the past twenty years, changes in writing pedagogy and research have transformed feedback practices, with teacher written comments often supplemented with peer feedback, writing workshops, conferences, and computer-delivered feedback. But while feedback is a central aspect of ESL/EFL writing programs across the world, the research literature has not been unequivocally positive about its role in writing development, and teachers often have a sense that they are not making use of its full potential. In this paper we examine recent research related to feedback on L2 students' writing, focusing on the role of feedback in writing instruction and discussing current issues relating to teacher written and oral feedback, collaborative peer feedback and computer-mediated feedback.

Since its circulation in two draft versions in 1996, and especially since its commercial publication in English and French in 2001, the Common European Framework of Reference for Languages (CEFR) has come to dominate discussion of L2 curricula, the assessment of L2 proficiency, and L2 teaching and learning in Europe. Although it is widely referred to, however, the CEFR remains relatively little known beyond the summaries of its six proficiency levels presented in the so-called ‘global scale’ and ‘self-assessment grid’. This article summarises the CEFR's content, purpose, and origins; describes its reception, paying particular attention to its impact on L2 teaching and learning (especially via its companion piece, the European Language Portfolio) and on the assessment of L2 proficiency; and concludes with a brief consideration of present challenges and future prospects.

In the global debates on English as international lingua franca or as ‘killer language’, the adoption of English as medium of instruction in Higher Education is raising increasing concern. Plurilingualism and multilingualism are embedded in the official policies of the European Union and Council of Europe, and the Bologna Process for harmonizing Higher Education promises ‘proper provision for linguistic diversity’. But even enthusiasts acknowledge the problems of implementing such policies in the face of an inexorable increase in the use of English. This survey draws on the most recent and sometimes disparate sources in an attempt to paint a comprehensive and up-to-date picture of the spread of English-medium teaching in Europe's universities. The article sets the changes in the context of accelerating globalization and marketization, and analyses the forces which are driving the adoption of English, and some of the problems which accelerating ‘Englishization’ of European Higher Education might create.

This article provides a critical overview of the field of distance language learning, challenging the way in which the field is often narrowly conceptualised as the development of technology-mediated language learning opportunities. Early sections focus on issues of concept and definition and both theoretical and pedagogical perspectives on the field. Emphasis is placed on evident shifts from a concern with structural and organisational issues to a focus on transactional issues associated with teaching/learning opportunities within emerging paradigms for distance language learning. The next section reviews choices and challenges in incorporating technology into distance language learning environments, foregrounding decisions about technology made in particular sociocultural contexts, the contribution of ‘low-end’ technologies and research directions in developing new learning spaces and in using online technologies. The investigation of learner contributions to distance language learning is an important avenue of enquiry in the field, given the preoccupation with technology and virtual learning environments, and this is the subject of section six. The two final sections identify future research directions and provide a series of conclusions about research and practice in distance language learning as technology-mediated interactions increasingly come to influence the way we think about the processes of language learning and teaching.

06–433Berry, Vivien (U Hong Kong, China; vberry@hku.hk) & Arthur McNeill, Raising English language standards in Hong Kong. Language Policy (Springer) 4.4 (2005), 371–394.

06–434Callow, Jon, Images, politics and multiliteracies: Using a visual metalanguage. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 7–23.

06–435Chen, Runyi (South China Normal U, China; chenry@scnu.edu.cn) & Bernard Hird, Group work in the EFL classroom in China: A closer look. RELC Journal (Sage) 37.1 (2006), 91–;103.

06–436Crozier, Nicola (Sophia U, Japan; Nic_j_c@yahoo.com) & Robert Kleinsasser, Home country teachers' advice to non-home country teachers: Some initial insights. RELC Journal (Sage) 37.1 (2006), 27–45.

06–437Daniels, Harry (U Bath, UK; sh.r.j.daniels@bath.ac.uk), The dangers of corruption in special needs education. British Journal of Special Education (Blackwell) 33.1 (2006), 1–;9.

06–438Feng, Anwei (U Durham, UK), Bilingualism for the minor or the major? An evaluative analysis of parallel conceptions in China. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 529–;551.

06–439Hasan, Ali S. (Damascus U, Syria), Analysing bilingual classroom discourse. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 7–;18.

06–440Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca), Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 69–;92.

06–441Maxim, Hiram H. (Georgetown U, USA; hhm2@georgetown.edu), Integrating textual thinking into the introductory college-level foreign language classroom. The Modern Language Journal (Blackwell) 90.1 (2006), 19–;32.

06–442Mudraya, Olga (Lancaster U, UK; o.moudraia@lancaster.ac.uk), Engineering English: A lexical frequency instructional model. English for Specific Purposes (Elsevier) 25.2 (2006), 235–;256.

06–443Nicholson, Deborah (Centre for Literacy in Primary Education, London, UK; deborahn@clpe.co.uk), Putting literature at the heart of the literacy curriculum. Literacy (Blackwell) 40.1 (2006), 11–;21.

06–444Richards, Jack (jcrichards1001@yahoo.com), Materials development and research –; making the connection. RELC Journal (Sage) 37.1 (2006), 5–;26.

06–445Sealey, Alison (U Birmingham, UK; a.j.sealey@bham.ac.uk) & Paul Thompson, ‘Nice things get said’: Corpus evidence and the National Literacy Strategy. Literacy (Blackwell) 40.1 (2006), 22–;28.

06–446Tang, Yanfang (College of William and Mary, USA; yxtang@wm.edu), Beyond behavior: Goals of cultural learning in the second language classroom. The Modern Language Journal (Blackwell) 90.1 (2006), 86–;99.

06–447Torres-Gu María E. (Columbia U, USA) & Etxeberría Feli, Modelo B/Dual language programmes in the Basque Country and the USA. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 506–;528.

06–448Wedin, Âsa (Högskolan Dalarna, Falun & Stockholm U, Sweden), Language ideologies and schooled education in rural Tanzania: The case of Karagwe. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 568–;587.

06–449Wright, Jannet A. (U College London, UK; jannet.wright@ucl.ac.uk), Caroline Newton, Michael Clarke, Chris Donlan, Claire Lister & Jasmina Cherguit, Communication aids in the classroom: The views of education staff and speech and language therapists involved with the Communication Aids Project. British Journal of Special Education (Blackwell) 33.1 (2006), 25–;32.

06–450Yang, Jian (Seattle U, USA), English as a Third Language among China's ethnic minorities. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 8.6 (2005), 552–;567.

06–01Akira, Mochida & Harrington, Michael (U Queensland, Australia), The Yes/No test as a measure of receptive vocabulary knowledge. Language Testing (Hodder Arnold) 23.1 (2006), 73–98.

06–02Biddle, Rodney (Gunma Prefectural Women's U, Japan), What makes a good English class? Perceptions of individuality and the group among Japanese EFL students. The Language Teacher (Japan Association for Language Teaching) 29.8 (2005), 3–8.

06–03Burden, Peter (Okayama Shoka U, Japan), The castor oil effect: Learner beliefs about the enjoyment and usefulness of classroom activities and the effects on student motivation. The Language Teacher (Japan Association for Language Teaching) 29.10 (2005), 3–9.

06–04Corbeil, Giselle (Acadia U, Canada), Effectiveness of focus on forms instruction: Different outcomes on constrained and free production tasks?Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 27–46.

06–05Dastjerdi, Hossein Vahid, Talebinezhad & Mohammad Reza (U Isfahan, Iran), Chain-preserving deletion procedure in cloze: A discoursal perspective. Language Testing (Hodder Arnold) 23.1 (2006), 58–72.

06–06Guan Eng Ho, Debbie (U Brunei Darussalam, Brunei; debbieho@fass.ubd.edu.bn), Why do teachers ask the questions they ask?RELC Journal (Sage) 36.3 (2005), 297–310.

06–07Honna, Nobuyuki (Aoyama Gakuin U, Japan; honna@sipeb.aoyama.ac.jp) & Yuko Takeshita, English language teaching in Japan: Policy plans and their implementations. RELC Journal (Sage) 36.3 (2005), 363–383.

06–08Jenkins, Jennifer (King's College, U London, UK), Implementing an international approach to English pronunciation: The role of teacher attitudes and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 535–543.

06–09Kato, Asako (Fudoka Seiwa High School, Japan), The visual text speaks louder than the written text: An examination of the revised Monkasho English I textbooks. The Language Teacher (Japan Association for Language Teaching) 29.5 (2005), 3–13.

06–10Lazaraton, Anne (U Minnesota, Minneapolis, USA; lazaratn@umn.edu) & Noriko Ishihara, Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study. The Modern Language Journal (Blackwell) 89.4 (2005), 529–542.

06–11Li, Defeng (Chinese U Hong Kong, China; defeng@cuhk.edu.hk), Teaching of specialized translation courses in Hong Kong: A curricular analysis. Babel (John Benjamins) 51.1 (2005), 62–77.

06–12McCaughey, Kevin (California, USA; kevin@kevinmccaughey.com), Thekashasyndrome: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 455–459.

06–13McEachron, Gail (College of William and Mary, VA, USA) & Ghazala Bhatti, Language support for immigrant children: A study of state schools in the UK and US. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 164–180.

06–14Reza Hashemi, Mohammad & Farah Gowdasiaei (Ferdowsi U Mashhad, Iran; smrh@ferdowsi.um.ac.ir), An attribute-treatment interaction study: Lexical-set versus semantically unrelated vocabulary instruction. RELC Journal (Sage) 36.3 (2005), 341–361.

06–15Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.

06–16Sercu, Lies (Katholieke Universiteit Leuven, Belgium), María del Carmen Méndez García & Paloma Castro Prieto, Culture learning from a constructivist perspective: An investigation of Spanish foreign language teachers' views. Language and Education (Multilingual Matters) 19.6 (2005), 483–495.

06–17Stempleski, Susan (City U New York, USA), Developing fluency: Some suggestions for the classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 31–33.

06–18Swan, Michael (Freelance), Legislation by hypothesis: The case of task-based instruction. Applied Linguistics (Oxford University Press) 26.3 (2005), 376–401.

06–19Ter-Minasova, Svetlana G. (Moscow State U, Russia; dean@ffl.msu.ru), Traditions and innovations: English language teaching in Russia. World Englishes (Blackwell) 24.4 (2005), 445–454.

06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151.

06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ (www.tesl-ej.org) 9.3 (2005), 33 pp.

06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34.

06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12.

06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au), Optimal class sizes in EAP programs. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 12 pp.

06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107.

06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ (www.tesl-ej.org) 9.2 (2005), 13 pp.

06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288.

06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333.

06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131.

06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24.

06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181.

06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 12 pp.

06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210.

06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81.

06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 24 pp.

06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 15 pp.

06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156.

06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126.

06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452.

06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134.

06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128.

06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41.

06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 110–138.

06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230.

06–233Williams, Howard (Columbia U, USA; howwil@aol.com), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33.

06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia (www.englishaustralia.com.au) 22.1 (2004), 9 pp.

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. System (Elsevier) 34.1 (2006), 97–118.

06–247Jing, 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.

06–248Kapec, 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.

06–249Kervin, 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.

06–250Kwon, 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.

06–251Lyster, 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.

06–252Makarova, 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.

06–253Mckinney, 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.

06–254Morgan-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.

06–255Munro, 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.

06–256Myles, 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.

06–257Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; mynardjo@hotmail.com), Investigating peer tutoring. ELT Journal (Oxford University Press) 60.1 (2006), 13–22.

06–258Neumeier, 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.

06–259Noels, 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.

06–260Ohata, 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.

06–261Peltola, 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.

06–262Pichette, 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.

06–263Ramírez 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.

06–264Sabourin, 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.

06–265Simina, 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.

06–266Sopata, 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.

06–267Tokeshi, 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.

06–268Trembley, 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.

06–269Trofimovich, 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.

06–270Véronique, 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.

06–271Watson Todd, R. (King Mongkut's U Technology, Thailand; irictodd@kmutt.ac.th), Continuing change after the innovation. System (Elsevier) 34.1 (2006), 1–14.

06–272Yazigi, 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.

06–451Baquedano-López, Patricia (U California, Berkeley, USA; pbl@berkeley.edu), Jorge L. Solís & Shlomy Kattan, Adaptation: The language of classroom learning. Linguistics and Education (Elsevier) 16.1 (2005), 1–26.

06–452Brooks, Patricia, J. (City U New York, USA; pbrooks@mail.csi.cuny.edu), Vera Kempe & Ariel Sionov, The role of learner and input variables in learning inflectional morphology. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 185–209.

06–453Clahsen, Harald & Claudia Felser (U Essex, UK; harald@essex.ac.uk), Grammatical processing in language learners. Applied Psycholinguistics (Cambridge University Press) 27.1 (2006), 3–42.

06–454Cleland, Alexandra A. (U York, UK; a.cleland@psych.york.ac.uk) & Martin J. Pickering, Do writing and speaking employ the same syntactic representations?Journal of Memory and Language (Elsevier) 54.2 (2006), 185–198.

06–455Devescovi, Antonella (U Rome, Italy; antonella.devescovi@uniroma1.it), Maria Cristina Caselli, Daniela Marchione, Patrizio Pasqualetti, Judy Reilly & Elisabeth Bates, A cross-linguistic study of the relationship between grammar and lexical development. Journal of Child Language (Cambridge University Press) 32.4 (2005), 759–786.

06–456Fomin, Maxim & Gregory Toner (U Ulster, UK; gj.toner@ulster.ac.uk), Digitizing a dictionary of Medieval Irish: The eDIL Project. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 83–90.

06–457Geeslin, Kimberly L. (Indiana U, USA; kgeeslin@indiana.edu) & Pedro Guijarro-Fuentes, Second language acquisition of variable structures in Spanish by Portuguese speakers. Language Learning (Blackwell) 56.1 (2006), 53–107.

06–458Gullberg, Marianne (Max Planck Institute for Psycholinguistics, the Netherlands; marianne.gullberg@mpi.nl), Handling discourse: Gestures, reference tracking, and communication strategies in early L2. Language Learning (Blackwell) 56.1 (2006), 155–196.

06–459Hickmann, Maya (U René Descartes Paris 5, France) & Henriette Hendriks, Static and dynamic location in French and in English. First Language (Sage) 26.1 (2006), 103–135.

06–460Hohlfeld, Annette (U Complutense, Spain; ahohlfeld@isciii.es), Accessing grammatical gender in German: The impact of gender-marking regularities. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 127–142.

06–461Howard, 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.

06–462Huong, Le Pham Hoai (Hue U of Foreign Languages, Vietnam; quangandhuong@yahoo.com), Learning vocabulary in group work in Vietnam. RELC Journal (Sage) 37.1 (2006), 105–121.

06–463Jie, Li (Chinese U Hong Kong, China; lijie@cuhk.edu.hk) & Qin Xiaoqing, Language learning styles and learning strategies of tertiary-level English learners in China. RELC Journal (Sage) 37.1 (2006), 67–90.

06–464Kiefer, Kate (Colorado State U, USA; Kate.Kiefer@colostate.edu), Complexity, class dynamics, and distance learning. Computers and Composition (Elsevier) 23.1 (2006), 125–138.

06–465Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu), How do English L1 learners of advanced Japanese infer unknownKanjiwords in authentic texts?Language Learning (Blackwell) 56.1 (2006), 109–153.

06–466Leonard, Lawrence B. (Purdue U, USA; xdxl@purdue.edu), Anita M.-Y. Wong, Patricia Deevy, Stephanie F. Stokes & Paul Fletcher, The production of passives by children with specific language impairment: Acquiring English or Cantonese. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 267–299.

06–467Leong, Che Kan (U Saskatchewan, Canada; leong@sask.usask.ca), Kit Tai Hau, Pui Wan Cheng & Li Hai Tan, Exploring two-wave reciprocal-structural relations among orthographic knowledge, phonological sensitivity, and reading and spelling of English words by Chinese students. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 591–600.

06–468Macizo, Pedro & M. Teresa Bajo (U Granada, Spain; mbajo@ugr.es), Reading for repetition and reading for translation: Do they involve the same processes?Cognition (Elsevier) 99.1 (2006), 1–34.

06–469Mackay, Ian R. & James E. Fleger (U Alabama, USA; jeflege@uab.edu) & Satomi Imai, Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 157–183.

06–470Pavlik Jr., Philip I. & John R. Anderson (Carnegie Mellon U, USA), Practice and forgetting effects on vocabulary memory: An activationbased model of the spacing effect. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 29.4 (2005), 559–586.

06–471Ram, Frost (Hebrew U, Israel; frost@mscc.huji.ac.il), Tamar Kugler, Avital Deutsch & Kenneth I. Foster, Orthographic structure versus morphological structure: Principles of lexical organization in a given language. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 31.6 (2005), 1293–1396.

06–472Roberts, Theresa, A. (California State U, USA; robertst@csus.edu), Articulation accuracy and vocabulary size contributions to phonemic awareness and word reading in English language learners. Journal of Educational Psychology (American Psychological Association) 97.4 (2005), 601–616.

06–473Treiman, Rebecca (Washington U, USA; rtreiman@wustl.edu), Brett Kessler & Tatiana Cury Pollo, Learning about the letter name subset of the vocabulary: Evidence from US and Brazilian pre-schoolers. Applied Psycholinguistics (Cambridge University Press) 27.2 (2006), 211–227.

06–474Vandergrift, Larry (U Ottawa, Canada; lvdgrift@uottawa.ca), Second language listening: Listening ability or language proficiency?The Modern Language Journal (Blackwell) 90.1 (2006), 6–18.

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. (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.

06–54Ramírez 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.

06–55Riney, 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.

06–56Rossiter, 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.

06–57Rubdy, 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.

06–58Schneider, Jason (jasoncschneider@yahoo.com), Teaching grammar through community issues. ELT Journal (Oxford University Press) 59.4 (2005), 298–305.

06–59Shaaban, 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.

06–60Sider, 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.

06–61Spiliotopoulus, 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-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.

06–66Tani-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.

06–67Thoms, 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. International Journal of Applied Linguistics (Blackwell) 15.3 (2005), 364–378.

06–69Tocalli-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.

06–70Trofimovich, 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.

06–71Tuveng, 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.

06–72Warga, 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.

06–622Al-Issa, Ali (College of Sharia and Law, Sultanate of Oman), The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 258–270.

06–623Aline, David (Kanagawa U, Japan) & Yuri Hosoda, Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 5–21.

06–624Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.

06–625Atay, Derin (Marmara U, Turkey), Reflections on the cultural dimension of language teaching. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 222–236.

06–626Bada, Erdoğan (U Çukurova, Turkey; badae@cukurova.edu.tr), Pausing, preceding and following ‘that’ in English. ELT Journal (Oxford University Press) 60.2 (2006), 125–132.

06–627Barkhuizen, Gary & Anne Feryok (U Auckland, New Zealand), Pre-service teachers' perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 115–134.

06–628Barwell, Richard (U Bristol, UK; richard.barwell@bris.ac.uk), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.

06–629Chavez, Monica (U Wisconsin-Madison, USA; mmchavez@wisc.edu), Classroom-language use in teacher-led instruction and teachers' self-perceived roles. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 49–102.

06–630Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Shuji Hasegawa, An investigation into the star-rated words in English–Japanese learner's dictionaries. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 175–195.

06–631Clifton, Jonathan (Antwerp U, Belgium; jonathan.clifton@ua.ac.be), Facilitator talk. ELT Journal (Oxford University Press) 60.2 (2006), 142–150.

06–632Creese, Angela (U Birmingham, UK; a.creese@bham.ac.uk), Is this content-based language teaching?Linguistics and Education (Elsevier) 16.2 (2005), 188–204.

06–633Davison, Chris (U Hong Kong, China; cdavison@hku.hk), Learning your lines: Negotiating language and content in subject English. Linguistics and Education (Elsevier) 16.2 (2005), 219–237.

06–634Farmer, Frank (Universidad de Quintana Roo, Mexico; frank@correo.uqroo.mx), Accountable professional practice in ELT. ELT Journal (Oxford University Press) 60.2 (2006), 160–170.

06–635Hampel, Regina (The Open U; r.hampel@open.ac.uk), Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL (Cambridge University Press) 18.1 (2006), 105–121.

06–636Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round?Language and Education (Mutilingual Matters) 20.2 (2006), 95–109.

06–637James, Mark (Arizona State U, USA; Mark.A.James@asu.edu), Teaching for transfer in ELT. ELT Journal (Oxford University Press) 60.2 (2006), 151–159.

06–638Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca), Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 69–92.

06–639Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca) & Hirohide Mori, Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300.

06–640McGrath, Ian (U Nottingham, UK; Ian.McGrath@nottingham.ac.uk), Teachers' and learners' images for coursebooks. ELT Journal (Oxford University Press) 60.2 (2006), 171–180.

06–641Murahata, Yoshiko (Kochi U, Japan), What do we learn from NNEST-related issues? Some implications for TEFL in Japan. The Language Teacher (Japan Association for Language Teaching) 30.6 (2006), 3–7.

06–642Nakatani, Yasuo (Nakamura Gakuen U, Japan; nakatani@nakamura-u.ac.jp), Developing an oral communication strategy inventory. The Modern Language Journal (Blackwell) 90.2 (2006), 151–168.

06–643Naughton, Diane (U Granada, Spain; naughton@ugr.es), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal (Blackwell) 90.2 (2006) 169–184.

06–644O'Donnell, Kevin (Suzuka International U, Japan), Japanese secondary English teachers: Negotiation of educational roles in the face of curricular reform. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 300–315.

06–645Pauwels, Anne (U Western Australia, Australia) & Joanne Winter, Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 128–140.

06–646Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka, Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education (Mutilingual Matters) 20.2 (2006), 110–127.

06–647Strauss, Susan (Pennsylvania State U, USA; sgs9@psu.edu), Jihye Lee & Kyungja Ahn, Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean. The Modern Language Journal (Blackwell) 90.2 (2006), 185–209.

06–648Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes, ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools. Language and Education (Mutilingual Matters) 20.2 (2006), 141–161.

06–649Walqui, Aída (Teacher Professional Development Program, West Ed, USA), Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 159–180.

06–650Yamanaka, Nobuko (Ehime U, Japan), An evaluation of English textbooks in Japan from the viewpoint of nations in the inner, outer and expanding circles. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 57–76.

06–651Yu, Weihua (Guangdong U of Foreign Studies, China), Promoting quality in China's higher education by motivating students attending the British Culture Survey course. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 261–274.

06–652Angelova, 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.

06–653Asada, 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.

06–654Birdsong, 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.

06–655Bruen, 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.

06–656Carpenter, 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.

06–657Chujo, 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.

06–658Coffey, 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.

06–659Comajoan, 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.

06–660Cowie, 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.

06–661Cumbreno 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.

06–662Derwing, 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.

06–663Djité, 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.

06–664Ellis, Nick (U Michigan, USA), Language acquisition as rational contingency learning. Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24.

06–665Ellis, 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.

06–666Ghabanchi, 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.

06–667Gillies, 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.

06–668Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk), Listening comprehension: The learners' perspective. System (Elsevier) 34.2 (2006), 165–182.

06–669Holmes, 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.

06–670Hemard, 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.

06–671Howard, 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.

06–672Howard, 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.

06–673Jin, 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.

06–674Laufer, 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.

06–675Long, 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.

06–676McDonough, 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.

06–677Mohan, 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.

06–678Mori, 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.

06–679Oh, 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.

06–680Pica, 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.

06–681Pietiläinen, Jukka (U Tampere, Finland), Current trends in literary production in Esperanto. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 271–285.

06–682Polio, 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.

06–683Pujol, 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.

06–684Radford, 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.

06–685Sagarra, 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.

06–686Schauer, 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.

06–687Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.

06–688Shi, 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.

06–689Singleton, 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.

06–690Stowe, 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.

06–691Tatar, 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.

06–692Toth, 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.

06–693Tseng, 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.

06–694Tsuda, 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.

06–695Usó-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.

06–696Van 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.

06–697Vetter, 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.

06–698Vickers, 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.

06–699Vine, 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.

06–700Wang, 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.

06–273Andrews, Richard (York U, UK; rja3@york.ac.uk), Carole Torgerson, Sue Beveton, Allison Freeman, Terry Locke, Graham Lowe, Alison Robinson & Die Zhu, The effect of grammar teaching on writing development. British Educational Research Journal (Routledge/Taylor & Francis) 32.1 (2006), 39–55.

06–274Astika, Gusti (Satya Wacana U, Salatiga, Indonesia; astika@uksw.edu), A task-based approach to reading English for specialised purposes. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 14 pp.

06–275Ayoola, Kehinde A. (Lagos State Polytechnic, Ikorodu, Nigeria; kehinday77@yahoo.co.uk), Challenges to a new generation of Nigerian writers in English. English Today (Cambridge University Press) 22.1 (2006), 3–9.

06–276Banerjee, Jayanti & Dianne Wall (Lancaster U, UK; j.banerjee@lancaster.ac.uk), Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 50–69.

06–277Bitchener, John (Auckland U Technology, New Zealand; john.bitchener@aut.ac.nz) & Helen Basturkmen, Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 4–18.

06–278Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu), Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance. System (Elsevier) 34.1 (2006), 15–35.

06–279Byrne, Brian (U New England, USA; bbyrne@une.edu.au), Richard K. Olson, Stefan Samuelsson, Sally Wadsworth, Robin Corley, John C. DeFries & Erik Willcutt, Genetic and environmental influences on early literacy. Journal of Research in Reading (Blackwell) 29.1 (2006), 33–49.

06–280Castles, Anne (U Melbourne, Australia; acastles@unimelb.edu.au), Timothy Bates, Max Coltheart, Michelle Luciano & Nicholas G. Martin, Cognitive modelling and the behaviour genetics of reading. Journal of Research in Reading (Blackwell) 29.1 (2006), 92–103.

06–281Cheng, An (Oklahoma State U, USA; an.cheng@okstate.edu), Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes (Elsevier) 25.1 (2006), 76–89.

06–282Conlon, Elizabeth G., Melanie J. Zimmer-Gembeck, Peter A. Creed & Melinda Tucker (Griffith U, Australia; e.conlon@griffith.edu.au), Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills. Journal of Research in Reading (Blackwell) 29.1 (2006), 11–32.

06–283Fitze, Michael (Dubai Women's College, Dubai), Discourse and participation in ESL face-to-face and written electroncic conferences.Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 67–86.

06–284Grigorenko, Elena L. (Yale U, USA & Moscow State U, Russia; elena.grigorenko@yale.edu), Damaris Ngorosho, Matthew Jukes & Donald Bundy, Reading in able and disabled readers from around the world: same or different? An illustration from a study of reading-related processes in a Swahili sample of siblings. Journal of Research in Reading (Blackwell) 29.1 (2006), 104–123.

06–285Halleck, Gene B. (Oklahoma State U, USA; halleck@okstate.edu) & Ulla M. Connor, Rhetorical moves in TESOL conference proposals. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 70–86.

06–286Hayiou-Thomas, Marianna E. (U York, UK; m.hayiou-thomas@psychology.york.ac.uk), Nicole Harlaar, Philip S. Dale & Robert Plomin, Genetic and environmental mediation of the prediction from preschool language and nonverbal ability to 7-year reading. Journal of Research in Reading (Blackwell) 29.1 (2006), 50–74.

06–287Hood, Susan (U Technology, Sydney, Australia; sue.hood@uts.edu.au), The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 37–49.

06–288Keenan, Janice M. (U Denver, USA; jkeenan@du.edu), Rebecca S. Betjemann, Sally J. Wadsworth, John C. DeFries & Richard K. Olson, Genetic and environmental influences on reading and listening comprehension. Journal of Research in Reading (Blackwell) 29.1 (2006), 75–91.

06–289Koutsantoni, Dimitra (U Birmingham, UK; dkoutsantoni@yahoo.com), Rhetorical strategies in engineering research articles and research theses: Advanced academic literacy and relations of power. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 19–36.

06–290Kwan, Becky S. C. (Hong Kong Baptist U, Hong Kong, China; becky@hkbu.edu.hk), The schematic structure of literature reviews in doctoral theses of applied linguistics.English for Specific Purposes (Elsevier) 25.1 (2006), 30–55.

06–291Lee, David & John Swales (Nagoya U, Japan; david_lee00@hotmail.com), A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes (Elsevier) 25.1 (2006), 56–75.

06–292Okamura, A. (Takasaki City U of Economics, Japan; okamura@tcue.ac.jp), Two types of strategies used by Japanese scientists, when writing research articles in English. System (Elsevier) 34.1 (2006), 68–79.

06–293Pecorari, Diane (Mälardalen U, Sweden; Diane.Pecorari@mdh.se), Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes (Elsevier) 25.1 (2006), 4–29.

06–294Piller, Bonnie & Mary Jo Skillings (California State U, San Bernardino, USA; bpiller@csusb.edu), English language teaching strategies used by primary teachers in one New Delhi, India, school. TESL-EJ (www.tesl-ej.org) 9.3 (2005), 23 pp.

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), 339–351

06–80Fowle, 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. Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii) 17.2 (2005), 125–143.

06–82Hinkel, Eli (Seattle U, USA), Hedging, inflating, and persuading in L2 academic writing. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 29–53.

06–83Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu) & Yuerong Liu Sweetland, Two case studies of L2 writers' experiences across learning-directed portfolio contexts. Assessing Writing (Elsevier), 10.3 (2005), 192–213.

06–84Holligan, Chris (U Paisley, UK), Fact and fiction: A case history of doctoral supervision. Educational Research (Routledge/Taylor & Francis) 47.3 (2005), 267–278.

06–85Kaakinnen, Johanna K. & Jukka Hyona (U Turku, Finland), Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eyetracking, and recall. 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. Discourse Processes (Lawrence Erlbaum) 40.3 (2005), 171–191.

06–94Sapp, David Alan & James Simon (Fairfield U, USA; dsapp@mail.fairfield.edu), Comparing grades in online and face-to-face writing courses: Interpersonal accountability and institutional commitment. Computers and Composition (Elsevier) 22.4 (2005), 471–489.

06–95Shaffer, Jeffrey (Osaka Gakuin U, Japan), Choosing narrow reading texts for incidental vocabulary acquisition. The Language Teacher (Japan Association for Language Teaching) 29.7 (2005), 21–27.

06–96Storch, Neomy (U Melbourne, Australia), Collaborative writing: Product, process, and students' reflections. Journal of Second Language Writing (Elsevier) 14.3 (2005), 153–173.

06–97Syrquin, Anna F. (U Miami, USA), Registers in the academic writing of African American college students. Written Communication (Sage) 23.1 (2006), 63–90.

06–98Tardy, Christine M. (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. Computers and Composition (Elsevier) 22.4 (2005), 493–501.

06–102You, Xiaoye (The Pennsylvania State U, USA; xuy10@psu.edu), ‘The choice made from no choice’: English writing instruction in a Chinese university. Journal of Second Language Writing (Elsevier) 13.2 (2004), 97–110.

06–475Al-Ali, Mohammed N. (Jordan U of Science and Technology, Irbid, Jordan), Genre-pragmatic strategies in English letter-of-application writing of Jordanian Arabic–English bilinguals. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.1 (2006), 119–139.

06–476Anderson, Bill (Massey U College of Education, New Zealand; w.g.anderson@massey.ac.nz), Writing power into online discussion. Computers and Composition (Elsevier) 23.1 (2006), 108–124.

06–477Blaır, Kristine & Cheryl Hoy (Bowling Green State U, USA; kblair@bgnet.bgsu.edu), Paying attention to adult learners online: The pedagogy and politics of community. Computers and Composition (Elsevier) 23.1 (2006), 32–48.

06–478Blakelock, Jane & Tracy E. Smith (Wright State U, USA; jane.blakelock@wright.edu) Distance learning: From multiple snapshots, a composite portrait. Computers and Composition (Elsevier) 23.1 (2006), 139–161.

06–479Bulley, Míchael, Wasthatnecessary?English Today (Cambridge University Press) 22.2 (2006), 47–49.

06–480Chi-Fen, Emily Chen (National Kaohsiung First U of Science and Technology, Taiwan; emchen@ccms.nkfust.edu.tw), The development of email literacy: From writing to peers to writing to authority figures.Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 35–55.

06–481Chikamatsu, Nobuko (DePaul U, Chicago, USA; nchikama@condor.depaul.edu), Developmental word recognition: A study of L1 English readers of L2 Japanese. The Modern Language Journal (Blackwell) 90.1 (2006), 67–85.

06–482DePew, Kevin Eric (Old Dominion U, USA; Kdepew@odu.edu), T. A. Fishman, Julia E. Romberger & Bridget Fahey Ruetenik, Designing efficiencies: The parallel narratives of distance education and composition studies. Computers and Composition (Elsevier) 23.1 (2006), 49–67.

06–483Dix, Stephanie (Hamilton, New Zealand; stephd@waikato.ac.nz), ‘What did I change and why did I do it?’ Young writers' revision practices. Literacy (Blackwell) 40.1 (2006), 3–10.

06–484Donohue, James P. (London, UK; jdonohue@hillcroft.ac.uk), How to support a one-handed economist: The role of modalisation in economic forecasting. English for Specific Purposes (Elsevier) 25.2 (2006), 200–216.

06–485Eisenhart, Christopher (U Massachusetts at Dartmouth, USA), The Humanist scholar as public expert. Written Communication (Sage) 23.2 (2006), 150–172.

06–486Foy, Judith G. & Virginia Mann (Loyola Marymount U, USA; jfoy@lmu.edu), Changes in letter sound knowledge are associated with development of phonological awareness in pre-school children. Journal of Research in Reading (Blackwell) 29.2 (2006), 143–161.

06–487Gruba, Paul (U Melbourne, Australia), Playing the videotext: A media literacy perspective on video-mediated L2 listening. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 77–92.

06–488Halliday, Lorna F. (MRC Institute of Hearing Research, Nottingham, UK) & Dorothy V. M. Bishop, Auditory frequency discrimination in children with dyslexia. Journal of Research in Reading (Blackwell) 29.2 (2006), 213–228.

06–489Hayes, John R. (Carnegie Mellon U, USA) & N. Ann Chenoweth, Is working memory involved in the transcribing and editing of texts?Written Communication (Sage) 23.2 (2006), 135–149.

06–490Hewett, Beth L. (Forest Hill, MD, USA; beth.hewett@comcast.net), Synchronous online conference-based instruction: A study of whiteboard interactions and student writing. Computers and Composition (Elsevier) 23.1 (2006), 4–31.

06–491Hilton, Mary (U Cambridge, UK; mhiltonhom@aol.com), Damaging confusions in England's KS2 reading tests: A response to Anne Kispal. Literacy (Blackwell) 40.1 (2006), 36–41.

06–492Hock Seng, Goh (U Pendikikan Sultan Idris, Malaysia) & Fatimah Hashim, Use of L1 in L2 reading comprehension among tertiary ESL learners. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 26 pp.

06–493Khuwaileh, Abdullah A. (Abu Dhabi, Al-ain, United Arab Emirates), Medical rhetoric: A contrastive study of Arabic and English in the UAE. English Today (Cambridge University Press) 22.2 (2006), 38–44.

06–494Kondo-Brown, Kimi (U Hawaii at Manoa, USA), Affective variables and Japanese L2 reading ability. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 17 pp.

06–495Lee, Jin Sook (U California, USA), Exploring the relationship between electronic literacy and heritage language maintenance. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 93–113.

06–496Macaruso, Paul (Community College of Rhode Island, USA; pmacaruso@ccri.edu), Pamela E. Hook & Robert McCabe, The efficacy of computer-based supplementary phonics programs for advancing reading skills in at-risk elementary students. Journal of Research in Reading (Blackwell) 29.2 (2006), 162–172.

06–497Magnet, Anne (U Burgundy, France; anne.magnet@u-bourgogne.fr) & Didier Carnet, Letters to the editor: Still vigorous after all these years? A presentation of the discursive and linguistic features of the genre. English for Specific Purposes (Elsevier) 25.2 (2006), 173–199.

06–498Miller-Cochran, Susan K. & Rochelle L. Rodrigo (Mesa Community College, USA; susan.miller@mail.mc.maricopa.edu), Determining effective distance learning designs through usability testing. Computers and Composition (Elsevier) 23.1 (2006), 91–107.

06–499Nelson, Mark Evan (U California, USA; menelson@berkeley.edu), Mode, meaning, and synaestesia in multimedia L2 writing. Language Learning & Technology (http://llt.msu.edu) 10.2 (2006), 55–76.

06–500Nikolov, Marianne (U Pécs, Hungary; nikolov@nostromo.pte.hu), Test-taking strategies of 12- and 13-year-old Hungarian learners of EFL: Why whales have migraines. Language Learning (Blackwell) 56.1 (2006), 1–51.

06–501Parks, Susan, Diane Huot, Josiane Hamers & France H.-Lemonnier (U Laval, Canada; susan.parks@lli.ulaval.ca), ‘History of theatre’ web sites: A brief history of the writing process in a high school ESL language arts class. Journal of Second Language Writing (Elsevier) 14.4 (2005), 233–258.

06–502Pigada, Maria & Norbert Schmitt (U Nottingham, UK), Vocabulary acquisition from extensive reading: a case study. Reading in a Foreign Language (http://www.nflrc.hawaii.edu) 18.1 (2006), 28 pp.

06–503Powell, Daisy (Institute of Education, U London, UK; d.powell@ioe.ac.uk), David Plaut & Elaine Funnell, Does the PMSP connectionist model of single word reading learn to read in the same way as a child?Journal of Research in Reading (Blackwell) 29.2 (2006), 229–250.

06–504Reichelt, Melinda (U Toledo, USA; melinda.reichelt@utoledo.edu), English-language writing instruction in Poland. Journal of Second Language Writing (Elsevier) 14.4 (2005), 215–232.

06–505Reilly, Colleen A. & Joseph John Williams (U North Carolina, USA; reillyc@uncw.edu), The price of free software: Labor, ethics, and context in distance education. Computers and Composition (Elsevier) 23.1 (2006), 68–90.

06–506Reimer, Jason F. (California State U, USA; jreimer@csusb.edu), Developmental changes in the allocation of semantic feedback during visual word recognition. Journal of Research in Reading (Blackwell) 29.2 (2006), 194–212.

06–507Richter, Tobias (U Cologne, Germany), What is wrong with ANOVA and Multiple Regression? Analyzing sentence reading times with hierarchical linear models. Discourse Processes (Erlbaum) 41.3 (2006), 221–250.

06–508Roca De Larios, Julio (U of Murcia, Spain; jrl@um.es), Rosa M. Manchón & Liz Murphy, Generating text in native and foreign language writing: a temporal analysis of problem-solving formulation processes. The Modern Language Journal (Blackwell) 90.1 (2006), 100–114.

06–509Spencer, Ken (U Hull, UK; k.a.spencer@hull.ac.uk), Phonics self-teaching materials for foundation literacy. Literacy (Blackwell) 40.1 (2006), 42–50.

06–510Spooner, Alice L. R. (U Central Lancashire, UK; aspooner@uclan.ac.uk), Susan E. Gathercole & Alan D. Baddeley, Does weak reading comprehension reflect an integration deficit?Journal of Research in Reading (Blackwell) 29.2 (2006), 173–193.

06–511Swarts, Jason (North Carolina State U, USA), Coherent fragments: The problem of mobility and genred information. Written Communication (Sage) 23.2 (2006), 173–201.

06–512Walsh, Maureen, The ‘textual shift’: examining the reading process with print, visual and multimodal texts. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.1 (2006), 24–37.

06–513Wilson, Andrew (Lancaster U, UK; eiaaw@exchange.lancs.ac.uk), Development and application of a content analysis dictionary for body boundary research. Literary and Linguistic Computing (Oxford University Press) 21.1 (2006), 105–110.

06–514Yusun Kang, Jennifer (Harvard U Graduate School of Education, USA; jennifer_kang@post.harvard.edu), Written narratives as an index of L2 competence in Korean EFL learners. Journal of Second Language Writing (Elsevier) 14.4 (2005), 259–279.