Research Article
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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.
State of the Art
Annual review of research
- Richard Johnstone
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- 28 July 2005, pp. 219-242
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The present review refers to studies published in leading international research journals in 2003. It gives priority to published research on learning, teaching and policy in respect of second, modern foreign or additional languages. The aim is not simply to describe or summarise the studies which have been selected for comment, but rather to identify key features which seem to be significant. Since in each case only a few brief and not fully representative words can be devoted to any one article, a further aim of the review is of course to point readers in the direction of the original articles themselves. As usual, I have broken the review down into a number of key themes, beginning this year with Affective Factors. However, this does not imply that an article deals exclusively with the theme into which I have assigned it. An article appearing in the theme of Acquisition and Learning for example will in many cases have relevance to other themes such as Proficiency, Teaching, Strategies or Curriculum. As in previous years reference is made to the abstracts. Thus, MacIntyre, Baker, Clément & Donovan (2003: 03-463) refers to an article by these four authors published in 2003 and reflected in the 2003 series of this journal as abstract 463.
Teaching the use of context to infer meaning: a longitudinal survey of L1 and L2 vocabulary research
- JoDee Walters
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- 28 July 2005, pp. 243-252
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This article examines research in the area of instruction in the use of context to infer the meanings of unknown words. This issue is addressed initially from a first language perspective, in which approaches to teaching the use of context fall into three broad categories: general strategy instruction, context clue instruction, and the use of cloze exercises to increase awareness of context. Studies in second language vocabulary acquisition and the instruction of context are then examined, and the conclusion is drawn that, while the existing research demonstrates that students benefit from having their attention drawn to the use of context, the question of how, if at all, they should be taught to deal with context is still unanswered. The article concludes with suggestions for the direction and aims of future research in this area.
Abstract
Language teaching
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- Published online by Cambridge University Press:
- 28 July 2005, pp. 253-264
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04–450Levis, John (Iowa State U., USA; Email: jlevis@iastate.edu) and Pickering, Lucy. Teaching intonation in discourse using speech visualization technology. System (Oxford, UK), 32, 4 (2004), 505–524.
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04–452McArthur, Tom. Singapore, grammar, and the teaching of ‘internationally acceptable English’. English Today (Cambridge, UK), 20, 4 (2004), 13–19.
04–453Macbeth, Douglas (Ohio State U., USA; Email: macbeth.1@osu.edu). The relevance of repair for classroom correction. Language in Society (Cambridge, UK), 33 (2004), 703–736.
04–454Mahoney, Sean (Fukushima U., Japan). Role Controversy among team teachers in the JET Programme. JALT Journal (Tokyo, Japan), 26, 2 (2004), 223–244.
04–455Mansoor, Sabiha (Aga Khan U., Pakistan; Email: sabiha.mansoor@aku.edu). The status and role of regional languages in higher education in Pakistan. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 333–353.
04–456Markee, Numa (U. Illinois, Urbana, USA; Email: nppm@uiuc.edu). Zones of interactional transition in ESL classes. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 583–596.
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04–458Mondada, Lorenza and Pekarek Doehler, Simona (U. de Lyon II, France; Email: Lorenza.Mondada@univ-lyon2.fr). Second language acquisition as situated practice: task accomplishment in the French second language classroom. Journal of Multilingual and Multicultural Development (Clevedon,UK), 25, 4 (2004), 297–317.
04–459Mori, Junko (U. of Wisconsin-Madison, USA; Email: j.mori@wisc.edu). Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 536–550.
04–460Nesi, Hilary, Sharpling, Gerard and Ganobcsik-Williams, Lisa (U. of Warwick, UK; Email: h.j.nesi@warwick.ac.uk). Student papers across the curriculum: designing and developing a corpus of British student writing. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 439–450.
04–461Nunes, Alexandra (U. of Aviero, Portugal). Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal (Oxford, UK), 58, 4 (2004), 327–335.
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04–463Pritchard, Rosalind and Nasr, Atef (U. of Ulster, Northern Ireland). Improving reading performance among Egyptian engineering students: principles and practice. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 425–456.
04–464Polansky, Susan G. (Carnegie Mellon U., USA). Tutoring for community outreach: a course model for language. Learning and bridge-building between universities and public schools. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 367–373.
04–465Reinhardt, Jonathan and Nelson, K. Barbara (Pennsylvania State U., USA; Email: jsr@psu.edu). Instructor use of online language learning resources: a survey of socio-institutional and motivational factors. ReCALL (Cambridge, UK), 16, 2 (2004), 292–307.
04–466Rose, Carol and Wood, Allen (U. of Kansas, USA). Perceived value of business language skills by doctoral students in foreign language departments. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 19–29.
04–467Snyder Ohta, Amy and Nakaone, Tomoko (U. of Washington, USA; Email: aohta@u.washington.edu). When students ask questions: teacher and peer answers in the foreign language classroom. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 217–237.
04–468Tajino, Akira (Kyoto U., Japan; Email: akira@tajino.mbox.media.kyoto-u.ac.jp), James, Robert and Kijima Kyoichi. Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 27–42.
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04–470Ware, Paige D. (Southern Methodist U., Dallas, USA; Email: pware@smu.edu). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 451–468.
04–471Yang, Nae-Dong (National Taiwan U., Taiwan; Email: naedong@ccms.ntu.edu.tw). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 293–317.
04–472Zapata, Gabriela C. and Oliveras Heras, Montserrat (Tulane U., USA). CALL and task-based instruction in Spanish for business classes. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 62–74.
Language learning
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- 28 July 2005, pp. 264-275
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04–473Adler, Renatte K. and Loughrin-Sacco, Steven J. (San Diego State U., USA). Internships for American undergraduates: acquiring language and cross-cultural skills for a global market. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 30–40.
04–474Allum, Paul (Rikkyo U., Tokyo, Japan; Email: allum@rikkyo.ac.jp). Evaluation of CALL: initial vocabulary learning. ReCALL (Cambridge, UK), 16, 2 (2004), 488–501.
04–475Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu). Effects of sentence writing in second language lexical acquisition. Second Language Research (London, UK), 20, 4 (2004), 303–334.
04–476Belz, Julie (Pennsylvania State U., USA; Email: jab63@psu.edu). Learner corpus analysis and the development of foreign language proficiency. System (Oxford, UK), 32, 4 (2004), 577–591.
04–477Benati, Alessandro (U. Greenwich, UK; Email: A.Benati@gre.ac.uk). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness (Clevedon, UK), 13, 2 (2004), 67–80.
04–478Bitchener, John (Auckland U. of Technology, New Zealand; Email: john.bitchener@aut.ac.nz). The relationship between the negotiation of meaning and language learning: a longitudinal study. Language Awareness (Clevedon, UK), 13, 2 (2004), 81–95.
04–479Blin, Francoise (Dublin City U., Ireland; Email: francoise.blin@dcu.ie). CALL and the development of learner autonomy: towards an activity-theoretical perspective. ReCALL (Cambridge, UK), 16, 2 (2004), 377–395.
04–480Boehringer, Michael, Bongartz, Christiane and Gramberg, Anne-Katrin (U. Waterloo, Canada). Language learning and intercultural training: the impact of cultural primers on learners and non-learners of German. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2, (2004), 1–18.
04–481Cartes-Henriquez, Ninette, Solar Rodriguez, M. I. and Quintana Letelier, R. (U. de Concepcion, Correo, Chile; Email: ncartes@udec.cl). Electronic texts or learning through textbooks: an experimental study. ReCALL (Cambridge, UK), 16, 2 (2004), 539–557.
04–482Church, Ruth Breckinridge, Ayman-Nolley, Saba and Mahootian, Shahrzad (Northeastern Illinois U., USA; Email: rbchurch@neiu.edu). The role of gesture in bilingual education: does gesture enhance learning?International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 303–319.
04–483Clyne, Michael, Isaakidis, Tina, Liem, Irene and Rossi Hunt, Claudia (U. of Melbourne, Australia; Email: mgclyne@unimelb.edu.au). Developing and sharing community language resources through secondary school programmes. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 255–278.
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04–485Cziko, Gary A. (U. of Illinois at Urbana-Champaign, USA; Email: garycziko.net). Electronic tandem language learning (eTandem): a third approach to Second Language Learning for the 21st century. CALICO Journal (Texas, USA), 22, 1 (2004), 25–39.
04–486DiFino, Sharon M. and Lombardino, Linda J. (U. of Florida, USA). Language learning disabilities: the ultimate foreign language challenge. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 390–400.
04–487Dubreil, Sebastien (U. of Notre Dame, Indiana, USA; Email: sdubreil@nd.edu), Herron, Carol and Cole, Steven B. An empirical investigation of whether authentic web sites facilitate intermediate-level French language students' ability to learn culture. CALICO Journal (Texas, USA), 22, 1 (2004), 41–61.
04–488Duppenthaler, Peter M. (Tezukayama Gakuin U., Japan). Journal writing and the question of transfer of skills to other types of writing. JALT Journal (Tokyo, Japan), 26, 2 (2004), 172–188.
04–489Egbert, Joy and Yang, Yu-Feng (Washington State U., USA; Email: jegbert@wsu.edu). Mediating the digital divide in CALL classrooms: promoting effective language tasks in limited technology contexts. ReCall (Cambridge, UK), 16, 2 (2004), 280–291.
04–490Elder, Catherine (Monash U., Australia) and Manwaring, Diane. The relationship between metalinguistic knowledge and learning outcomes among undergraduate Students of Chinese. Language Awareness (Clevedon, UK), 13, 3 (2004), 145–162.
04–491Ewald, Jennifer D. (Saint Joseph's U., USA; Email: jewald@sju.edu). A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness (Clevedon, UK), 13, 3 (2004), 163–179.
04–492García, Paula (Northern Arizona U., USA; Email: pg4@dana.ucc.nau.edu). Developmental differences in speech act recognition: a pragmatic awareness study. Language Awareness (Clevedon, UK), 13, 2 (2004), 96–115.
04–493Gearon, Margaret (Monash U., Australia; Email: margaret.gearon@education.monash.edu.au). Learner strategies for filling the knowledge gap during collaborative tasks. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 26–34.
04–494Grantham O'Brien, Mary (U. of Calgary, Canada). Pronunciation matters. Die Unterrichtspraxis (New Jersey, USA), 37, 1 (2004), 1–9.
04–495Gruba, Paul (U. of Melbourne, Australia). Designing tasks for online collaborative language learning. Prospect (Sydney, Australia), 19, 2 (2004), 72–81.
04–496Harris, Vee and Grenfell, Michael (U. London, UK; Email: m.grenfell@soton.ac.uk). Language-learning strategies: a case for cross-curricular collaboration. Language Awareness (Clevedon, UK), 13, 2 (2004), 116–130.
04–497Heift, Trude (Simon Fraser U., Canada; Email: heift@sfu.ca). Corrective feedback and learner uptake in CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 416–431.
04–498Hruska, Barbara (U. of Tampa, Florida). Constructing gender in an English dominant kindergarten: implications for second language learners. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 459–485.
04–499Hubbard, Philip and Bradin Siskin, Claire (Stanford U., California, USA; Email: phubbard@stanford.edu). Another look at tutorial CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 448–461.
04–500Hyland, Fiona (U. of Hong Kong, China; Email: hylandf@hkucc.hku.hk). Learning autonomously: contextualising out-of-class English language learning. Language Awareness (Clevedon, UK), 13, 3 (2004), 180–202.
04–501Kasper, Gabriele (U. of Hawai'i at Manoa, USA; Email: gkasper@hawaii.edu). Participant orientations in German conversation-for-learning. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 551–567.
04–502Kim, Yong Suk (Korean U. of Technology and Education; Email: yongkim@kut.ac.kr). Exploring the role of integrative orientation in a Korean EFL environment. English Teaching (Anseonggun, Korea), 59, 3 (2004) 77–91.
04–503Lapkin, Sharon and Swain, Merrill (U. of Toronto, Canada). What underlies immersion students' production: the case ofavoir besoin de. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 349–355.
04–504Lever, Tim (U. of Sydney, Australia). AMEP students online: The view from morning self-access. Prospect (Sydney, Australia), 19, 2 (2004), 39–55.
04–505Malcolm, Diane (Arab Gulf U. in Bahrain). Why should learners contribute to the self-access centre?ELT Journal (Oxford, UK), 58, 4 (2004), 346–354.
04–506Noelle, Lamy (The Open U., UK; Email: m.n.lamy@open.ac.uk). Oral conversations online: redefining oral competence in synchronous environments. ReCALL (Cambridge, UK), 16, 2 (2004), 520–538.
04–507Park, Gi-Pyo (Soonchunhyang U., Korea). Comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 448–458.
04–508Riley, Jean, Burrell, Andrew and McCallum, Bet (U. of London, UK; Email: j.riley@ioe.ac.uk). Developing the spoken language skills of reception class children in two multicultural, inner-city primary schools. British Educational Research Journal (London, UK), 30, 5 (2004), 657–672.
04–509Ryan-Scheutz, Colleen and Colangelo, Laura M. (U. of Notre Dame, USA). Full-scale theatre production and foreign language learning. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 374–389.
04–510Sealey, Alison and Thompson, Paul (U. of Reading, UK). ‘What do you call the dull words?’ Primary school children using corpus-based approaches to learn about language. English in Education (Sheffield, UK), 38, 1 (2004), 80–91.
04–511Stewart, Melissa A. and Pertusa, Inmaculada (Western Kentucky U., USA). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 438–447.
04–512Thomas, Alain (U. of Guelph, Canada; Email: thomas@uoguelph.ca). Phonetic norm versus usage in advanced French as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42, 4 (2004), 365–382.
04–513Van Berkel, Ans (Free U. Amsterdam, The Netherlands; Email: aj.van.berkel@let.vu.nl). Learning to spell in English as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 239–257.
04–514Ward, Monica (Dublin City U., Ireland; Email: mward@computing.dcu.edu.ie). The additional uses of CALL in the endangered language context. ReCALL (Cambridge, UK), 16, 2 (2004), 345–359.
04–515Yamamori, Koyo, Isoda, Takamichi, Hiromori, Tomohito and Oxford, Rebecca L. (National I. Educational Policy Research, Japan; Email: koyo@nier.go.jp). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 381–409.
04–516You, Xiaoye (Purdue U., USA; Email: youx@purdue.edu). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 97–110.
Reading and writing
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04–517Armand, Françoise (U. de Montréal, Canada; Email: Francoise.Armand@umontreal.ca), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.
04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: t22035@cc.ntnu.edu.tw). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.
04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: jongtm@fsw.leidenuniv.nl). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.
04–520Dunsmuir, Sandra (U. College London, UK; Email: s.dunsmuir@ucl.ac.uk) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.
04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.
04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.
04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.
04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.
04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: k.hyland@ioe.ac.uk). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.
04–526Joh, Jeongsoon (Konkuk U., Korea; Email: johjs@konkuk.ac.kr). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.
04–527Lee, Icy (Hong Kong Baptist U., China; Email: icylee@hkbu.edu.hk). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.
04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.
04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.
04–530Moore, Tim (Monash U., Australia; Email: tim.moore@celts.monash.edu.au) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.
04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: taguchi@ic.daito.ac.jp), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.
04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: yoon.98@osu.edu). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.
Language testing
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- 28 July 2005, pp. 279-285
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04–533Cheng, Winnie and Warren, Martin (Hong Kong Polytechnic U., Email: egwcheng@polyu.edu.hk). Peer assessment of language proficiency. Language Testing (London, UK), 22, 1 (2005), 93–121.
04–534Malabonga, Valerie, Kenyon, Dorry M. and Carpenter, Helen (Centre for Applied Linguistics, Washington, USA; Email: valerie@cal.org). Self-assessment, preparation and response time on a computerised oral proficiency test. Language Testing (London, UK), 22, 1 (2005), 59–92.
04–535Parkinson, Jean and Adendorff, Ralph (U. of Natal, India). The use of popular science articles in teaching scientific literacy. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 379–396.
04–536Quinn, M. (Melbourne U., Australia). Talking with Jess: Looking at how metalanguage assisted explanation writing in the Middle Years. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 246–261.
04–537Raphael, T. E., Florio-Raine, S. and George, M. (Oakland U., Australia). Book club plus: organising your literacy curriculum to bring students to high levels of literacy. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 198–216.
04–538Reed, Malcolm (U. of Bristol, UK). Write or wrong? A sociocultural approach to schooled writing. English in Education (Sheffield, UK), 38, 1 (2004), 21–38.
04–539Ren, Guanxin. Introducing oval writing.Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 4–10.
04–540Richgels, Donald J. (Northern Illinois U., USA; Email: richgels@niu.edu). Paying attention to language. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 470–477.
04–541Sang-Keun, Shin (Ewha Womens U. Seoul, Korea; Email: sangshin@ewhaac.kr). Did they take the same test? Examinee language proficiency and the structure of language tests. Language Testing (London,UK), 22, 1 (2005), 31–57.
04–542Schoonen, Rob (U. of Amsterdam, The Netherlands; Email: rob.schoonen@uva.nl). Generalisability of writing scores: an application of structural equation modelling. Language Testing (London, UK), 22, 1 (2005), 1–30.
04–543So, Bronia (U. of Hong Kong, Hong Kong; Email: bronia_so@yahoo.com.hk). From analysis to pedagogic applications: using newspaper genres to write school genres. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 67–82.
04–544Spodark, Edwina (Hollins U., USA; Email: spodark@hollins.edu). “French in Cyberspace”: an online French course for undergraduates. CALICO Journal (Texas, USA), 22, 1 (2004), 83–101.
04–545Sutherland-Smith, Wendy (Deakin U., Australia; Email: wendyss@deakin.edu.au). Pandora's box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 83–95.
04–546Thurstun, Jennifer (Macquarie U., Australia). Teaching and learning the reading of homepages. Prospect (Sydney, Australia), 19, 2 (2004), 56–71.
04–547Valencia, S. W. and Riddle Buly, M. (Washington U., USA). Behind test scores: What struggling readers REALLY need. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 217–233.
04–548Warschauer, Mark (U. of California, USA; Email: markw@uci.edu), Grant, David, Del Real, Gabriel and Rousseau, Michele. Promoting academic literacy with technology: successful laptop programs in K-12 schools. System (Oxford, UK), 32, 4 (2004), 525–537.
04–549Young, Richard F. and Miller, Elisabeth R. (U. of Wisconsin, USA; Email: rfyoungt@wisc.edu). Learning as changing participation: discourse roles in ESL writing conferences. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 519–535.
04–550Bernhardt, Elizabeth B., Rivera, Raymond J. and Kamil, Michael L. (Stanford U., USA). The practicality and efficiency of web-based placement testing for college-level language programs. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 356–366.
04–551Brown, Gavin T. L. (U. of Auckland, New Zealand; Email: gt.brown@auckland.ac.uz), Glasswell, Kath and Harland, Don. Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing (New York, USA), 9, 2 (2004), 105–121.
04–552Hawkey, Roger and Barker, Fiona (Cambridge ESOL, UK; Email: roger@hawkey58.freeserve.co.uk). Developing a common scale for the assessment of writing. Assessing Writing (New York, USA), 9 (2004), 122–159.
04–553Peterson, Shelley, Childs, Ruth and Kennedy, Kerrie (U. of Toronto, Canada; Email: slpeterson@oise.utoronto.ca). Written feedback and scoring of sixth-grade girls' and boys' narrative and persuasive writing. Assessing Writing (New York, USA), 9 (2004), 160–180.
04–554Watson Todd, Richard (King Mongkut's U. of Technology Thonburi, Thailand; Email: irictodd@kmutt.ac.th), Glasswell, Kath and Harland, Don. Measuring the coherence of writing using topic-based analysis. Assessing Writing (New York, USA), 9, 2 (2004), 85–104.
Teacher education
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- 28 July 2005, pp. 285-287
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04–555Garvey, Erica and Murray, Denise E. (NCELTR, Macquarie U., Australia). The multilingual teacher: issues for teacher education. Prospect (Sydney, Australia), 19, 2 (2004), 3–23.
04–556Guilloteaux, Marie J. (Gyeongsang National U., Korea; Email: marie@gsnu.ac.kr). Korean teachers' practical understanding of CLT. English Teaching (Anseonggun, Korea), 59, 3 (2004), 53–76.
04–557Jones, Jeremy F. (U. of Canberra, Australia). The many benefits of a research component in English language teacher education: A case study. Prospect (Sydney, Australia), 19, 2 (2004), 25–38.
04–558Karabenick, Stuart A. (Eastern Michigan U., USA) and Clemens Noda, Phyllis A. Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 55–76.
04–559Lord, Gillian (U. of Florida, USA) and Lomicka, Lara L. Developing collaborative cyber communities to prepare tomorrow's teachers. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 401–416.
04–560Potowski, Kim (U. of Illinois at Chicago, USA) and Carreira, Maria. Teacher development and national standards for Spanish as a heritage language. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 427–437.
04–561Stepp-Greany, Jonita (Florida State U., USA). Collaborative teaching in an intensive Spanish course: a professional development experience for teaching assistants. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 417–426.
04–562Thaine, Craig (Languages International, Auckland, New Zealand). The assessment of second language teaching. ELT Journal (Oxford,UK), 58, 4 (2004), 336–345.
04–563Thompson, G. Paul (Bell International, Libya). Teacher-training in Bangladesh – some lessons learnt. The Teacher Trainer (Canterbury, UK), 18, 3 (2004), 10–13.
Bilingualism
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- 28 July 2005, pp. 287-290
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04–564Banfi, Cristina and Day, Raymond (U. Nacional de Córdoba and ESSARP, Argentina; Email: cbanfi@essarp.org.ar). The evolution of bilingual schools in Argentina. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 398–411.
04–565Bekerman, Zvi and Shhadi, Nader (Hebrew U., Israel; Email: mszviman@mscc.huji.ac.il). Palestinian-Jewish bilingual education in Israel: its influence on cultural identities and its impact on intergroup conflict. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 473–483.
04–566De Mejia, Anne-Marie (U. del Valle, Cali, Colombia; Email: annemariemejia@hotmail.com). Bilingual education in Colombia: towards an integrated perspective. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 381–397.
04–567Gavruseva, Elena (U. of Iowa, USA; Email: elena-gavruseva@uiowa.edu). Root infinitives in child second language English: an aspectual features account. Second Language Research (London, UK), 20, 4 (2004), 335–371.
04–568Keshavarz, Mohammad Hossein (Teacher Training U., Tehran, Iran; Email: mhkeshavarz@yahoo.com) and Astaneh, Hamideh. The impact of bilinguality on the learning of English vocabulary as a foreign language (L3). International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 295–302.
04–569Lao, Christy (San Francisco State U., USA). Parents' attitudes toward Chinese-English bilingual education and Chinese language use. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 99–121.
04–570Lara-Alecio, Rafael (Texas A&M U., USA), Galloway, Martha, Irby, Beverly J., Rodríguez, Linda and Gómez, Leo. Two-way immersion bilingual programs in Texas. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 35–54.
04–571López, Lisa M. (U. of Miami, USA; Email: lopezli@gse.harvard.edu) and Greenfield, Daryl B. The cross-language transfer of phonological skills of Hispanic Head Start children. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 1–18.
04–572López, María G. (Florida International U., USA) and Tashakkori, Abbas. Effects of a two-way bilingual program on the literacy development of students in kindergarten and first grade. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 19–34.
04–573Osterling, Jorge P. and Fox, Rebecca K. (George Mason U., USA; Email: josterli@gmu.edu). The power of perspectives: building a cross-cultural community of learners. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 6 (2004), 489–505.
04–574Reyes, Iliana (U. of Arizona, USA; Email: ireyes@email.arizona.edu). Functions of code switching in schoolchildren's conversations. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 77–98.
04–575Yaeo Siegel, Satoko (U. of Arizona, USA). A case study of one Japanese heritage language program in Arizona. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 123–134.
Applied linguistics
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- 28 July 2005, p. 293
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04–589Coulthard, Malcolm (Aston U., UK). Author indentification, idiolect, and linguistic uniqueness. Applied Linguistics (Oxford, UK), 25, 4 (2004), 431–447.
Sociolinguistics
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- 28 July 2005, pp. 290-293
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04–576Alexander, Neville (U. of Cape Town, South Africa; Email: nalexand@humanities.uct.ac.za). The politics of language planning in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 113–130.
04–577Bayley, Robert and Langman, Juliet (U. of Texas, USA; Email: rbayley@utsa.edu). Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 303–318.
04–578Cruickshank, Ken (U. of Wollongong, Australia; Email: kenc@uow.edu.au). Literacy in multilingual contexts: change in teenagers' reading and writing. Language and Education (Clevedon, UK), 18, 6 (2004), 459–473.
04–579Dailey, René M., Giles, Howard and Jansma, Laura L. (U. of California, Santa Barbara, USA; Email: rdailey@umail.ucsb.edu). Language attitudes in an Anglo-Hispanic context: the role of the linguistic landscape. Language and Communication (Oxford, UK), 25, 1 (2005), 27–38.
04–580Davis, Kathryn and Skilton-Sylvester, Ellen (U. of Hawai'i at Manoa, USA). Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 381–404.
04–581Dewaele, Jean-Marc (U. of London, UK; Email: j.dewaele@bbk.ac.uk). Vous or tu? Native and non-native speakers of French on a sociolinguistic tightrope. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 383–402.
04–582Gordon, Daryl (Temple U., USA). “I'm tired. You clean and cook.” Shifting gender identities and second language socialization. TESOL Quarterly (Alexandria,VA, USA), 38, 3 (2004), 437–457.
04–583Kamwangamalu, Nkonko M. (Howard U., USA; Email: nkamwangamalu@howard.edu). The language policy/language economics interface and mother-tongue education in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 131–146.
04–584Ordonez, Claudia Lucia (U. de los Andes, Santafé de Bogota, Colombia; Email: cordonez@uniandes.edu.com). EFL and native Spanish in elite bilingual schools in Colombia: a first look at bilingual adolescent frog stories. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 449–473.
04–585Simpson, M. JoEllen (Formerly at U. del Valle, Cali, Colombia; Email: jsimpson@telesat.com.co). A look at early childhood writing in English and Spanish in a bilingual school in Ecuador. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.
04–586Skliar, Carlos and Muller Quadros, Ronice (U. Federal do Rio Grande do Sul, Brazil; Email: skliar@piaget.edu.ufrgs.br). Bilingual deaf education in the south of Brazil. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.
04–587Spezzini, Susan (U. of Alabama at Birmingham, USA; Email: spezzini@uab.edu). English immersion in Paraguay: individual and sociocultural dimensions of language learning and use. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 412–431.
04–588Wright, Laurence (Rhodes U., South Africa; Email: L.Wright@ru.ac.za). Language and value: towards accepting a richer linguistic ecology for South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 175–197.
Books and Materials received
Books and Materials received
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