In his overview of teaching and learning foreign languages in Germany, Frank Königs refers to the very different research currents and traditions that have come to inform the state-of-the art as we have it today. Here at language teaching, the editorial team endeavours to bring you examples of excellent research carried out in all the traditions and paradigms which inform our profession today. Here you will find accounts of small classroom-based studies side by side with reports on national research projects; you will find a full range of quantitative and qualitative methodologies represented. All of the articles abstracted appeared in peer-reviewed journals, and are carefully considered by the editor and the abstracting team. We consider all of them to be good examples of whichever research trends they represent, and hope that they will be of use in the professional work of our readers.

This paper reviews a selection of research from the field of foreign and second language teaching into what is referred to here as teacher cognition – what teachers think, know, and believe and the relationships of these mental constructs to what teachers do in the language teaching classroom. Within a framework suggested by more general mainstream educational research on teacher cognition, language teacher cognition is here discussed with reference to three main themes: (1) cognition and prior language learning experience, (2) cognition and teacher education, and (3) cognition and classroom practice. In addition, the findings of studies into two specific curricular areas in language teaching which have been examined by teacher cognition – grammar teaching and literacy – are discussed. This review indicates that, while the study of teacher cognition has established itself on the research agenda in the field of language teaching and provided valuable insight into the mental lives of language teachers, a clear sense of unity is lacking in the work and there are several major issues in language teaching which have yet to be explored from the perspective of teacher cognition.

The present review refers to studies published in 2002 in leading research journals. It focuses in particular on learning, teaching and policy in respect of second, modern foreign or additional languages. The comments offered about particular studies are not intended to summarise them (for that, it is best to refer to the actual abstracts which the present journal publishes). What is on offer is a personal selection made because some aspect of a particular article seemed to be of particular interest or to reflect an important trend, and I have attempted to link such elements together to form a narrative. Compared with previous years, two important themes seemed to gather particular momentum in 2002: first, the role of ‘frequency’ in acquisition; and second, the impact of complex and contradictory global factors on everyday pedagogical practice, thinking and attitudes. As in previous years reference is made to the abstracts. Thus, Tarone (2002: 03-158) refers to an article by Tarone published in 2002 and reflected in the 2003 series of this journal as abstract 158. In previous years I have discussed ICT (information and communications technology) in a separate section of its own but this has now been integrated into other sections, reflecting a process of ‘normalisation’.

This article is organised in five main sections. First, the sub-area of task-based instruction is introduced and contextualised. Its origins within communicative language teaching and second language acquisition research are sketched, and the notion of a task in language learning is defined. There is also brief coverage of the different and sometimes contrasting groups who are interested in the use of tasks. The second section surveys research into tasks, covering the different perspectives (interactional, cognitive) which have been influential. Then a third section explores how performance on tasks has been measured, generally in terms of how complex the language used is, how accurate it is, and how fluent. There is also discussion of approaches to measuring interaction. A fourth section explores the pedagogic and interventionist dimension of the use of tasks. The article concludes with a survey of the various critiques of tasks that have been made in recent years.

03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.

03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.

03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.haifa.ac.il). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.

03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: darteaga@unlv.edu). Focusing on phonology to teach morphological form in French. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 58–70.

03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email: s.bax@cant.ac.uk). CALL – past, present, and future. System (Oxford, UK), 31, 1 (2003), 13–28.

03–391 Black, Catherine (Wilfrid Laurier University; Email: cblack@wlu.ca). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible. [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6, 1 (2003), 5–23.

03–392 Breen, Michael P. (U. of Stirling, Scotland; Email: m.p.breen@stir.ac.uk). From a Language Policy to Classroom Practice: The intervention of identity and relationships. Language and Education (Clevedon, UK), 16, 4 (2002), 260–282.

03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition. Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182.

03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique. [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136.

03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email: c.coffin@open.ac.uk). Exploring different dimensions of language use. ELT Journal (Oxford, UK), 57, 1 (2003), 11–18.

03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email: elizabeth.crosnier@univ.montp3.fr). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA). [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166.

03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning (Lisse, NE), 16, 1 (2003), 47–81.

03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email: nebila.dhieb@fsb.mu.tn). “Explication de texte” revisited in an ESP context. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251.

03–399 Eken, A. N. (Sabanci University, Turkey; Email: eken@sabanciuniv.edu). ‘You've got mail’: a film workshop. ELT Journal, 57, 1 (2003), 51–59.

03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15, 1 (2003), 113–136.

03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: Adela@robcham.freeserve.co.uk). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.

03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.

03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.

03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: hinks@speech.kth.se). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.

03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.

03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.

03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: kskim@kuic.kyonggi.ac.kr). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.

03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.

03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.

03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.

03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.

03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.

03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.

03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). Acquisition des pronoms d'allocution en classe de français immersif. [The acquisition of pronouns of address in the French immersion class.] Aile, 17 (2002), 51–71.

03–415 Macdonald, Shem (La Trobe U., Australia). Pronunciation – views and practices of reluctant teachers. Prospect (NSW, Australia) 17, 3 (2002), 3–15.

03–416 Miccoli, L. (The Federal University of Minas Gerais, Brazil; Email: lmiccoli@dedalus.lcc.ufmg.br). English through drama for oral skills development. ELT Journal, 57, 2 (2003), 122–129.

03–417 Mitchell, R. (University of Southampton), and Lee, J.H-W. Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea. Language teaching research (London, UK), 7, 1 (2003), 35–63.

03–418 Moore, Daniele (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; Email: yanmoore@aol.com). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 279–93.

03–419 Nünning, Vera (Justus-Liebig-Universität, Gießen, Germany) and Nünning, Ansgar. Narrative Kompetenz durch neue erzählerische Kurzformen. [Acquiring narrative competence through short narrative forms.] Der Fremdsprachliche Unterricht Englisch (Seelze, Germany), 1 (2003), 4–10.

03–420 O'Sullivan, Emer (Johann-Wolfgang von Goethe – Universität, Germany) and Rösler, Dietmar. Fremdsprachenlernen und Kinder- und Jugendliteratur: eine kritische Bestandsaufnahme. [Foreign language learning and children's and young people's literature: a critical stocktaking.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 63–111.

03–421 Parisel, Françoise (Lycée Pablo Neruda, St Martin d'Hères, France). Traduction et TPE: quand des élèves expérimentent sur la frontière entre deux langues. [Translation and supervised individual project: when students experiment between two languages.] Les Langues Modernes, 96, 4 (2002), 52–64.

03–422 Ping, Alvin Leong, Pin Pin, Vera Tay, Wee, Samuel and Hwee Nah, Heng (Nanyang U., Singapore; Email: paleong@nie.edu.sg). Teacher feedback: a Singaporean perspective. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 47–75.

03–423 Platt, Elizabeth, Harper, Candace, Mendoza, Maria Beatriz (Florida State University). Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?TESOL Quarterly, 37, 1 (2003), 105–133.

03–424 Polleti, Axel (Universität Passau, Germany). Sinnvoll Grammatik üben. [Meaningful grammar practice.] Der fremdsprachliche Unterricht Französisch (Seelze, Germany), 1 (2003), 4–13.

03–425 Raschio, Richard and Raymond, Robert L. (U. of St Thomas, St Paul, Minnesota, USA). Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.

03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.

03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.

03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.

03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.

03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: shei@mail.cju.edu.tw) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.

03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.

03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.

03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: gstock@ec.ritsumei.ac.jp). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.

03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.

03–435 Thomas, Alain (U. of Guelph, Canada; Email: Thomas@uoguelph.ca). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.

03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: itudor@ulb.ac.be). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.

03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). Fremdsprachenlernen als Konstruktion: einige Anmerkungen zu einem viel diskutierten neuen Ansatz in der Fremdsprachendidaktik. [Foreign-language learning as ‘construction’: some remarks on a much-discussed new approach in foreign-language teaching.] Babylonia (Comano, Switzerland), 4 (2002), 7–14.

There is an unavoidable dilemma in any attempt to put together an overview of the research results for one subject within a discipline. A subject area is either so small that the overview is straightforward but perhaps of interest to only a few, or the subject area is much wider – in which case there is the inevitable danger that the overview will be relatively subjective. This means that some activities may be disregarded while others are given more emphasis than another observer of the subject might have considered appropriate. For example, I have not included the teaching of literature, a complex subject with its own rich research tradition. Being fully aware of both the risks and the advantages of subjectivity, I present this very personal view of foreign language learning and teaching in Germany.

03–192Catroux, Michèle (IUT Bordeaux I, France). Introduction à la Recherche-Action: Modalités d'une démarche théorique centrée sur la pratique. [An introduction to Action Research: Aspects of a practice-centred theoretical process.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002), 8–20.

03–193Farrell, Thomas S. C. (Nat. Inst. of Ed./Nanyang Technological U., Singapore). Concept maps to trace conceptual change in preservice English teachers. RELC Journal (Singapore), 32, 2 (2001), 27–44.

03–194González-Bueno, Manuela (U. of Kansas, USA). Pronunciation teaching component in SL/FL education programs. Training teachers to teach pronunciation. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 133–46.

03–195Gwyn-Paquette, Caroline (U. of Sherbrooke, Quebec, Canada; Email: cgwyn@interlinx.qc.ca) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 204–26.

03–196Lamie, Judith (U. of Birmingham, UK; Email: j.m.lamie@bham.ac.uk). An investigation into the process of change: The impact of in-service training on Japanese teachers of English. Journal of In-service Education (Wallingford, UK), 28, 1 (2002), 135–61.

03–197Lozano, Albert S., Sung, Hyekyung, Padilla, Amado M. and Silva, Duarte M. (Stanford U., California, USA). Evaluation of professional development for language teachers in California. Foreign Language Annals (New York, USA), 35, 2 (2002), 161–70.

03–198Macrory, Gee (Inst. of Ed., The Manchester Metropolitan U., UK). Learning to talk like a language teacher: Crossing the boundary between university and school. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 62–70.

03–199Narcy-Combes, Jean-Paul (Université de La Rochelle, France). La recherche-action en didactique des langues: apprentissage, compagnonnage ou évolution libre? [Action research for language teachers in French higher education: From a traditional approach to collegiality.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 40–52.

03–200O'Brien, Teresa (U. of Manchester, UK). ‘Recherche-action’/‘Recherche basée sur la pratique’ et développement professionel. [Action research/Practice-based research and professional development.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 7–23.

03–201Schocker-von Ditfurth, Marita (U. of Ed., Schwäbisch-Gmünd, Germany; Email: Marita@Schocker_Ditfurth.de) and Legutke, Michael K. Visions of what is possible in teacher education–or lost in complexity? ELT Journal (Oxford, UK), 56, 2 (2002), 162–71.

03–202Sercu, Lies and Peters, Elke (KU Leuven, Belgium; Email: Lies.sercu@arts.kuleuven.ac.be) Learning e–learning–a comprehensive investigation of course developers' and language teacher trainees' views regarding the usefulness and effectiveness of a multimedia self-tuition course. ReCALL (Cambridge, UK), 14, 1 (2002), 32–46.

03–203Ypsilandis, G. S. (U. of Macedonia, Thessaloniki, Greece; Email: ypsi@uom.gr). Feedback in distance education. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 167–81.

In this first of a series of country-specific reviews of published research, my aim has been to highlight current lines of research in Spain which are either new in themselves or have taken their starting-point from existing international research agendas. In the preparation for this review more than one hundred papers were reviewed from over forty journals, conference proceedings, and books edited during the period 1999–2002. Inevitably, however, a ‘selection’ of recent research is just that. Demands of space are, of course, paramount but – in the light of the sheer volume of work published in Spain over the period – some kind of personal criterion inevitably needed to be used for the inclusion or otherwise of a paper. I have decided primarily to highlight experimental or quasi-experimental research which, though it might be based on, or targeted at, a local population or context, also has considerable interest for the wider readership of Language Teaching. Such a decision is not meant to imply a personal preference for such research over other kinds; rather I wished on this occasion to highlight what I perceive as a recent increase in interest in Spain in such studies. Many national university PhD programmes now include the production of an original piece of experimental research as an obligatory requirement of the course, and much of the research cited below has its origins therein. Conversely, this has meant that other, equally valid and commendable, published work has had to be omitted or mentioned only in passing. Amongst these are the numerous on-going reports on locally-initiated and government-funded research projects which are currently operating in many higher-education establishments, as well as teaching and learning materials production carried out with European Union (EU) initiatives. For example, current and recent LINGUA and COMENIUS projects in which there has been considerable Spanish representation include PINOCCHIO (the production of Italian language and culture materials for use in mainstream secondary education – University of Seville), SUBJECT PROJECTS (the production of plurilingual didactic tools for use in European secondary schools – University of the Basque Country), ARTEMIS (the creation of an advanced communicative course for L2 Greek–University Complutense of Madrid), and LEARNER AUTONOMY (an inventory of training needs and current practices for the teaching of learner autonomy in foreign language (FL) teacher training–University of Granada).

03—335 Bacha, Nahla N. (Lebanese American U., Byblos, Lebanon; Email: nbacha@byblos.lau.edu). Developing learners' academic writing skills in higher education: A study for educational reform. Language and Education (Clevedon, UK), 16, 3 (2002), 161—77.

03—336 Bimmel, Peter (U. van Amsterdam, The Netherlands). Strategische lessen lernen in der Fremdsprache. [Learning strategic reading in foreign languages.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113—41.

03—337 Bloch, Joel (The Ohio State U., USA; Email: bloch.10@osu.edu). Student/teacher interaction via email: The social context of Internet discourse. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 117—34.

03—338 Kobayashi, Hiroe (Hiroshima U., Japan; Email: hkobaya@hiroshima-u.ac.jp) and Rinnert, Carol. High school student perceptions of first language literacy instruction: Implications for second language writing. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 91—116.

03—339 Lee, Icy (Hong Kong Baptist U.; Email: icylee@cuhk.edu.hk). Teaching coherence to ESL students: A classroom inquiry. Journal of Second Language Writing (Norwood, NJ, USA), 11, 2 (2002), 135—59.

03—340 Lindgren, Eva and Sullivan, Kirk P. H. (Umeå U., Sweden; Email: lindgren@ling.umu.se). The LS graph: A methodology for visualizing writing revision. Language Learning (Malden, MA, USA), 52, 3 (2002), 565—95.

03—341 Schindler, Kirsten (Universität Bielefeld, Germany). Gemeinsames Schreiben in der Fremdsprache: Muster, Kreativität und das Glück des Autors. [Writing together in a foreign language: Models, creativity and the happiness of the author.] Glottodidactica (Poznán, Poland), 28 (2002), 161—84.

03—342 Sullivan, Kirk and Lindgren, Eva (Uméa U., Sweden; Email: kirk@ling.umu.se). Self-assessment in autonomous computer-aided second language writing. ELT Journal (Oxford, UK), 56, 3 (2002), 258—66.

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.

04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.

04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: sophiaa@unimelb.edu.au). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.

04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.

04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.

04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: csbarron@hkusua.hku.hk). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.

04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.

04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.

04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: mcaballe@guest.uji.es). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.

04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.

04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.

04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.

04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.

04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.

04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.

04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.

04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.

04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: scotkiss@att.canada.ca). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.

04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.

04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.

04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: leeser@uiuc.edu). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.

04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.

04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.

04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.

04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.

04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.

04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.

04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.

04–566 Purvis, K. (Email: purvis@senet.com.au) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.

04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.

04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.

04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.

04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.

04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.

04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

03–1Abrams, Zsuzsanna I. (U. of Texas at Austin, USA). Surfing to cross-cultural awareness: Using Internet-mediated projects to explore cultural stereotypes. Foreign Language Annals (New York, USA), 35, 2 (2002), 141–60.

03–2Adami, Hervé (Université Nancy 2, France). L'oralité et la métalangue dans les rapports au langage des scripteurs/lecteurs en insécurité à l'écrit. [Spoken language and metalanguage as influences on the attitudes of unskilled readers and writers to written language.] Mélanges CRAPEL (Nancy, France), 26 (2001), 7–37.

03–3Allum, Paul (Rikkyo U., Tokyo, Japan; Email: pallum@gol.com). CALL and the classroom: The case for comparative research. ReCALL (Cambridge, UK), 14, 1 (2002), 146–66.

03–4Ayres, Robert (UNITEC, Auckland, New Zealand; Email: rayres@unitec.ac.nz). Learner attitudes towards the use of CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 241–49.

03–5Becker, Claudia A. (Loyola U., Chicago, USA). Turning ‘a rough journey’ into a smoother crossing of borders: Insights into the world of female international interns in the German-speaking workplace. Journal of Language for International Business (Glendale, AZ, USA), 13, 1/2 (2002), 22–42.

03–6Beckett, Gulbahar H. (U. of Cincinnati, Ohio, USA). Teacher and student evaluations of project-based instruction. TESL Canada Journal/La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 52–66.

03–7Biber, Douglas and Reppen, Randi (Northern Arizona U., USA; Email: douglas.biber@nau.edu). What does frequency have to do with grammar teaching? Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 199–208.

03–8Black, Paul and Goebel, Zane (Northern Territory U., Australia; Email: pblack@darwin.ntu.edu.au). Multiliteracies in the teaching of Indonesian. Babel (AFMLTA) (N. Adelaide, Australia), 37, 1 (2002), 22–38.

03–9Boldt, R. F. (Educational Testing Service, USA; Email: rboldt@ets.org) and Ross, S. J. Language programme meta-analysis: Assessing corporate programmes in Korean and Japanese companies. English Teaching (Korea), 57, 3 (2002), 353–71.

03–10Boulon, Joline (Université Claude Bernard Lyon 1, Villeurbanne, France; Email: boulon@univ-lyon1.fr). Narcy's learning stages as the base for creating multimedia modules for L2 acquisition. ReCALL (Cambridge, UK), 14, 1 (2002), 109–19.

03–11Bueno, Kathleen A. (Southern Illinois U.-Edwardsville, USA). Creating community and making connections in the third-year Spanish course: A content-based approach. Foreign Language Annals (New York, USA), 35, 3 (2002), 333–42.

03–12Callahan, Philip (U. of Arizona, USA; Email: pec@u.arizona.edu) and Shaver, Peter. Formative considerations using integrative CALL. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 147–60.

03–13Chateau, Anne and Georges, Lucy (CRELENS [Centre de Ressources pour l'Enseignment des Langues Etrangères aux Non-Spécialistes]. Université Henri Poincaré, Nancy, France). La Recherche-Action: un moteur d'innovations pédagogiques? Analyse d'un cas concret. [Action Research: A driving force behind pedagogical innovation? A case study.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002) 66–79.

03–14Cullen, Richard (Canterbury Christ Church U. Coll., UK; Email: rmc1@can.ac.uk). Supportive teacher talk: The importance of the F-move. ELT Journal (Oxford, UK), 56, 2 (2002), 117–27.

03–15de Courcy, Michèle (La Trobe U., Australia; Email: m.decourcy@latrobe.edu.au), Warren, Jane and Burston, Monique. Children from diverse backgrounds in an immersion programme. Language and Education (Clevedon, UK), 16, 2 (2002), 112–27.

03–16Felix, Uschi (Monash U., Australia; Email: uschi.felix@arts.monash.edu.au). The Web as a vehicle for constructivist approaches in language teaching. ReCALL (Cambridge, UK), 14, 1 (2002), 2–15.

03–17Fischer, Dore (Dublin Inst. of Technology, Ireland). Irish images of Germany: Using literary texts in intercultural learning. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 224–34.

03–18Fukushima, Tatsuya (U. of Arkansas, USA). Promotional video production in a foreign language course. Foreign Language Annals (New York, USA), 35, 3 (2002), 349–55.

03–19Gallien, Chloé (Université Nancy 2, France). Documents d'écoute et débutants: compte rendu d'une étude empirique. [Listening materials and beginners: Account of an empirical study.] Mélanges CRAPEL (Nancy, France), 26 (2001), 91–110.

03–20Ghosn, lrma K. (Lebanese American U., Byblos, Lebanon; Email: ighosn@byblos.lau.edu.lb). Four good reasons to use literature in primary school ELT. ELT Journal (Oxford, UK), 56, 2 (2002), 172–79.

03–21Gil, Gloria (Universidade Federale de Santa Caterina, Brazil). Two complementary modes of foreign language classroom interaction. ELT Journal (Oxford, UK) 56, 3 (2002), 273–79.

03–22Gillespie, John H. and Barr, J. David (U. of Ulster, Northern Ireland, UK; Email: J.Gillespie@ulster.ac.uk). Resistance, reluctance and radicalism: A study of staff reaction to the adoption of CALL/C&IT in modern languages departments. ReCALL (Cambridge, UK), 14, 1 (2002), 120–32.

03–23Gimeno-Sanz, Ana (Universidad Politécnica de Valencia, Spain; Email: agimeno@idm.upv.es). E-language learning for the airline industry. ReCALL (Cambridge, UK), 14, 1 (2002), 47–57.

03–24Guest, Michael (Miyazaki Medical Coll., Japan; Email: michael@post.miyazaki-med.ac.jp). A critical ‘checkbook’; for culture teaching and learning. ELT Journal (Oxford, UK), 56, 2 (2002), 154–61.

03–25Guichon, Nicolas and Penso, Anne (IUT2 de Grenoble, France). Vers une appropriation des outils multimédias. [Towards ownership of educational technology.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002) 90.

03–26Hémard, Dominique and Cushion, Steve (London Guildhall U., UK; Email: hemard@lgu.ac.uk). Sound authoring on the Web: Meeting the users' needs. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 281–94.

03–27Henry, George and Zerwekh, Robert (Northern Illinois U., USA; Emails: henry@cs.nie.edu; zerwekh@cs.nie.edu). SEAsite: Web-based interactive learning resources for Southeast Asian languages and cultures. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 499–512.

03–28Hoare, Philip and Kong, Stella (Hong Kong Inst. of Education). A framework of attributes for English immersion teachers in Hong Kong and implications for immersion teacher education. Asia Pacific Journal of Language in Education (Hong Kong), 4, 2 (2001), 79–106.

03–29Houser, Chris (Kinjo Gakuin U., Japan; Email: chris@houser.cc), Yokoi, Shigeki and Yasuda, Takami. Computer assistance for reading and writing Japanese as a foreign language. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 541–49.

03–30Hsu, Hui-Mei and Gao, Liwei (U. of Illinois at Urbana-Champaign, USA; Emails: hsu3@uiuc.edu; liweigao@uiuc.edu). Computer-mediated materials for Chinese character learning. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 533–36.

03–31Hu, Guangwei (Nat. Inst. of Ed., Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Recent important developments in secondary English-language teaching in the People's Republic of China. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 30–49.

03–32Hudson, James M. and Bruckman, Amy S. (Georgia Inst. of Technology, Atlanta, USA; Email: jhudson@cc.gatech.edu). IRC Français: The creation of an Internet-based SLA community. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 109–34.

03–33Itoh, Reiko (DePauw U., Greencastle, IN, USA; Email: ritoh@depauw.edu) and Hannon, Charles. The effect of online quizzes on learning Japanese. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 551–61.

03–34Julé, Allyson (Trinity Western U., Burnaby, BC, Canada). Speaking their sex: A study of gender and linguistic space in an ESL classroom. TESL Canada Journal/La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 37–51.

03–35Kabata, Kaori (U. of Alberta, Canada; Email: kkabata@ualberta.ca) and Yang, X. Jie. Developing multimedia lesson modules for intermediate Japanese. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 563–70.

03–36Khuwaileh, Abdullah A. (Jordan U. of Science & Technology). English private tutoring: A case study of a new phenomenon in the north of Jordan at the university level. Journal of Language for International Business (Glendale, AZ, USA), 13, 1/2 (2002), 72–83.

03–37Kinginger, Celeste (Pennsylvania State U., USA). Defining the Zone of Proximal Development in US foreign language education. Applied Linguistics (Oxford, UK), 23, 2 (2002), 240–56.

03–38Knoerr, Hélène (Université d'Ottawa, Canada). Recherche-action dans l'université du 3ème millénaire. 2001: l'odyssée de la classe? [Action research in the university of the third millenium. 2001: A class odyssey?] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 24–39.

03–39Koester, Almut Josepha (U. of Birmingham, UK; Email: a.j.koester@bham.ac.uk). The performance of speech acts in workplace conversations and the teaching of communicative functions. System (Oxford, UK), 30, 2 (2002), 167–84.

03–40Lam, Yvonne (U. of Toronto, Canada; Email: ylam@chass.utoronto.ca) and Lawrence, Geoff. Teacher-student role redefinition during a computer-based second language project: Are computers catalysts for empowering change? Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 295–315.

03–41Lee, Jackie F. K. (Hong Kong Baptist U.). Attitudes towards debatable usages among English language teachers and students. Hong Kong Journal of Applied Linguistics (Hong Kong), 6, 2 (2001), 1–21.

03–42Lee, Jackie F. K. (Hong Kong Baptist U.). Teachers' attitudes towards disputable usages. RELC Journal (Singapore), 32, 2 (2001), 1–15.

03–43Lee, Kang-Sub (Chungju National U. of Ed., Chungbuk, Korea; Email: whatsup1@cje.ac.kr). The renaissance in formal grammar instruction and grammar consciousness-raising tasks. English Teaching (Korea), 57, 3 (2002), 215–38.

03–44Lefkowitz, Natalie (Central Washington U., USA) and Hedgcock, John (Monterey Inst. of Internat. Studies, USA; Email: john.hedgcock@miis.edu). Sound barriers: Influences of social prestige, peer pressure and teacher (dis)approval on FL oral performance. Language Teaching Research (London, UK), 6, 3 (2002), 223–44.

03–45Levy, Mike (Griffith U., Queensland, Australia; Email: michael.levy@mailbox.gu.edu.au). CALL by design: Discourse, products and processes. ReCALL (Cambridge, UK), 14, 1 (2002), 58–84.

03–46Lewis, Marilyn (U. of Auckland, New Zealand; Email: mn.lewis@auckland.ac.nz) and McCook, Fiona. Cultures of teaching: Voices from Vietnam. ELT Journal (Oxford, UK), 56, 2 (2002), 146–53.

03–47Li, Defeng (City U. of Hong Kong; Email: defeng@cuhk.edu.hk). Language teaching in translator training. Babel (Amsterdam, The Netherlands), 47, 4 (2001), 343–54.

03–48Liu, Jun (U. of Arizona, USA). Negotiating silence in American classrooms: Three Chinese cases. Language and Intercultural Communication (Clevedon, UK), 2, 1 (2002), 37–54.

03–49Lu, Dan (Hong Kong Baptist U.). Cultural features in speech acts: A Sino-American comparison. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 214–23.

03–50Luk, Jasmine (Hong Kong Inst. of Education). Exploring the sociocultural implications of the native English-speaker teacher scheme in Hong Kong through the eyes of the students. Asia Pacific Journal of Language in Education (Hong Kong), 4, 2 (2001), 19–49.

03–51Luo, Jing (Bloomsburg U., Pennsylvania, USA; Email: luo@bloomu.edu). Introducing two Chinese/Japanese/Korean (CJK) web utilities. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 537–39.

03–52Machovikov, Alexei, Stolyarov, Kirill, Chernov, Maxim, Sinclair, Ian and Machovikova, Iliana (Telum Inc., Russia; Emails: abm@telumintl.com; abm@unitel.spb.ru). Computer-based training system for Russian word pronunciation. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 201–14.

03–53McBride, Nicole (U. of North London, UK; Email: n.mcbride@unl.ac.uk). Web-enhanced approaches to the teaching of linguistic variation in French. ReCALL (Cambridge, UK), 14, 1 (2002), 96–108.

03–54Migdalek, Jack(Trinity Coll., Melbourne U., Australia). Performing English: The classroom as rehearsal space. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 53–61.

03–55Millrood, Radislav (Tambov State U., Russia; Email: millrood@millrood.tstu.ru). Teaching heterogeneous classes. ELT Journal (Oxford, UK), 56, 2 (2002), 128–36.

03–56Morris, Frank A. (U. of Minnesota, USA). Serving the community and learning a foreign language: Evaluating a service-learning programme. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 244–55.

03–57Muncie, James (U. of Evora, Portugal; Email: james_muncie@hotmail.com). Finding a place for grammar in EFL composition classes. ELT Journal (Oxford, UK), 56, 2 (2002), 180–86.

03–58Murphy-Lejeune, Elisabeth (Université Nancy 2, France). Le capital de mobilité: genèse d'un étudiant voyageur. [Travel as a social resource: The birth of a new kind of ‘Stranger’, the student traveller.] Mélanges CRAPEL (Nancy, France), 26 (2001), 137–65.

03–59Nagata, Noriko (U. of San Francisco, USA; Email: nagatan@usfca.edu). BANZAI: An application of natural language processing to web-based language learning. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 583–99.

03–60Neal, Barbara (USA). The quantifier system: One of the largest and least known parts of English. RELC Journal (Singapore), 32, 2 (2001), 16–26.

03–61Nesselhauf, Nadja (U. of Basel, Switzerland) and Tschichold, Cornelia. Collocations in CALL: An investigation of vocabulary-building software for EFL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 251–79.

03–62North, Sarah (Open U., Milton Keynes, UK; Email: s.p.north@open.ac.uk) and Pillay, Hannah. Homework: Re-examining the routine. ELT Journal (Oxford, UK), 56, 2 (2002), 137–45.

03–63Olivares-Cuhat, Gabriela (Cleveland State U., USA). A practical and complementary approach to the evaluation of ESL composition textbooks. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 653–59.

03–64Perego, Elisa (Università di Pavia, Italy). Inglese lingua veicolare in Ungheria: L'apprendimento del lessico in uno studio di caso. [English-medium teaching in Hungary: Teaching vocabulary – a case study.] Rassegna Italiana di Linguistica Applicata (Rome, Italy), 33, 2/3 (2001), 197–218.

03–65Rees, David (Institut National d'Horticulture, Angers, France). From EFL learning theories to EFL teaching practice: Activating action research. Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 53–61.

03–66Riva, Laura (Università Cattolica, Milan, Italy). I dizionari bilingui italiano-inglese su CD-ROM. Analisi comparativa. [A comparative analysis of Italian-English bilingual dictionaries on CD-ROM.] Rassegna Italiana di Linguistica Applicata (Rome, Italy), 33, 2/3 (2001), 263–76.

03–67Roessingh, Hetty (Calgary Board of Ed., Canada) and Kover, Pat. Working with younger-arriving ESL learners in high school English: Never too late to reclaim potential. TESL Canada Journal/La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 1–20.

03–68Schulz, Renate A. (U. of Arizona, USA). Changing perspectives in foreign language education: Where do we come from? Where are we going? Foreign Language Annals (New York, USA), 35, 3 (2002), 285–92.

03–69Sercu, Lies (KULeuven, Faculteit Letteren, Leuven, Belgium; Email: lies.sercu@arts.kuleuven.ac.be). Autonomous learning and the acquisition of intercultural communicative competence: Some implications for course development. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 61–74.

03–70Setati, Mamokgethi, Adler, Jill (Email: 036ja@cosmos.wits.ac.za), Reed, Yvonne and Bapoo, Abdool (U. of the Witwatersrand, South Africa). Incomplete journeys: Code-switching and other language practices in mathematics, science and English language classrooms in South Africa. Language and Education (Clevedon, UK), 16, 2 (2002), 128–49.

03–71Shawback, Michael J. (Ritsumeikan U., Shiga, Japan; Email: shawback@se.ritsumei.ac.jp) and Terhune, N. M. Online interactive courseware: Using movies to promote cultural understanding in a CALL environment. ReCALL (Cambridge, UK), 14, 1 (2002), 85–95.

03–72Shimizu, Hideko (U. of Colorado at Boulder, USA; Email: Shimizu@colorado.edu) and Green, Kathy E. Japanese language educators' strategies for and attitudes toward teaching kanji. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 227–41.

03–73Skourtou, Eleni, (U. of Aegean, Greece). Connecting Greek and Canadian schools through an Internet-based sister-class network. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 2 (2002), 85–95.

03–74Slaouti, Diane (U. of Manchester, UK; Email: diane.slouti@man.ac.uk). The World Wide Web for academic purposes: Old study skills for new? English for Specific Purposes (Amsterdam, The Netherlands), 21, 2 (2002), 105–24.

03–75Soler, Viviana (Universidad Nacional del Sur, Argentina; Email: insoler@criba.edu.ar). Analysing adjectives in scientific discourse: An exploratory study with educational applications for Spanish speakers at advanced university level. English for Specific Purposes (Amsterdam, The Netherlands), 21, 2 (2002), 145–65.

03–76Spratt, Mary (Hong Kong Polytechnic U.). The value of finding out what classroom activities students like. RELC Journal (Singapore), 32, 2 (2001), 80–103.

03–77Sun, Guangyong (Private Pui Ching Commercial Coll., China; Email: guangyong_sun@21cn.com) and Cheng, Liying. From context to curriculum: A case study of communicative language teaching in China. TESL Canada Journal/La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 67–86.

03–78Taylor, Alan M. (Purdue U., USA). L'alternance de codes chez deux enseignants de français langue seconde, niveau débutant, dans l'enseignement assisté par ordinateur. [Code-switching in two teachers of French as a second language, at beginners' level, in a computer-assisted language-learning environment.] The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 623–52.

03–79Taylor, Gregory (Southern Illinois U., USA). Teaching gambits: The effect of instruction and task variation on the use of conversation strategies by intermediate Spanish students. Foreign Language Annals (New York, USA), 35, 2 (2002), 171–89.

03–80Vilar Sánchez, Karin (U. of Granada, Spain; Email: kvilars@goliat.ugr.es). Functional- communicative grammar (Spanish-German) for translators and/or interpreters: A project. Babel (Amsterdam, The Netherlands), 47, 2 (2001), 109–20.

03–81Vogt, Gayle H. (California State U., USA). Distance learning and international graduate students: A point of view. Journal of Language for International Business (Glendale, AZ, USA), 13, 1/2 (2002), 43–56.

03–82Walker, Elizabeth (Hong Kong Inst. of Education). Roles of native-speaker English Teachers (NETs) in Hong Kong secondary schools. Asia Pacific Journal of Language in Education (Hong Kong), 4, 2 (2001), 51–77.

03–83Wilkinson, Sharon (West Virginia U., USA; Email: swilkin@wvu.edu). The omnipresent classroom during summer study abroad: American students in conversation with their French hosts. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 157–73.

03–84Xie, Tianwei (California State U., Long Beach, USA; Email: txie@csulb.edu). Using Internet Relay Chat in teaching Chinese. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 513–24.

03–85Yang, Anson (City U. of Hong Kong). Mysteries for college ESL students: Why and how. Hong Kong Journal of Applied Linguistics (Hong Kong), 6, 2 (2001), 44–53.

03–86Yang, Anson (City U. of Hong Kong; Email: enanson@cityu.edu.hk). Science fiction in the EFL class. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 50–60.

03–87Zhang, Hang (U. of Illinois at Urbana-Champaign, USA; Email: hzhang2@uiuc.edu). Teaching Business Chinese online. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 525–32.

03–438 Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.

03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: janet.atlan@univ-nancy2.fr). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.

03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: aviezer@research.haifa.ac.il). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.

03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. Hong Kong Journal of Applied Linguistics. (Hong Kong, China), 7, 2 (2002), 1–19.

03–442 Brantmeier, Cindy (Washington U., USA). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 1–27.

03–443 Cameron, L. (University of Leeds, UK; Email: L.J.Cameron@education.leeds.ac.uk). Challenges for ELT from the expansion in teaching children. ELT Journal, 57, 2 (2003), 105–112.

03–444 Carter, Beverley-Anne (University of the West Indies, Trinidad and Tobago). Helping learners come of age: learner autonomy in a Caribbean context. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 20–38.

03–445 Cenos, Jasone (U. del País Vasco, Vitoria-Gasteiz, Spain; Email: fipceirj@vc.ehu.es). Facteurs déterminant l'acquisition d'une L3: âge, développement cognitive et milieu. [Factors determining the acquisition of an L3: age, cognitive development and environment.] Aile 18, 2002, 37–51.

03–446 Chini, Danielle (Université de Pau et des Pays de l'Adour, France). La situation d'apprentissage: d'un lieu externe à un espace interne. [Learning situation: from external to internal space.] Anglais de Specialité37–38 (2002), 95–108.

03–447 Condon, Nora and Kelly, Peter (U. Namur, Belgium). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs?ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 205–231.

03–448 Crawford Camiciottoli, Belinda (Florence U., Italy). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 28–44.

03–449 Dykstra-Pruim, Pennylyn (Calvin College, Michigan, USA). Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate. Foreign Language Annals (New York, USA), 36, 1 (2003), 66–75.

03–450 Giguère, Jacinthe, Giasson, Jocelyne and Simard, Claude (Université Laval, Canada; Email: jacinthegiguere@hotmail.com). Les relations entre la lecture et l'écriture: Représentations d'élèves de différents niveaux scolaires et de différents niveaux d'habilité. [Relationships between reading and writing: The perceptions of students of different grade levels and different ability levels.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 23–50.

03–451 Gregersen, Tammy S. (Northern Iowa U., USA). To Err is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals (New York, USA), 36, 1 (2003), 25–32.

03–452 Haznedar, Belma (Bounaziçi U., Turkey; Email: haznedab@boun.edu.tr). The status of functional categories in child second language acquisition: evidence from the acquisition of CP.Second Language Research (London, UK), 19, 1 (2003), 1–41.

03–453 Hesling, Isabelle (Université Victor Segalen Bordeaux 2, France). L'hémisphère cérébral droit: un atout en anglais de spécialité. [The right brain hemisphere: an advantage in specialised English.] Anglais de Specialité, 37–38 (2002), 121–140.

03–454 Hilton, Heather (Université de Savoie). Modèles de l'acquisition lexicale en L2: où en sommes-nous? [Models of lexical acquisition for L2: where are we?] Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 201–217.

03–455 Iwashita, Noriko (Melbourne U., Australia; Email: norikoi@unimelb.edu.au). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 1–36.

03–456 Johnson, Sharon P. and English, Kathryn (Virginia State U., USA). Images, myths, and realities across cultures. The French Review (Carbondale, IL, USA), 76, 3 (2003), 492–505.

03–457 Kobayashi, Masaki (U. of British Columbia, Canada). The role of peer support in ESL students' accomplishment of oral academic tasks. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 3 (2003), 337–368.

03–458 Lam, Agnes (University of Hong Kong). Language policy and learning experience in China: Six case histories. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 57–72.

03–459 Laufer, Batia (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 4 (2003), 567–587.

03–460 Lavoie, Natalie (Université du Québec à Rimouski, Email: natalie_lavoie@uqar.qc.ca). Les conceptions des parents de scripteurs débutants relativement à l'apprentissage de l'écriture. [The perceptions of beginner writers' parents relating to the process of learning to write.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 51–64.

03–461 Leeman, Jennifer (George Mason U., Fairfax, USA; Email: jleeman@gmu.edu). Recasts and second language development: beyond negative evidence. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 37–63.

03–462 Loucky, John Paul (Seinan Women's U., Japan) Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL (Cambridge, UK), 14, 2 (2002), 293–312.

03–463 MacIntyre, Peter D. (U. College of Cape Breton, Sydney, Canada; Email: petermacintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A. Talking in order to learn: willingness to communicate and intensive language programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59, 4 (2003), 589–607.

03–464 McAlpine, Janice and Myles, Johanne (Queens U., Ontario, Canada; Email: jm27@post.queensu.ca). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System (Oxford, UK), 31, 1 (2003), 71–84.

03–465 Mennim, P. (The University of Edinburgh, Scotland, UK). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57, 2 (2003), 130–138.

03–466 Muñoz, Carmen (U. of Barcelona, Spain; Email: munoz@fil.ub.es). Le rythme d'acquisition des savoirs communicationnels chez des apprenants guidés: l'influence de l'âge. [Patterns of acquisition of communication skills in guided learning: the influence of age.] Aile, 18 (2002), 53–77.

03–467 Newcombe, Lynda Pritchard (Cardiff University, Wales, UK). “A tough hill to climb alone” – Welsh learners speak. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 39–56.

03–468 Newman, Michael, Trenchs-Parera, Mireia and Pujol, Mercè (CUNY, USA; Email: mnewman@qc.edu). Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 45–71.

03–469 Nsangou, Maryse. Problemursachen und Problemlösung in der zweitsprachlichen Kommunikation. [Problems in L2 communication: causes and solutions.] Deutsch als Fremdsprache, 39, 4 (2002), 232–237.

03–470 O'Grady, William (U. of Hawaii, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011–1019.

03–471 Payne, J. Scott (Middlebury College, USA) and Whitney, Paul J. Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal (Texas, USA), 20, 1 (2002), 7–32.

03–472 Pekarek Doehler, Simona (U. of Basle, Switzerland). Situer l'acquisition des langues secondes dans les activités sociales: l'apport d'une perspective interactionniste. [Second-language acquisition through social activities: an interactionist perspective.] Babylonia (Comano, Switzerland), 4 (2002), 24–29.

03–473 Philp, Jenefer (U. of Tasmania, Australia; Email: philos@tassie.net.au). Constraints on “noticing the gap”. Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 99–126.

03–474 Prévost, Philippe (U. Laval, Québec, Canada; Email: philippe.prevost@lli.ulaval.ca). Truncation and missing inflection in initial child L2 German. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 65–97.

03–475 Pujolá, Joan-Tomás (Universitat de Barcelona, Spain). CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL (Cambridge, UK), 14, 2 (2002), 235–62.

03–476 Rees, David (Institut National d'Horticulture d'Angers, France). Role change in interactive learning environments. Stratégies d'apprentissage (Toulouse, France), 12 (2003), 67–75.

03–477 Rehner, Katherine, Mougeon, Raymond (York U., Toronto, Canada; Email: krehner@yorku.ca) and Nadasdi, Terry. The learning of sociolinguistic variation by advanced FSL learners. The case ofnousversusonin immersion French. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 127–156.

03–478 Richter, Regina. Konstruktivistiche Lern- und Mediendesign-Theorie und ihre Umsetzung in multimedialen Sprachlernprogrammen. [Constructivist learning- and media-design theory and its application in multimedia language-learning programmes.] Deutsch als Fremdsprache, 39, 4 (2002), 201–206.

03–479 Rinder, Ann. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructivist learning paradigm and the new media.] Info DaF (Munich, Germany), 30, 1 (2003), 3–22.

03–480 Rott, Susanne and Williams, Jessica (U. of Chicago at Illinois, USA). Making form-meaning connections while reading: A qualitative analysis of word processing. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 45–75.

03–481 Shinichi, Izumi (Sophia U., Japan; Email: s-izumi@hoffman.cc.sophia.ac.jp). Output, input enhancement, and the noticing hypothesis. Studies in Second Language Acquisition (Cambridge, UK), 24, 4 (2002), 541–577.

03–482 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 195–211.

03–483 Slabakova, Roumyana (U. of Iowa, USA; Email: roumyana-slabakova@uiowa.edu). Semantic evidence for functional categories in interlanguage grammars. Second Language Research (London, UK), 19, 1 (2003), 42–75.

03–484 Soboleva, Olga and Tronenko, Natalia (LSE, UK; Email: O.Sobolev@lse.ac.uk). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning (Lisse, NE), 15, 5 (2002), 483–499.

03–485 Stockwell, Glenn (Kumamoto Gakuen U., Japan) and Harrington, Michael. The Incidental Development of L2 Proficiency in NS-NNS E-mail Interactions. CALICO Journal (Texas, USA), 20, 2 (2003), 337–359.

03–486 Van de Craats, Ineke (Nijmegen U., Netherlands). The role of the mother tongue in second language learning. Babylonia (Comano, Switzerland), 4 (2002), 19–22.

03–487 Vidal, K. (U. Autonoma de Madrid, Spain). Academic Listening: A Source of Vocabulary Acquisition?Applied Linguistics, 24, 1 (2003), 56–89.

03–488 Wakabayashi, Shigenori (Gunma Prefectural Women's U., Japan; Email: waka@gpwu.ac.jp). Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research. Second Language Research (London, UK), 19, 1 (2003), 76–94.

03–489 Ward, Monica (Dublin City U., Ireland). Reusable XML technologies and the development of language learning materials. ReCALL (Cambridge, UK), 14, 2 (2002), 283–92.

03–490 Wendt, Michael (U. Bremen, Germany; Email: inform@uni-bremen.de). Context, culture, and construction: research implications of theory formation in foreign language methodology. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 284–297.

03–491 Wernsing, Armin Volkmar (Maria-Sybilla-Merian-Gymnasium/Studienseminar, Krefeld, Germany). Über die Zuversicht und andere Emotionen beim Fremdsprachenlernen. [Confidence and other emotions in foreign-language learning.] Fremdsprachenunterricht (Berlin, Germany), 2 (2003), 81–87.

03–492 Wintergerst, Ann, DeCapua, Andrea and Verna, Marilyn (St. Johns U. New York, USA). An analysis of one learning styles instrument for language students. TESL Canada Journal (Burnaby, BC, Canada), 20, 1 (2002), 16–37.

03–493 Yang, Anson and Lau, Lucas (City U. of Hong Kong; Email: enanson@cityu.edu.hk). Student attitudes to the learning of English at secondary and tertiary levels. System (Oxford, UK), 31, 1 (2003), 107–123.

03–494 Yoshii, Makoto (Baiko Gakuin U., Japan) and Flaitz, Jeffra. Second Language Incident Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal (Texas, USA), 20, 1 (2002), 33–58.

03–495 Yuan, F. (U. of Pennsylvania, USA) and Ellis, R. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24, 1 (2003), 1–27.

03–496 Basil, C. (Universitat de Barcelona, Spain) and Reyes, S. Acquisition of literacy skills by children with severe disability. Child Language Teaching and Therapy (London, UK), 19, 1 (2003), 27–48.

03–497 Bimmell, Peter (Universiteit van Amsterdam, Holland). Strategisch lesen lernen in der Fremdsprache. [Learning to read strategically in a foreign language.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113–141.

03–498 Casanave, C. P. (Teachers College Columbia, Japan); Email: casanave@redshift.com). Multiple uses of Applied Linguistics literature in a multidisciplinary graduate EAP class. ELT Journal, 57, 1 (2003), 43–50.

03–499 Cheng, Yuh-show (National Taiwan Normal U.). Factors associated with foreign language writing anxiety. Foreign Language Annals (New York, USA), 33, 5 (2002), 647–656.

03–500 Cotterall, S. (Email: sara.cotterall@vuw.ac.nz) and Cohen, R. (Victoria University of Wellington, New Zealand). Scaffolding for second language writers: producing an academic essay. ELT Journal, 57, 2 (2003), 158–166.

03–501 de Serres, Linda (U. of Trois-Rivières, Québec, Canada). Stratégies de lecture en français L1 et en anglais L2 chez des universitaires diplômés: aspects quantitatifs. [Reading strategies in graduate university students with L1 French and L2 English: quantitative aspects.] The Canadian Journal of Applied Linguistics, 6, 1 (2003), 31–51.

03–502 Droop, Mienke and Verhoeven, Ludo (U. of Nijmegen, NL). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly (Newark, USA), 38, 1 (2003), 78–103.

03–503 Gillon, Gail T. (U. of Canterbury, New Zealand; Email: g.gillon@spth.canterbury.ac.nz). Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language and Communication Disorders (London, UK), 37, 4 (2002), 381–400.

03–504 Gu, Peter Yongqi (Nanyang Technological University). Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL learners. TESOL Quarterly, 37, 1 (2003), 73–104.

03–505 Kamhi-Stein, Lía D. (California State University, USA). Reading in Two Languages: How Attitudes Toward Home Language and Beliefs About Reading Affect the Behaviors of “Underprepared” L2 College Readers. TESOL Quarterly, 37, 1 (2003), 35–71.

03–506 Mahfoudhi, Abdessatar (U. Ottawa, Canada). Writing processes of EFL students in argumentative essays: a case study. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 153–190.

03–507 Martin, Michelle E. and Byrne, Brian (U. of New England, NSW, Australia). Teaching children to recognise rhyme does not directly promote phonemic awareness. British Journal of Educational Psychology (Leicester, UK), 72 (2002), 561–572.

03–508 Miller, Carol (U. of Birmingham, UK; Email: c.j.miller@bham.ac.uk), Lacey, Penny and Layton, Lyn. Including children with special educational needs in the Literacy Hour: a continuing challenge. British Journal of Special Education (Oxford, UK), 30, 1 (2003), 13–20.

03–509 Schoonen, R. (U. of Amsterdam, NL), Gelderen, A.v., Glopper, K.d., Hulstijn, J., Simis, A., Snellings, P. and Stevenson, M. First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge. Language Learning (Clevdon, UK), 53, 1 (2003), 165–202.

03–510 Suh, Jae-Suk (Keimyung U.). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals (New York, USA), 35, 6 (2002), 669–679.

03–511 Taylor, M. E. (University of the West Indies, Jamaica). Using collateral material to improve writing performance. ELT Journal, 57, 2 (2003), 149–157.

03–512 Wall, Kate (U. of Newcastle upon Tyne, UK; Email: Kate.Wall@ncl.ac.uk). Pupils with special needs and the National Literacy Strategy: an analysis of the literature. Support for Learning (Oxford, UK), 18, 1 (2003), 35–41.

03–513 Wenyu Wang (Nanjing U., China; Email: wywang@nju.edu.cn) and Qiufang Wen. L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing (Orlando, FL, USA), 11 (2002), 225–246.

03–174Andrews, Stephen (U. of Hong Kong SAR, China; Email: sandrews@hkucc.hku.hk), Fullilove, John and Wong, Yama. Targeting washback – a case-study. System (Oxford, UK), 30, 2 (2002), 207–23.

03–175Bourguignon, Claire (Université du Havre, France). L'importance de la représentation dans l'activité d'évaluation de la communication langagière: application au project europoliglot. [The importance of representation patterns in assessing linguistic communication: A multi-language application – project EUROPOLIGLOT.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 2 (2001), 62–78.

03–176Esmaeili, Hameed. Integrated reading and writing tasks and ESL students' reading and writing performance in an English language test. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 599–622.

03–177Ginther, April (Purdue U., USA; Email: aginther@purdue.edu). Context and content visuals and performance on listening comprehension stimuli. Language Testing (London, UK), 19, 2 (2002), 133–67.

03–178Godev, Concepción B. (U. of North Carolina at Charlotte, USA), Martinez-Gibson, Elizabeth A. and Toris, Carol C. M. Foreign language reading comprehension test: L1 versus L2 in open-ended questions. Foreign Language Annals (New York, USA), 35, 2 (2002), 202–21.

03–179Goodfellow, Robin (Open U., Milton Keynes, UK; Email: r.goodfellow@open.ac.uk), Lamy, Marie-Noëlle and Jones, Glyn. Assessing learners' writing using lexical frequency. ReCALL (Cambridge, UK), 14, 1 (2002), 133–45.

03–180Issac, Fabrice (Université Paris-Nord, France; Email: fabrice.issac@lli.univ-paris13.fr) and Hû, Olivier. Formalism for evaluation: Feedback on learner knowledge representation. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 183–99.

03–181Kim, Duk-Ja (Hansung U., Seoul, Korea; Email: deog@hansung.ac.kr) and Kyungmi, O. Washback on 12th grade English classes of the English tests within Korean University entrance exams. English Teaching (Korea), 57, 3 (2002), 303–31.

03–182Kobayashi, Miyoko (U. of Warwick, UK; Email: Miyoko.Kobayashi@warwick.ac.uk). Method effects on reading comprehension test performance: Text organisation and response format. Language Testing (London, UK), 19, 2 (2002), 193–220.

03–183Major, Roy C. (Arizona State U., Tucson, USA), Fitzmaurice, Susan F., Bunta, Ferenc and Balasubramanian, Chandrika. The effects of nonnative accents on listening comprehension: Implications for ESL assessment. TESOL Quarterly (Alexandria, VA, USA), 36, 2 (2002), 173–90.

03–184Meara, Paul, Jacobs, Gabriel and Rodgers, Catherine (U. of Wales Swansea, UK; Email: p.m.meara@swan.ac.uk). Lexical signatures in foreign language free-form texts. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 85–96.

03–185Myers, Marie J. (Queens U., Ontario, Canada; Email: myersmj@educ.queensu.ca). Computer-assisted second language assessment: To the top of the pyramid. ReCALL (Cambridge, UK), 14, 1 (2002), 167–81.

03–186O'Loughlin, Kieran (The U. of Melbourne, Australia; Email: kjo@unimelb.edu.au). The impact of gender in oral proficiency testing. Language Testing (London, UK), 19, 2 (2002), 169–92.

03–187Orr, Michael (The British Council, Valencia, Spain; Email: mike.orr@es.britcounc.org). The FCE Speaking test: Using rater reports to help interpret test scores. System (Oxford, UK), 30, 2 (2002), 143–54.

03–188Patri, Mrudula (City U. of Hong Kong; Email: elpatri@cityu.edu.hk). The influence of peer feedback on self- and peer-assessment of oral skills. Language Testing (London, UK), 19, 2 (2002), 109–31.

03–189Song, Bailin and August, Bonne (City U. of New York, USA; Email: bsong@kbcc.cuny.edu). Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of Second Language Writing (Norwood, NJ, USA), 11, 1 (2002), 49–72.

03–190Wilhelm, Kim Hughes and Rivers, Marilyn (Southern Illinois U., USA). An audience approach to EAP writing assessment: Learners, teachers, outsiders. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 177–90.

03–191Yien, Liju (Nat. Lien Ho Inst. of Technology, Taiwan). Effective test-taking strategies on English tests: Implications from Taiwanese students. Hong Kong Journal of Applied Linguistics (Hong Kong), 6, 2 (2001), 22–43.

04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.

04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.

04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 546–561.

04–576 Boehlke, Olaf (Creighton U., USA; Email: bohlke@creighton.edu). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. Calico Journal (Texas, USA), 21, 1 (2003), 67–87.

04–577 Brandford, Verna and Wilson, Rebecca (Institute of Education, U. of London). Using PowerPoint to develop pupils' oral skills in modern foreign languages. Francophonie (London, UK), 28 (2003), 18–24.

04–578 Brouwer, Catherine E. (U. of Southern Denmark, Denmark; Email: rineke@language.sdu.dk). Word searches in NNS-NS interaction: opportunities for language learning?The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 534–545.

04–579 Carr, Jo (Queensland U. of Technology, Australia; Email: j.carr@qut.edu.au). Why boys into languages won't go: the problematic gender agenda in languages education. Babel, (Adelaide, Australia), 37, 2 (2002), 4–9.

04–580 Chalhoub-Deville, Micheline (U. of Iowa, USA; Email: m-chalhoub-deville@uiowa.edu). Second language interaction: current perspectives and future trends. Language Testing (London, UK), 20, 4 (2003), 369–383.

04–581 Chan, Victoria, Spratt, Mary and Humphreys, Gillian (Hong Kong Polytechnic U., Hong Kong). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education (Clevedon, UK), 16, 1 (2002), 1–16.

04–582 Dam Jensen, Eva and Vinther, Thora (University of Copenhagen, Denmark; Email: dam@hum.ku.dk.). Exact repetition as input enhancement in second language acquisition. Language Learning (University of Michigan, USA), 53, 3 (2003), 373–428.

04–583 De Carlo, Maddalena (Université de Cassino, Italy). Affectivité et acquisition du langage. [Affectivity and Language Acquisition.] Études de linguistique appliquée (Paris, France), 13, 1 (2003), 275–290.

04–584 Derwing, Tracey M. (Alberta U., Canada) and Rossiter, Marian J. The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 1–18.

04–585 Dykstra-Pruim, Pennylyn (Calvin College, MI, USA). L2 acquisition of German plurals: how students form them and textbooks teach them. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 43–55.

04–586 Eckman, Fred (University of Wisconsin, USA; Email: eckman@uwm.edu), Elreyes, Abdullah and Iverson, Gregory. Some principles of second language phonology. Second Language Research (London, UK), 19, 3 (2003), 169–208.

04–587 Egbert, Joy (Washington State U., USA; Email: jegbert@wsu.edu). A study of flow theory in the foreign language classroom. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 499–518.

04–588 Ehrman, Madeline (Foreign Service Institute, US Dept of State, Washington DC, USA; Email: ehrmann@aol.com) and Leaver, Betty Lou. Cognitive styles in the service of language learning. System, 31, 3 (2003), (Oxford), 393–415.

04–589 Felser, Claudia (U. of Essex, UK; Email: felsec@essex.ac.uk), Roberts, Leah, Gross, Rebecca and Marinis, Theodore. The processing of ambiguous sentences by first and second language learners of English. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 453–490.

04–590 Gass, Susan (Michigan State University, USA; Email: gass@msu.edu) and Svetics, Ildikó. Differential effects of attention. Language Learning (Michigan, USA), 53, 3 (2003), 497–545.

04–591 Griffiths, Carol (Auckland Institute of Studies, Auckland, New Zealand; Email: carolg@ais.ac.nz). Patterns of language learning strategy use. System, (Oxford, UK), 31, 3 (2003), 367–383.

04–592 Hertel, Tammy J. (Department of World Languages and Cultures, Juniata College, USA; Email: hertel@juniata.edu) Lexical and discourse factors in the second language acquisition of Spanish word order. Second Language Research (London, England), 19, 4 (2003), 273–304.

04–593 Hertel, Tammy J. (Juniata College). Using an e-mail exchange to promote cultural learning. Foreign Language Annals (New York, USA), 36, 3 (2003), 386–396.

04–594 Hu, Chieh-Fang (Taipei Municipal Teachers College, Taiwan; Email: cfhu@mail1.tmtc.edu.tw). Phonological memory, phonological awareness and foreign language word learning. Language Learning (University of Michigan, USA), 53, 3 (2003), 429–462.

04–595 Izumi, Shinichi (Sophia University, Japan; Email: s-izumi@sophia.ac.jp). Processing difficulty in comprehension and production of relative clauses by learners of English as a second language. Language Learning (Michigan, USA), 53, 2 (2003), 285–323.

04–596 Jones, Linda, J. (U. of Arkansas, USA; Email: lcjones@uark.edu). Supporting listening comprehension and vocabulary acquisition with multimedia annotation: the students' voice. Calico Journal (San Marcos Tex. USA), 21, 1 (2003), 41–65.

04–597 Jung, Euen Hyuk (Sarah) (Yonsei U., South Korea; Email: jungehs@hotmail.com). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 562–577.

04–598 Knutson, Sonja (Memorial U., Newfoundland, Canada). Experiential learning in second-language classrooms. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 53–64.

04–599 Littlemore, Jeannette (U. of Birmingham, UK). The communicative effectiveness of different types of communication strategy. System, (Oxford, UK), 31, 3 (2003), 331–347

04–600 McCollum, Daniel L. (Pennsylvania State U., USA). Utilizing non-cognitive predictors of foreign language achievement. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 19–32.

04–601 Morris, Frank (University of Miami, USA; Email: fmorris@miami.edu.) and Tarone, Elaine. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning (University of Michigan, USA), 53, 2 (2003), 325–368.

04–602 Ntirampeba, Pascal (Université de Montréal, Québec, Canada). La progression en didactique du texte argumentatif écrit. [Progressive approach to written argumentative text.] Révue Canadienne de Linguistique Appliquée, 6, 2 (2003), 159–169.

04–603 Parkinson, Brian, Benson, Cathy and Jenkins, Michael (U. of Edinburgh, Scotland, UK). Learner diary research with ‘Cambridge' examination candidates. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 45–63.

04–604 Pérez, Luisa, C. (Emporia State U., USA; Email: perezlui@emporia.edu). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. Calico Journal (Texas, USA), 21, 1 (2003), 89–104.

04–605 Pulido, Diana (Washington State University, USA; Email: dpulido@wsu.edu.). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning (University of Michigan, USA), 53, 2 (2003), 233–284.

04–606 Sasaki, Yoshinori (Ochanomizu U., Japan) and Hayakawa, Harumi. Does a quiz facilitate or spoil language learning? Instructional effects of lesson review quizzes. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 33–56.

04–607 Seus-Walker, Katia (IUT-Université de Toulouse III, France). Pour développer l'autonomie des apprenants. [Developing learner autonomy.] Les Cahiers de l'APLIUT, XXII, 2 (2003), 43–58.

04–608 Sparks, Richard L. (College of Mount St. Joseph, Cincinnati, Ohio) Philips, Lois and Javorsky, James. College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. Foreign Language Annals (New York, USA), 36, 3 (2003), 325–337.

04–609 Stotz, Daniel and Meuter, Tessa (Zürcher Hochschule Winterthur, Switzerland; Email: daniel.stotz@zhwin.ch). Embedded English: integrating content and language learning in a Swiss primary school project. Bulletin suisse de linguistique appliquée (Neuchâtel, Switzerland), 77 (2003), 83–101.

04–610 Takeuchi, Osamu (Kansai U., Osaka, Japan; Email: takeuchi@ipcku.kansai-u.ac.jp). What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System, (Oxford, UK), 31, 3 (2003), 385–392.

04–611 Vandergrift, Larry (University of Ottawa, Canada; Email: lvdgrift@uottawa.ca). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning (University of Michigan, USA), 53, 3 (2003), 463–496.

04–612 Vann, Roberta J. (Iowa State U., USA) and Fairbairn, Shelley B. Linking our worlds: a collaborative academic literacy project. TESOL Journal (Alexandria, VA, USA), 12, 3 (2003), 11–16.

04–613 Verspoor, Marjolijn and Lowie, Wander (University of Groningen, The Netherlands). Making sense of polysemous words. Language Learning (University of Michigan, USA), 53, 3 (2003), 547–586.

04–614 Weldon, A. and Trautmann, G. (U. of North Carolina-Asheville, USA). Spanish and service-learning: pedagogy and praxis. Hispania (Ann Arbor, USA), 86, 3 (2003), 574–585.

04–615 Wen, W. P. (Xiangtan U., Hunan, P.R. of China lw@xtu.edu.com) and Clément, R. A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 18–38.

04–616 Yeh, Yuli and Wang, Chai-wei. (National Tsing Hua U., Taiwan; Email: ylyeh@mx.nthu.edu.tw). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal (Texas, USA), 21, 1 (2003), 131–144.

04–617 Yuet Hung Chan, C. (City U. of Hong Kong; Email: ctcych@cityu.edu.hk). Cultural content and reading proficiency: a comparison of mainland Chinese and Hong Kong learners of English. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 60–69.

04–618 Zsiga, Elizabeth (Georgetown University, USA; Email: zsigae@georgetown.edu). Articulatory timing in a second language – evidence from Russian and English. Studies in Second Language Acquisition (New York, USA), 25, 3 (2003), 399–432.

04–619 Zughoul, Muhammed Raji and Abdul-Fattah, Hussein (Yarmouk U., Jordan). Translational collocational strategies of Arab learners of English: a study in lexical semantics. Babel (Amsterdam, The Netherlands), 49, 1 (2003), 59–81.

03—343 Boyd, Kenneth and Davies, Alan (U. of Edinburgh, UK; Email: a.davies@ed.ac.uk). Doctors' orders for language testers: The origin and purpose of ethical codes. Language Testing (London, UK), 19, 3 (2002), 296—322.

03—344 Finch, Andrew Edward (Kyungpook National U., Korea; Email: aef@knu.ac.kr). Ethical assessment: Implications for EFL educators in Korea. English Teaching (Korea), 57, 3 (2002), 333—51.

03—345 Huibregtse, Ineke (Utrecht U., The Netherlands; Email: i.huibregtse@ivlos.uu.nl), Admiraal, Wilfried and Meara, Paul. Scores on a yes-no vocabulary test: Correction for guessing and response style. Language Testing (London, UK), 19, 3 (2002), 227—45.

03—346 Lumley, Tom (Hong Kong Polytechnic U.; Email: egluml@polyu.edu.hk). Assessment criteria in a large-scale writing test: What do they really mean to the raters? Language Testing (London, UK), 19, 3 (2002), 246—76.

03—347 O'Sullivan, Barry (U. of Reading, UK; Email: b.e.osullivan@reading.ac.uk). Learner acquaintanceship and oral proficiency test pair-task performance. Language Testing (London, UK), 19, 3 (2002), 277—95.

03—348 Qian, David D. (Hong Kong Polytechnic U.; Email: David.Qian@polyu.edu.hk). Investigating the relationship between vocabulary knowledge and academic reading performance: An assessment perspective. Language Learning (Malden, MA, USA), 52, 3 (2002), 513—36.

03—349 Saif, Shahrzad (Université Laval, Canada; Email: shahrzad.saif@lli.ulaval.ca). A needs-based approach to the evaluation of the spoken language ability of international teaching assistants. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 145—67.

03—350 Wolter, Brent (Hokkaido U., Japan; Email: wolter@ilcs.hokudai.ac.jp). Assessing proficiency through word associations: Is there still hope? System (Oxford, UK), 30, 3 (2002), 315—29.

03—351 Cooper, Thomas C. (The U. of Georgia, USA). An ESOL methods course in a Latino neighbourhood. Foreign Language Annals (New York, USA), 35, 4 (2002), 414—26.

03—352 Doering, Aaron (U. of Minnesota, USA; Email: adoering@umn.edu) and Beach, Richard. Preservice English teachers acquiring literacy practices through technology tools. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 127—46.

03—353 Hedgcock, John S. (Monterey Inst. of Internat. Studies, CA, USA); Email: john.hedgcock@miis.edu). Toward a socioliterate approach to second language teacher education. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 299—317.

03—354 Rymes, Betsy (The U. of Georgia, Athens, USA). Language in development in the United States: Supervising adult ESOL preservice teachers in an immigrant community. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 431—52.

03—355 Skinner, Barbara (U. of Ulster, Northern Ireland; Email: B.Skinner@ulst.ac.uk). Moving on: From training course to workplace. ELT Journal (Oxford, UK), 56, 3 (2002), 267—72.

03—356 Spodark, Edwina (Hollins U., Virginia, USA). The Tek.Xam as a framework for preservice foreign language teacher technology training. Foreign Language Annals (New York, USA), 35, 4 (2002), 427—36.

03—357 Takaki, Nobuyuki (Kumamoto U., Japan). PIGATE: Affecting EFL teacher education change from the grassroots level in Japan. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 5—10.

03—358 Veléz-Rendón, Gloria (Purdue U. Calumet, Indiana, USA). Second language teacher education: A review of the literature. Foreign Language Annals (New York, USA), 35, 4 (2002), 457—67.

03—359 Woodward, Tessa (Hilderstone Coll., UK). Carrot ice cream: Reactions to the new and different. The Teacher Trainer (Canterbury, UK), 16, 1 (2002), 13—14.

03–161Busbee, Everette (Jeonju U., South Korea; Email: busbee@jeonju.ac.kr). ‘Pushing’ written output in the computer lab: Real-time error correction over students' shoulders. English Teaching (Korea), 57, 3 (2002), 279–302.

03–162Dyer, Brenda (Tokyo Women's Christian U., Japan) and Friederich, Lee. The personal narrative as cultural artifact: Teaching autobiography in Japan. Written Communication (Thousand Oaks, CA, USA), 19, 2 (2002), 265–96.

03–163Gascoigne, Carolyn (U. of Nebraska at Omaha, USA). Reviewing reading: Recommend- ations versus reality. Foreign Language Annals (New York, USA), 35, 3 (2002), 343–48.

03–164Hinkel, Eli (Seattle U., USA; Email: elihinkel@aol.com). Matters of cohesion in L2 academic texts. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 111–32.

03–165Hyland, Ken (City U. of Hong Kong). Directives: Argument and engagement in academic writing. Applied Linguistics (Oxford, UK), 23, 2 (2002), 215–39.

03–166Kitajima, Ryu (San Diego State U., CA, USA; Email: rkitajim@mail.sdsu.edu). Enhancing higher order interpretation skills for Japanese reading. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 571–81.

03–167Nakayama, Tomoko (U. of South Australia; Email: tomoko.nakayama@unisa.edu.au). Learning to write in Japanese. Babel (AFMLTA) (N. Adelaide, Australia), 37, 1 (2002), 27–38.

03–168Paltridge, Brian (The U. of Melbourne, Australia; Email: brian.paltridge@aut.ac.nz). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes (Amsterdam, The Netherlands), 21, 2 (2002), 125–43.

03–169Slikas Barber, Karen (Adult Migrant English Prog., Central TAFE, Perth, Australia). The writing of and teaching strategies for students from the Horn of Africa. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 3–17.

03–170Sze, Celine. A case study of the revision process of a reluctant ESL student writer. TESL Canada Journal / La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 21–36.

03–171Woodall, Billy R. (U. of Puerto Rico; Email: bwoodall@english.uprm.edu). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing (Norwood, NJ, USA), 11, 1 (2002), 7–28.

03–172Yamashita, Junko (Nagoya U., Japan). Reading strategies in L1 and L2: Comparison of four groups of readers with different reading ability in L1 and L2. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 1–35.

03–173Yates, Robert (Central Missouri State U., USA; Email: ryates@cmsu1.cmsu.edu) and Kenkel, James. Responding to sentence-level errors in writing. Journal of Second Language Writing (Norwood, NJ, USA), 11, 1 (2002), 29–47.

04–620 Akamatsu, Nobuhiko (Doshisha University, Japan; Email: nakamats@mail.doshisha.ac.jp.). The effects of first language orthographic features on second language reading in text. Language Learning (Michigan, USA), 53, 2 (2003), 207–231.

04–621 Argamon, S., Koppel, M., Fine, J. and Shimoni, A. R. (Department of computer Science at the Illinois Institute of Technology. Email: argamon@iit.edu). Gender, genre and writing style in formal written texts. Text (Berlin, Germany), 23, 3 (2003), 321–346.

04–622 Dreyer, Carisma and Nel, Charl (Potchefstroom U., South Africa; Email: nsocd@puknet.puk.ac.za). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System (Oxford, UK), 31, 3 (2003), 349–365.

04–623 Fender, Michael (U. of Pittsburg, PA., USA; Email: mjfst@pitt.edu). English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 289–316.

04–624 Flowerdew, L. (Hong Kong University of Science and Techology). A combined corpus and systemic-functional analysis of the problem-solution pattern in a student and professional corpus of technical writing. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 489–511.

04–625 Goswami, Usha (U. of Cambridge, UK), Ziegler, Johannes C., Dalton, Louise and Schneider, Woflgang. Nonword reading across orthographies: How flexible is the choice of reading units?Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 235–248.

04–626 Hinkel, Eli (Seattle University, USA; Email: ehinkel@seattleu.edu). Tense, aspect and the passive voice in L1 and L2 academic texts. Language Teaching Research (London, UK), 8, 1 (2004), 5.

04–627 Hirose, Keiko (Aichi Prefectural University, Nagakute, Aichi, Japan; Email: khirose@for.aichi-pu.ac.jp). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 181–209.

04–628 Lee, Miranda Y. P. (Hong Kong Polytechnic University of Hong Kong; Email: ctmyplee@polyu.edu.hk). Discourse structure and rhetoric of English narratives: differences between native English and Chinese non-native English writers. Text (Berlin, Germany) 23, 3 (2003), 347–368.

04–629 Matsuda, Paul K. (University of New Hampshire, USA; Email: pmatsuda@unh.edu), Canagarajah, A. Suresh, Harklau, L., Hyland, K. and Warshauer, Mark. Changing currents in second language writing research: a colloquium. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 151–179.

04–630 Moreno, Ana (Universidad de Leon, Spain; Email: dfmamf@unileon.es). Matching theoretical descriptions of discourse and practical applications to teaching: the case of causal metatext. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 265–295.

04–631 Ramanathan, Vaidehi (University of California, Davis, USA; Email: vramanathan@ucdavis.edu). Written textual production and consumption (WTPC) in vernacular and English-medium settings in Gujarat, India. Journal of Second Language Writing (Ann Arbor, USA), 12 (2003), 125–150.

04–632 Rasinski, Timothy V. (Kent State U., USA) and Hoffman, James V. (U. of Texas, Austin, USA). Oral reading in the school literacy curriculum. Reading Research Quarterly (Newark, DE, USA), 38, 4 (2003), 510–522.

04–633 Saito, Hidetoshi and Fujita, Tomoko (Hokusei Gakuen University, Japan; Email: saitoh@hokusei.ac.jp). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research (London, UK), 8, 1 (2003), 31–54.

04–634 Steinman, Linda (Seneca College, Toronto, Canada). Cultural collisions in L2 academic writing. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 80–91.

04–635 Zareva, Alla (University of Georgia Athens Georgia.) Transfer effects on the process of L2 reading and comprehension. Literacy Across Cultures (Fukui, Japan), 6 (2003), 25–34.

03–514 Berge, Kjell Lars (U. of Oslo, Finland). Hidden norms in assessment of students’ exam essays in Norwegian Upper Secondary Schools. Written Communication (Thousand Oaks, CA, USA), 19, 4 (2002), 458–492.

03–515 Brown A. (The University of Melbourne, Australia). Interviewer variation and the co-construction of speaking proficiency. Language Testing (London, UK), 20, 1 (2003), 1–25.

03–516 Chiari, Isabella (La Sapienza University, Rome, Italy). La procedura cloze, la ridondanza e la valutazione della competenza della lingua italiana. [The cloze procedure, redundancy and the assessment of Italian language proficiency.] Italica, 79, 4 (2002), 525–540.

03–517 Coniam, David (Chinese U. of Hong Kong; Email: coniam@cuhk.edu.hk). Perceptions of a multimedia syllabus: making the demands of a performance test more accessible. System (Oxford, UK), 31, 1 (2003), 55–70.

03–518 Jenkins, Susan and Parra, Isabel (Saint Michael's College, USA; Email: sjenkins@smcvt.edu). Multiple layers of meaning in an oral proficiency test: the complementary roles of nonverbal, paralinguistic, and verbal behaviours in assessment decisions. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 90–107.

03–519 Phakiti A. (The University of Melbourne, Australia). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing (London, UK), 20, 1 (2003), 26–56.