03–520 Banfi, C. S. (Instituto Nacional de Educación Superior en Lenguas Vivas ‘J. R. Fernández’, Argentina; Email: c.banfi@essarp.org.ar). Portfolios: integrating advanced language, academic, and professional skills. ELT Journal, 57, 1 (2003), 34–42.

03–521 Cajkler, Wasyl and Hislam, Jane. Trainee Teachers’ Grammatical Knowledge: The Tension Between Public Expectation and Individual Competence. Language awareness (Clevedon, UK), 11, 3 (2002), 161–177.

03–522 Ferguson, G. (U. of Sheffield, UK; Email: g.r.ferguson@sheffield.ac.uk) and Donno S. One-month teacher training courses: time for a change?ELT Journal, 57, 1 (2003), 26–33.

03–523 Halbach, Ana (U. of Alcalá, Alcalá de Henares, Spain; Email: ana.halbach@uah.es). Exporting Methodologies: The reflective approach in teacher training. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 243–250.

03–524 Shin, S. J. (University of Maryland Baltimore County, USA; Email: shin@umbc.edu). The reflective L2 writing teacher. ELT Journal, 57, 1 (2003), 3–10.

03–525 Son, Jeong-Bae (Southern Queensland U., Australia). Online Discussion in a CALL Course for Distance Language Teachers. CALICO Journal (Texas, USA), 20, 1 (2002), 127–144.

03–222Assaf, Azim S. (U. of Qatar). Palestinian students' attitudes towards Modern Standard Arabic and Palestinian City Arabic. RELC Journal (Singapore), 32, 2 (2001), 45–62.

03–223Földes, Csaba. Deutsch in Ostmittel-, Ost-, Nordost- und Südosteuropa – als eine Herausforderung für die Sprachenpolitik. [German in Eastern Central-, East-, North-Eastern- and South-Eastern European states – a challenge for language policy.] Deutsche Sprache (Berlin, Germany), 29, 4 (2001), 349–69.

03–224Holland, Robert (U. of Birmingham, UK). Globospeak? Questioning text on the role of English as a global language. Language and Intercultural Communication (Clevedon, UK), 2, 1 (2002), 5–24.

03–225Karstadt, Angela (Gavle U., Sweden). Standard Englishes: What do American undergraduates think? English Today (Cambridge, UK), 18, 3 (2002), 38–45.

03–226Kioko, Angelina N. and Muthwii, Margaret J. (Kenyatta U., Nairobi, Kenya). The demands of a changing society: English in education in Kenya today. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 201–13.

03–227Van Sickle, Meta, Aina, Olaiya and Blake, Mary (Coll. & U. of Charleston, USA; Email: vansicklem@cofc.edu). A case study of the sociopolitical dilemmas of Gullah-speaking students: Educational policies and practices. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 75–88.

03–228Villa, Daniel J. (New Mexico State U., USA). The sanitising of U.S. Spanish in academia. Foreign Language Annals (New York, USA), 35, 2 (2002), 222–30.

03–229White, Carmen M. (Central Michigan U., USA; Email: white1cm@cmich.edu). Language, authenticity and identity: Indigenous Fijian students and language use in schools. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 16–29.

04–636 Chapelle, Carol A., Jamieson, Joan and Hegelheimer, Volker (Iowa State U., USA; Email: carolc@iastate.edu). Validation of a web-based ESL test. Language Testing (London, UK), 20, 4, (2003), 409–439.

04–637 Choi, Inn-Chull (Sungshin Women's U., Republic of Korea; Email: icchoi@sungshin.ac.kr), Sung Kim, Kyoung and Boo, Jaeyool. Comparability of a paper-based language test and a computer-based language test. Language Testing (London, UK), 20, 3 (2003), 295–320.

04–638 Fulcher, Glenn (U. of Dundee, UK; Email: g.fulcher@dundee.ac.uk) and Márquez Reiter, Rosina. Task difficulty in speaking tests. Language Testing (London, UK), 20, 3 (2003), 321–344.

04–639 Fulcher, Glenn (U. of Dundee, UK; Email: g.fulcher@dundee.ac.uk). Interface design in computer-based language testing. Language Testing (London, UK), 20, 4 (2003), 384–408.

04–640 Hill, K. Assessment in transition. Babel, (Adelaide, Australia), 38,1 (2003), 19–24.

04–641 Luoma, Sari and Tarnanan, Mirja (U. of Jyväskylä, Finland; Email: sluoma@cc.jyu.fi). Creating a self-rating instrument for second language writing: from idea to implementation. Language Testing (London, UK), 20, 4, (2003), 440–465.

04–642 Schlichting, J.E.P.T. (Liesbeth) (U. of Utrecht; The Netherlands; Email: L.Schlichting@inter.nl.net) and Henk C. Lutje Spelberg. A test for measuring syntactic development in young children. Language Testing (London, UK), 20, 3 (2003), 241–266.

04–643 Yamashita, Junko (Nagoya U., Japan; Email: yamashita @cc.nagoya-u.ac.jp). Processes of taking a gap-filling test: comparison of skilled and less skilled EFL readers. Language Testing (London, UK), 20, 3 (2003), 267–293.

03—360 Adegbite, Wale (U. Ile-Ife Nigeria). Sequential bilingualism and the teaching of language skills to early primary school pupils in Nigeria. Glottodidactica (Poznán, Poland), 28 (2002), 5—17.

03—361 Bennett-Kastor, Tina (Wichita State U., USA; Email: tina.bennett@wichita.edu). The ‘frog story’ narratives of Irish-English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 131—46.

03—362 Driessen, Geert, van der Slik, Frans and De Bot, Kees (U. of Nijmegen, The Netherlands; Email: g.driessen@its.kun.nl). Home language and language proficiency: A large-scale longitudinal study in Dutch primary schools. Journal of Multilingual and Multicultural Development (Clevedon, UK), 23, 3 (2002), 175—94.

03—363 Gérin-Lajoie, Diane (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). L'approche ethnographique comme méthodologie de recherche dans l'examen du processus de construction identitaire. [Ethnographic approaches to research in examining the process of identity construction.] The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 77—96.

03—364 Haritos, Calliope (Hunter Coll. School of Ed., New York, USA; Email: charitos@hunter.cuny.edu). A developmental examination of memory strategies in bilingual six, eight and ten year olds. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 197—220.

03—365 Lambson, Dawn (1270 E. Campus Dr., Tempe, Arizona, USA; Email: Dlambson@aol.com). The availability of Spanish heritage language materials in public and school libraries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 233—43.

03—366 Lee, Jin Sook (Rutgers U., New Brunswick, NJ, USA; Email: lee_jin_sook@yahoo.com). The Korean language in America: The role of cultural identity in heritage language learning. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 117—33.

03—367 Oh, Maria K. and Kukanauza, Jurate (State U. of New York at Buffalo, USA; Email: tiggeroh@hanmail.net). Bilingualism and biculturalism: A constructively marginalized new person between worlds. English Teaching (Korea), 57, 3 (2002), 101—23.

03—368 Priven, Dmitri (Polycultural Immigrant & Community Services & Seneca Coll., Toronto, Canada; Email: dimapriven@hotmail.com). The vanishing pronoun: A case study of language attrition in Russian. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 131—44.

03—369 Schelletter, Christina (U. of Hertfordshire, UK; Email: C.Schelletter@herts.ac.uk). The effect of form similarity on bilingual children's lexical development. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 93—107.

03—370 Shin, Sarah J. (U. of Maryland, USA; Email: shin@umbc.edu). Differentiating language contact phenomena: Evidence from Korean-English bilingual children. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 337—60.

03—371 Spada, Nina (Ontario Inst. for Studies in Ed., U. of Toronto, Canada; Email: nspada@oise.utoronto.ca) and Lightbown, Patsy M.. L1 and L2 in the education of Inuit children in Northern Quebec: Abilities and perceptions. Language and Education (Clevedon, UK), 16, 3 (2002), 212—40.

03—372 Young, Catherine (PO Box 2270 CPO, 1099 Manila, Philippines; Email: catherine_young@sil.org). First language first: Literacy education for the future in a multilingual Philippine society. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 4 (2002), 221—32.

03–532 Marx, Nicole. Never quite a ‘native speaker’: accent and identity in the L2 – and the L1. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 2 (2002), 264–281.

03–533 Olk, H. (Canterbury Christ Church University College UK; Email: ho1@cant.ac.uk). Cultural knowledge in translation. ELT Journal, 57, 2 (2003), 167–174.

03–534 Schmenk, Barbara (Ruhr Üniversität Bochum, Germany). Fremdsprachenlernen – Frauensache? Einige Überlegungen zur Kategorie Geschlecht in der Fremdsprachenforschung. [Foreign language learning – A girl thing? Some reflections on gender in foreign language research.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 2 (2002), 1–62.

03–204Bilash, Olenka S. E. (U. of Alberta, Canada). The challenges and successes of developing a literacy community in a minority language in Western Canada: An action research study. Foreign Language Annals (New York, USA), 35, 3 (2002), 307–19.

03–205Capirci, Olga (Inst. of Psychology, Nat. Research Council (CNR), Rome, Italy; Email: capirci@ip.rm.cnr.it), Iverson, Jana M., Montanari, Sandro and Volterra, Virginia. Gestural, signed and spoken modalities in early language development: The role of linguistic input. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 25–37.

03–206Francis, Norbert (Northern Arizona U., USA; Email: norbert.francis@nau.edu). Modular perspectives on bilingualism. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 141–61.

03–207Ghadessy, Mohsen (Zhongshan U., Guangzhou, P. R. China; Email: mghadessy@hotmail.com) and Nicol, Mary. Attitude change in bilingual education: The case of Brunei Darussalam. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 2 (2002), 113–28.

03–208Gutiérrez-Clellen, Vera F. (San Diego State U., CA, USA; Email: vclellen@mail.sdsu.edu). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education (New York, USA), 13, 2 (2002), 175–97.

03–209Helot, Christine and Young, Andrea (Université Marc Bloch, Strasbourg, France; Emails: christine.helot@alsace.iufm.fr; andrea.young@alsace.iufm.fr). Bilingualism and language education in French primary schools: Why and how should migrant languages be valued? International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 2 (2002), 96–112.

03–210Holowka, Siobhan, Brosseau-Lapré, Françoise (McGill U., Canada) and Petitto, Laura Ann (Dartmouth Coll., Hanover, USA; Email: Laura-Ann.Petitto@Dartmouth.edu). Semantic and conceptual knowledge underlying bilingual babies' first signs and words. Language Learning (Malden, MA, USA), 52, 2 (2002), 205–62.

03–211Huver, Emmanuelle (Université Nancy 2, France). Quelle scolarisation pour les enfants de migrants? [What kind of schooling do immigrants' children receive?] Mélanges CRAPEL (Nancy, France), 26 (2001), 111–36.

03–212Jake, Janice L. (Midlands Tech. Coll., USA; Email: jakej@midlandstech.com), Myers-Scotton, Carol and Gross, Steven. Making a minimalist approach to codeswitching work: Adding the Matrix Language. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 69–91.

03–213Montrul, Silvina (U. of Illinois at Urbana.Champaign, USA; Email: montrul@uiuc.edu). Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 39–68.

03–214Pavlenko, Aneta (Temple U., Philadelphia, USA). Bilingualism and emotions. Multilingua (Berlin, Germany), 21, 1 (2002), 45–78.

03–215Piske, Thorsten (U. of Kiel, Germany), Flege, James Emil, MacKay, lan R. A. and Meador, Diane. The production of English vowels by fluent early and late Italian-English bilinguals. Phonetica (Basel, Switzerland), 59, 1 (2002), 49–71.

03–216Silliman, Elaine R. (U. of South Florida, USA; Email: silliman@chuma1.cas.usf.edu), Bahr, Ruth Huntley, Brea, Maria R., Hnath-Chisolm, Theresa and Mahecha, Nancy R. Spanish and English proficiency in the linguistic encoding of mental states in narrative retellings. Linguistics and Education (New York, USA), 13, 2 (2002), 199–234.

03–217Tse, Lucy (California State U., Los Angeles, USA; Email: ltse@calstatela.edu). Heritage language literacy: A study of US biliterates. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 256–68.

03–218Uribe de Kellett, Angela (U. of Newcastle, UK). The recovery of a first language: A case study of an English/Spanish bilingual child. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 162–81.

03–219von Studnitz, Roswitha E. and Green, David W. (U. College, London, UK; Email: d.w.green@ucl.ac.uk). Interlingual homograph interference in German-English bilinguals: Its modulation and locus of control. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 1–23.

03–220Westby, Carol (Wichita State U., USA; Email: carol-westby@worldnet.at.net), Moore, Celia and Roman, Rosario. Reinventing the enemy's language: Developing narratives in Native American children. Linguistics and Education (New York, USA), 13, 2 (2002), 235–69.

03–221Youssef, Valerie (The U. of the West Indies, St Augustine, Trinidad and Tobago; Email: youssef@carib-lin.net). Issues of bilingual education in the Caribbean: The cases of Haiti, and Trinidad and Tobago. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 182–93.

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.

04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.

04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.

04–647 Macaro, E. (University of Oxford; Email: ernesto.macaro@educational-studies.oxford.ac.uk) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.

04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.

04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: aurmston@hkeaa.edu.hk). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.

04–650 Wharton, Sue (University of Aston, UK; Email: s.m.wharton@aston.ac.uk). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.

04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: wildsmithr@nu.ac.za). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.

03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.

03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.

03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 318—31.

03—234 Belz, Julie A. and Müller-Hartmann, Andreas. Deutsche-amerikanische Telekollaboration im Fremdsprachenuterricht – Lernende im Kreuzfeuer der institutionellen Zwänge. [German-American tele-collaboration in foreign language teaching – learners in the crossfire of institutional constraints.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 68—78.

03—235 Bosher, Susan and Smalkoski, Kari (The Coll. of St. Catherine, St. Paul, USA; Email: sdbosher@stkate.edu). From needs analysis to curriculum development: Designing a course in health-care communication for immigrant students in the USA. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 59—79.

03—236 Brandl, Klaus (U. of Washington, USA; Email: brandl@u.washington.edu). Integrating Internet-based reading materials into the foreign language curriculum: From teacher- to student-centred approaches. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 87—107.

03—237 Bruce, Nigel (Hong Kong U.; Email: njbruce@hku.hk). Dovetailing language and content: Teaching balanced argument in legal problem answer writing. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 321—45.

03—238 Bruton, Anthony (U. of Seville, Spain; Email: abruton@siff.us.es). From tasking purposes to purposing tasks. ELT Journal (Oxford, UK), 56, 3 (2002), 280—95.

03—239 Candlin, C. N. (Email: enopera@cityu.edu.hk), Bhatia, V. K. and Jensen, C. H. (City U. of Hong Kong). Developing legal writing materials for English second language learners: Problems and perspectives. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 299—320.

03—240 Chen, Shumei. A contrastive study of complimentary responses in British English and Chinese, with pedagogic implications for ELT in China. Language Issues (Birmingham, UK), 13, 2 (2001), 8—11.

03—241 Chudak, Sebastian (Adam-Mickiewicz-Universität, Poznán, Poland). Die Selbstevaluation im Prozess- und Lernerorientierten Fremdsprachenunterricht (Bedeutung, Ziele, Umsetzungsmöglichkeiten). [The self-evaluation of process- and learner-oriented foreign language teaching.] Glottodidactica (Poznań, Poland), 28 (2002), 49—63.

03—242 Crosling, Glenda and Ward, Ian (Monash U., Clayton, Australia; Email: glenda.crosling@buseco.monash.edu.au). Oral communication: The workplace needs and uses of business graduate employees. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 41—57.

03—243 Davidheiser, James (U. of the South, USA). Classroom approaches to communication: Teaching German with TPRS (Total Physical Response Storytelling). Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 25—35.

03—244 Duff, Patricia A. (U. of British Columbia, Canada; Email: patricia.duff@ubc.ca). The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.

03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.

03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.

03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.

03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). Learning Japanese in America: A survey of preferred teaching methods. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 134—42.

03—249 Goldstein, Tara (Ontario Inst. for Studies in Ed., U. of Toronto, Canada). No Pain, No Gain: Student playwriting as critical ethnographic language research. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 53—76.

03—250 Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in China. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 93—105.

03—251 Huang, Jingzi (Monmouth U., New Jersey, USA; Email: jhuang@monmouth.edu). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching Research (London, UK), 7, 1 (2003), 3—33.

03—252 Hyland, Ken (City U. of Hong Kong; Email: ken.hyland@cityu.edu.hk). Specificity revisited: How far should we go now? English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 385—95.

03—253 Jahr, Silke. Die Vermittlung des sprachen Ausdrucks von Emotionen in DaF-Unterricht. [The conveying of the oral expression of emotion in teaching German as a foreign language.] Deutsch als Fremdsprache (Berlin, Germany), 39, 2 (2002), 88–95.

03—254 Jung, Yunhee (U. of Alberta, Canada; Email: jhee6539@hanmail.net). Historical review of grammar instruction and current implications. English Teaching (Korea), 57, 3 (2002), 193—213.

03—255 Kagan, Olga and Dillon, Kathleen (UCLA, USA & UC Consortium for Language Teaching and Learning, USA). A new perspective on teaching Russian: Focus on the heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 507—18.

03—256 Kang, Hoo-Dong (Sungsim Coll. of Foreign Languages, Korea; Email: hdkang2k@hanmail.net). Tracking or detracking?: Teachers' views of tracking in Korean secondary schools. English Teaching (Korea), 57, 3 (2002), 41—57.

03—257 Kramsch, Claire (U. of California at Berkeley, USA). Language, culture and voice in the teaching of English as a foreign language. Language Issues (Birmingham, UK), 13, 2 (2001), 2—7.

03—258 Krishnan, Lakshmy A. and Lee, Hwee Hoon (Nanyang Tech. U., Singapore; Email: clbhaskar@ntu.edu.sg). Diaries: Listening to ‘voices’ from the multicultural classroom. ELT Journal (Oxford, UK), 56, 3 (2002), 227—39.

03—259 Lasagabaster, David and Sierra, Juan Manuel (U. of the Basque Country, Vitoria-Gasteiz, Spain; Email: fiblahed@vc.ehu.es). University students' perceptions of native and non-native speaker teachers of English. Language Awareness (Clevedon, UK), 11, 2 (2002), 132—42.

03—260 Lennon, Paul. Authentische Texte im Grammatikunterricht. [Authentic texts in grammar teaching.] Praxis des neusprachlichen Unterrichts (Berlin, Germany), 49, 3 (2002), 227–36.

03—261 Lepetit, Daniel (Clemson U., USA; Email: dlepetit@mail.clemson.edu) and Cichocki, Wladyslaw. Teaching languages to future health professionals: A needs assessment study. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 384—96.

03—262 Łȩska-Drajerczak, Iwona (Adam Mickiewicz U., Poznán, Poland). Selected aspects of job motivation as seen by EFL teachers. Glottodidactica (Poznán, Poland), 28 (2002), 103—12.

03—263 Liontas, John I. (U. of Notre-Dame, USA). ZOOMANIA: The See-Hear-and-Do approach to FL teaching and learning. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 36—58.

03—264 Littlemore, Jeannette (Birmingham U., UK). Developing metaphor interpretation strategies for students of economics: A case study. Les Cahiers de l'APLIUT (Grenoble, France), 21, 4 (2002) 40—60.

03—265 Mantero, Miguel (The U. of Alabama, USA). Bridging the gap: Discourse in text-based foreign language classrooms. Foreign Language Annals (New York, USA), 35, 4 (2002), 437—56.

03—266 Martin, William M. (U. of Pennsylvania, USA) and Lomperis, Anne E.. Determining the cost benefit, the return on investment, and the intangible impacts of language programmes for development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 399—429.

03—267 Master, Peter (San Jose State U., CA, USA: Email: pmaster@sjsu.edu). Information structure and English article pedagogy. System (Oxford, UK), 30, 3 (2002), 331—48.

03—268 Mertens, Jürgen. Schrift im Französischunterricht in der Grundschule: Lernehemnis oder Lernhilfe? [Writing in teaching French in primary school: Learning aid or hindrance?] Neusprachliche Mitteilungen aus Wissenschaft und Praxis (Berlin, Germany), 55, 3 (2002), 141–49.

03—269 Meskill, Carla (U. at Albany, USA; Email: cmeskill@uamail.albany.edu), Mossop, Jonathan, DiAngelo, Stephen and Pasquale, Rosalie K.. Expert and novice teachers talking technology: Precepts, concepts, and misconcepts. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 46—57.

03—270 Mitchell, Rosamond and Lee, Jenny Hye-Won (U. of Southampton, UK; Email: rfm3@soton.ac.uk). 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—271 Mohan, Bernard (U. of British Columbia, Canada; Email: bernard.mohan@ubc.ca) and Huang, Jingzi. Assessing the integration of language and content in a Mandarin as a foreign language classroom. Linguistics and Education (New York, USA), 13, 3 (2002), 405—33.

03—272 Mori, Junko (U. of Wisconsin-Madison, USA; Email: jmori@facstaff.wisc.edu). Task design, plan, and development of talk-in-interaction: An analysis of a small group activity in a Japanese language classroom. Applied Linguistics (Oxford, UK), 23, 3 (2002), 323—47.

03—273 O'Sullivan, Emer (Johann Wolfgang Goethe-U. Frankfurt, Germany; Email: osullivan@em.uni-frankfurt.de) and Rösler, Dietmar. Fremdsprachenlernen und Kinder-und Jugendliteratur: Eine kritische Bestandaufsnahme. [Foreign language learning and children's literature: A critical appraisal.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 63—111.

03—274 Pfeiffer, Waldemar (Europa Universität Viadrina – Frankfurt an der Oder, Germany). Möglichkeiten und Grenzen der interkulturellen Sprachvermittlung. [The possibilities and limits of intercultural language teaching.] Glottodidactica (Poznán, Poland), 28 (2002), 125—39.

03—275 Rebel, Karlheinz (U. Tübingen, Germany) and Wilson, Sybil. Das Portfolio in Schule und Lehrerbildung (I). [The portfolio in school and the image of a teacher (I).] Fremdsprachenunterricht (Berlin, Germany), 4 (2002), 263–71.

03—276 Sonaiya, Remi (Obafemi Awolowo U., Ile-ife, Nigeria). Autonomous language learning in Africa: A mismatch of cultural assumptions. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 106—16.

03—277 Stapleton, Paul (Hokkaido U., Japan; Email: paul@ilcs.hokudai.ac.jp). Critical thinking in Japanese L2 writing: Rethinking tired constructs. ELT Journal (Oxford, UK), 56, 3 (2002), 250—57.

03—278 Sullivan, Patricia (Office of English Language Progs., Dept. of State, Washington, USA, Email: psullivan@pd.state.gov) and Girginer, Handan. The use of discourse analysis to enhance ESP teacher knowledge: An example using aviation English. English for Specific Purposes (Amsterdam, The Netherlands), 21, 4 (2002), 397—404.

03—279 Tang, Eunice (City U. of Hong Kong) and Nesi, Hilary (U. of Warwick, UK; Email: H.J.Nesi@warwick.ac.uk). 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—280 Timmis, Ivor (Leeds Metropolitan U., UK; Email: i.timmis@lmu.ac.uk). Native-speaker norms and International English: A classroom view. ELT Journal (Oxford, UK), 56, 3 (2002), 240—49.

03—281 Toole, Janine and Heift, Trude (Simon Fraser U., Bumaby, BC, Canada; Email: toole@sfu.ca). The Tutor Assistant: An authoring tool for an Intelligent Language Tutoring System. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 373—86.

03—282 Turner, Karen and Turvey, Anne (Inst. of Ed., U. of London, UK; Email: k.turner@ioe.ac.uk). The space between shared understandings of the teaching of grammar in English and French to Year 7 learners: Student teachers working collaboratively. Language Awareness (Clevedon, UK), 11, 2 (2002), 100—13.

03—283 Warschauer, Mark (U. of California, USA). A developmental perspective on technology in language education. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 453—75.

03—284 Weasenforth, Donald (The George Washington U., USA; Email: weasenf@gwu.edu), Biesenbach-Lucas, Sigrun and Meloni, Christine. Realising constructivist objectives through collaborative technologies: Threaded discussions. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 58—86.

03—285 Ahmed, Mehreen (U. of Queensland, Australia). A note on phrase structure analysis and design implication for ICALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 423—33.

03—286 Argaman, Osnat and Abu-Rabia, Salim (U. of Haifa, Israel). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 143—60.

03—287 Bielinska, Monika (Schlesische Universität, Katowice, Poland). Zu Semantischen Aspekten der Wortkombinatorik. [On semantic aspects of word combination.] Glottodidactica (Poznań, Poland), 28 (2002), 19—27.

03—288 Bonci, Angelica (Royal Holloway, U. of London, UK). Collocational restrictions in Italian as a second language: A case control study. Tuttitalia (Rugby, UK), 26 (2002), 3—14.

03—289 Brown, Charles Grant (U. of Northern British Columbia, Canada; Email: brownc@unbc.ca). Inferring and maintaining the learner model. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 343—55.

03—290 Butler, Yuko Goto (U. of Pennsylvania, USA; Email: ybutler@gse.upenn.edu). Second language learners' theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 451—80.

03—291 Carroll, Susanne E. (Universität Potsdam, Germany; Email: carroll@rz.uni-potsdam.de). Induction in a modular learner. Second Language Research (London, UK), 18, 3 (2002), 224—49.

03—292 Chen, Liang, Tokuda, Naoyuki and Xiao, Dahai (Sunflare Company, Tokyo, Japan; Email: chen_1@sunflare.co.jp). A POST parser-based learner model for template-based ICALL for Japanese-English writing skills. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 357—72.

03—293 Di Biase, Bruno and Kawaguchi, Satomi (U. of Western Sydney, Australia; Email: B.DiBiase@uws.edu.au). Exploring the typological plausibility of Processability Theory: Language development in Italian second language and Japanese second language. Second Language Research (London, UK), 18, 3 (2002), 274—302.

03—294 Dimroth, Christine (Max Planck Inst. for Psycholinguistics, Nijmegen, The Netherlands; Email: christine.dimroth@mpi.nl). Topics, assertions, and additive words: How L2 learners get from information structure to target-language syntax. Linguistics (Berlin, Germany), 40, 4 (2002), 891—923.

03—295 Duffield, Nigel (McGill U., Canada), White, Lydia, Bruhn de Garavito, Joyce, Montrul, Silvina and Prévost, Philippe. Clitic placement in L2 French: Evidence from sentence matching. Journal of Linguistics (Cambridge, UK), 38, 3 (2002), 487—525.

03—296 Francis, Norbert (Northern Arizona U., USA; Email: norbert.francis@nau.edu). Literacy, second language learning, and the development of metalinguistic awareness: A study of bilingual children's perceptions of focus on form. Linguistics and Education (New York, USA), 13, 3 (2002), 373—404.

03—297 Gamper, Johann (Free U. of Bozen, Italy; Email: judith.knapp@eurac.edu) and Knapp, Judith. A review of intelligent CALL systems. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 329—42.

03—298 Gavruseva, Elena (U. of Iowa, USA; Email: elena-gavruseva@uiowa.edu). Is there primacy of aspect in child L2 English? Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 109—30.

03—299 Geeslin, Kimberly L. (Indiana U., USA; Email: kgeeslin@indiana.edu). The acquisition of Spanish copula choice and its relationship to language change. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 419—50.

03—300 Ghaith, G. M. (American U. of Beirut, Lebanon; Email: gghaith@aub.edu.lb). The relationship between cooperative learning, perception of social support, and academic achievement. System (Oxford, UK), 30, 3 (2002), 263—73.

03—301 Golato, Peter (U. of Illinois, Urbana-Champaign, USA; Email: pgolato@uiuc.edu). Word parsing by late-learning French-English bilinguals. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 417—46.

03—302 Gorostiaga, Arantxa and Balluerka, Nekane (U. of the Basque Country; Email: pspgomaa@ss.ehu.es). The influence of the social use and the history of acquisition of Euskera on comprehension and recall of scientific texts in Euskera and Castilian. Language Learning (Malden, MA, USA), 52, 3 (2002), 491—512.

03—303 Hada, Yoshiaki, Ogata, Hiroaki and Yano, Yoneo (Tokushima U., Japan; Email: hada@is.tokushima-u.ac.jp). Video-based language learning environment using an online video-editing system. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 387—408.

03—304 Håkansson, Gisela (U. of Lund, Sweden; Email: Gisela.Hakansson@ling.lu.se), Pienemann, Manfred and Sayehli, Susan. Transfer and typological proximity in the context of second language processing. Second Language Research (London, UK), 18, 3 (2002), 250—73.

03—305 Hatasa, Yukiko Abe (U. of Iowa, USA; Email: yukiko-hatasa@uiowa.edu). The effects of differential timing in the introduction of Japanese syllabaries on early second language development in Japanese. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 349—67.

03—306 Hsiao, Tsung-Yuan (Nat. Taiwan Ocean U., Republic of China; Email: tyhsiao@mail.ntou.edu.tw) and Oxford, Rebecca L.. Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 368—83.

03—307 Hu, Guangwei (Nat. Inst. of Ed., Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 347—86.

03—308 Hulstijn, Jan (U. of Amsterdam, The Netherlands; Email: hulstijn@hum.uva.nl). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research (London, UK), 18, 3 (2002), 193—223.

03—309 Itakura, Hiroko (The Hong Kong Polytechnic U.; Email: eghiroko@polyu.edu.hk). Gender and pragmatic transfer in topic development. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 161—83.

03—310 Jarvis, Scott (Ohio U., USA; Email: jarvis@ohio.edu). Topic continuity in L2 English article use. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 387—418.

03—311 Jung, Udo O. H. (U. of Bayreuth, Germany; Email: hmejung@gmx.de). An international bibliography of computer-assisted language learning: Fifth instalment. System (Oxford, UK), 30, 3 (2002), 349—98.

03—312 Kim, Daejin (Hansei U., Republic of Korea; Email: daejkim@chollian.net) and Hall, Joan Kelly. The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 332—48.

03—313 Lee, Eun-Joo (Stanford U., USA; Email: eunlee@stanford.edu). Comparing personal references in English by a native-speaking and a Korean pre-adolescent. English Teaching (Korea), 57, 3 (2002), 125—43.

03—314 Lee, Lina (U. of New Hampshire, USA; Email: llee@hopper.unh.edu). Synchronous online exchanges: A study of modification devices on non-native discourse. System (Oxford, UK), 30, 3 (2002), 275—88.

03—315 Lee, Siok H. (Burnaby Sch. District & Simon Fraser U., Canada; Email: slee@alpha.sd41.bc.ca) and Carey, Stephen. Explaining Chinese learners' errors in the phonological representations of Latinate derivatives in English: A psycholinguistic perspective. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 65—91.

03—316 Liontas, John I. (U. of Notre Dame, IN, USA; Email: jliontas@nd.edu). Exploring second language learners' notions of idiomaticity. System (Oxford, UK), 30, 3 (2002), 289—313.

03—317 Macintyre, Peter D. (U. Coll. of Cape Breton, Canada; Email: peter_macintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A.. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning (Malden, MA, USA), 52, 3 (2002), 537—64.

03—318 Martínez, Ana Cristina Lahuerta (U. of Oviedo, Asturias, Spain; Email: lahuerta@correo.uniovi.es). Empirical examination of EFL readers' use of rhetorical information. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 81—98.

03—319 Mori, Yoshiko (Georgetown U., USA; Email: moriy@georgetown.edu). Individual differences in the integration of information from context and word parts in interpreting unknown kanji words. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 375—97.

03—320 Morris, Frank A. (U. of Miami, USA). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom. Foreign Language Annals (New York, USA), 35, 4 (2002), 395—404.

03—321 O'Grady, William (U. of Hawai'i, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011—19.

03—322 Perdue, Clive (Université Paris VIII, France; Email: clive@univ-paris8.fr), Benazzo, Sandra and Giuliano, Patrizia. When finiteness gets marked: The relations between morphosyntactic development and use of scopal items in adult language. Linguistics (Berlin, Germany), 40, 4 (2002), 849—90.

03—323 Pichette, François (U. of South Florida, USA; Email: pichette@chuma1.cas.usf.edu). Second-language vocabulary learning and the additivity hypothesis. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 117—30.

03—324 Raymond, Patricia M. (U. of Ottawa, Canada) and Parks, Susan. Transitions: Orienting to reading and writing assignments in EAP and MBA contexts. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 152—80.

03—325 Schulz, Renate A. (U. of Arizona, USA). Hilft es die Regel zu wissen um sie anzuwenden? Das Verhältnis von metalinguistischem Bewusstsein und grammatischer Kompetenz in DaF. [Does it help to know the rule to apply it? The relationship between metalinguistic consciousness and grammatical competence in German as a foreign language.] Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 36, 1 (2002), 15—24.

03—326 Segler, Thomas M., Pain, Helen and Sorace, Antonella (U. of Edinburgh, Scotland, UK; Email: thomasse@dai.ed.ac.uk). Second language vocabulary acquisition and learning strategies in ICALL environments. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 409—22.

03—327 Shehadeh, Ali (U. of Aleppo/King Saud U., Ryadh, Saudi Arabia; Email: ashhada@ksu.edu.sa). Comprehensible output, from occurrence to acquisition: An agenda for acquisitional research. Language Learning (Malden, MA, USA), 52, 3 (2002), 597—647.

03—328 Tokuda, Naoyuki (SunFlare Research and Development Center, Tokyo, Japan; Email: tokuda_n@sunflare.co.jp). New developments in intelligent CALL systems in a rapidly internationalised information age. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 319—27.

03—329 Tracy, Rosemarie (U. of Mannheim, Germany). Growing (clausal) roots: All children start out (and may remain) multilingual. Linguistics (Berlin, Germany), 40, 4 (2002), 653—86.

03—330 van de Craats, Ineke (U. of Nijmegen, The Netherlands; Email: I.v.d.Craats@let.kun.nl), van Hout, Roeland and Corver, Norbert. The acquisition of possessive HAVE-clauses by Turkish and Moroccan learners of Dutch. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 147—74.

03—331 Verhoeven, Ludo (U. of Nijmegen, The Netherlands; Email: L.Verhoeven@ped.kun.nl) and Vermeer, Anne. Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 361—74.

03—332 Wendt, Michael (U. Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische Theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Foreign language didactic theory formation and its implications for foreign language learning.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 1–62.

03—333 Williams, Marion, Burden, Robert and Lanvers, Ursula (U. of Exeter, UK). ‘French is the Language of Love and Stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal (Abingdon, UK), 28, 4 (2002), 503—28.

03—334 Wray, Alison (Cardiff U., UK; Email: wraya@cf.ac.uk). Formulaic language in computer-supported communication: Theory meets reality. Language Awareness (Clevedon, UK), 11, 2 (2002), 114—31.

03–526 Bialystok, Ellen (York U., Canada; Email: ellenb@yorku.ca) Majumder, Shilpi and Martin, Michelle M. Developing phonological awareness: Is there a bilingual advantage?Applied Psycholinguistics (Cambridge, UK), 24, (2003), 27–44.

03–527 Blas Arroyo, José Luis (Jaume I U., Castellon, Spain; Email: blas@fil.uji.es). The languages of the Valencian educational system: the results of two decades of language policy. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 6 (2002), 318–338.

03–528 De Mejía Anne-Marie and Tejada, Harvey (U. del Valle, Cali, Columbia; Email: atruscot@mafalda.univalle.edu.co). Bilingual curriculum construction and empowerment in Columbia. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 1 (2003), 37–51.

03–529 Jia, Gisela (Lehman Coll., City U. of New York; Email: giselaj@lehman.cuny.edu) and Aaronson, Doris. A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics (Cambridge, UK), 24 (2003), 131–161.

03–530 Keim, Inken (Institut für Deutsche Sprache, Mannheim, Germany). Sprachvariation und sozialer Stil am Beispiel jugendlicher Migrantinnen türkischer Herkunft in Mannheim. [Language variation and communicative style among young female immigrants of Turkish origin in Mannheim.] Deutsche Sprache, 30, 2 (2002), 97–123.

03–531 Valdés, Guadalupe and Angelelli, Claudia. Interpreters, interpreting, and the study of bilingualism. Annual Review of Applied Linguistics (Cambridge, UK), 23 (2003), 58–78.

03–88Akamatsu, Nobuhiko (Doshisha U., Kyoto, Japan; Email: nakamats@mail.doshisha.ac.jp). A similarity in word-recognition procedures among second language readers with different first language backgrounds. Applied Psycholinguistics (Cambridge, UK), 23, 1 (2002), 117–33.

03–89Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie) and Gilabert, Roger. Motivation and task performance in a task-based web-based tandem project. ReCALL (Cambridge, UK), 14, 1 (2002), 16–31.

03–90Arnaud, C. (U. of Barcelona, Spain). L'implication de l'apprenant en classe de langue étrangère. [Personal involvement as a factor in the foreign language learner's classroom performance.] Mélanges CRAPEL (Nancy, France), 26 (2001), 39–62.

03–91Bang, Youngjoo (Myongji U., Seoul, Korea; Email: yjbang@mju.ac.kr). The use of collaborative work in a college EFL reading classroom. English Teaching (Korea), 57, 3 (2002), 145–69.

03–92Barbieri, Federica (U. of Iowa, USA). The contribution of computer learner corpora to second language acquisition research: A review. Rassegna Italiana di Linguistica Applicata (Rome, Italy), 33, 2/3 (2001), 219–39.

03–93Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu). Semantic and structural elaboration in L2 lexical acquisition. Language Learning (Malden, MA, USA), 52, 2 (2002), 323–63.

03–94Bardovi-Harlig, Kathleen (Indiana U., USA; Email: bardovi@indiana.edu). A new starting point? Investigating formulaic use and input in future expression. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 189–98.

03–95Biesenbach-Lucas, Sigrun (American U., Washington, USA; Email: sblucas@american.edu) and Weasenforth, Donald. Virtual office hours: Negotiation strategies in electronic conferencing. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 147–65.

03–96Bley-Vroman, Robert (U. of Hawai'i, USA; Email: vroman@hawaii.edu). Frequency in production, comprehension, and acquisition. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 209–13.

03–97Boulton, Alex (Centre de Téléenseignement, Université Nancy 2, France). Aspects lexicaux de l'acquisition ‘naturelle’ et l'apprentissage ‘artificiel’ en L2. [Lexical aspects of ‘natural’ acquisition and ‘artificial’ learning in a second language.] Mélanges CRAPEL (Nancy, France), 26 (2001), 63–90.

03–98Bruton, A. (Universidad de Sevilla, Spain; Email: abruton@siff.us.es). Recoding and reorganising grammatical form by meaning: The English genitive as an example. System (Oxford, UK), 30, 2 (2002), 237–50.

03–99Bybee, Joan (U. of New Mexico, USA; Email: jbybee@unm.edu). Phonological evidence for exemplar storage of multiword sequences. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 215–21.

03–100Carson, Joan C. (Georgia State U., USA; Email: jgcarson@gsu.edu) and Longhini, Ana. Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning (Malden, MA, USA), 52, 2 (2002), 401–38.

03–101Cenoz, Jasone (U. of the Basque Country). Age differences in foreign language learning. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 125–42.

03–102Chung, Hyun-Sook (Internat. Graduate School of English, Korea; Email: sook@igse.ac.kr) and Ahn, Hyunkee. Local acoustic vs. sentence contextual information: Which plays a more crucial role in an L2 word recognition test?English Teaching (Korea), 57, 3 (2002), 239–51.

03–103Chung, Jing-mei (Ming-Hsin Inst. of Technology, Hsin-Chu, Taiwan). The effects of using two advance organizers with video texts for the teaching of listening in English. Foreign Language Annals (New York, USA), 35, 2 (2002), 231–41.

03–104Cortés, Kristin Hull (U. of California, Berkeley, USA). Youth and the study of foreign language: An investigation of attitudes. Foreign Language Annals (New York, USA), 35, 3 (2002), 320–32.

03–105D'Angiulli, Amedeo and Siegel, Linda S. (U. of British Columbia, Canada; Email: linda.siegel@ubc.ca) and Serra, Emily. The development of reading, in English and Italian bilingual children. Applied Psycholinguistics (Cambridge, UK), 22, 4 (2001), 479–507.

03–106Derwing, Tracey M. and Rossiter, Marian J. (U. of Alberta, Edmonton, Canada; Email: tracey.derwing@ualberta.ca). ESL learners' perceptions of their pronunciation needs and strategies. System (Oxford, UK), 30, 2 (2002), 155–66.

03–107Dewaele, Jean-Marc (Birkbeck Coll., U. of London, UK; Email: j.dewaele@bbk.ac.uk), and Pavlenko, Aneta. Emotion vocabulary in interlanguage. Language Learning (Malden, MA, USA), 52, 2 (2002), 263–322.

03–108Ellis, Nick C. (U. of Wales, Bangor, UK; Email: n.ellis@bangor.ac.uk). Frequency effects of language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 143–88.

03–109Ellis, Nick C. (U. of Wales, Bangor, UK; Email: n.ellis@bangor.ac.uk). Reflections on frequency effects in language processing. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 297–39.

03–110Ellis, Rod (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 223–36.

03–111Eubank, Lynn (U. of North Texas, USA; Email: lynneubank@yahoo.com) and Gregg, Kevin R. News flash – Hume still dead. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 237–47.

03–112Fries-Verdeil, Marie-Hélène and Hay, Josiane (Université de Grenoble I, France). De l'utilité des métaphores comme outil pour la Recherche-Action: le cas de l'auto-formation guidée. [Metaphors as a tool for Action Research and self-directed language learning.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2001) 45–58.

03–113Frost, Dan (IUT 2 Grenoble, France). Seeing is believing: l'oscillogramme, l'auto-apprentissage et l'accentuation de mots. [Seeing is believing: Wave forms, self-access and word stress.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002), 21–31.

03–114Gardey, Claudine (IUT Bordeaux I, France). SVP, dessine-moi une notion! Recherches sur la médiation graphique en anglais de spécialité. [Please draw me a notion! Research on the use of diagrammatic representations for the ESP class]. Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002), 32–44.

03–115Gass, Susan M. (Michigan State U., USA; Email: gass@pilot.msu.edu) and Mackey, Alison. Frequency effects and second language acquisition: A complex picture? Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 249–60.

03–116Goh, Christine C. M. (Nanyang Tech. U., Singapore; Email: cmcgoh@nie.edu.sg). Exploring listening comprehension tactics and their interaction patterns. System (Oxford, UK), 30, 2 (2002), 185–206.

03–117Han, ZhaoHong (Teachers Coll., Columbia U., USA). ‘Novel unaccusatives’: Is detransitivisation taking place? ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 97–124.

03–118Harrington, Michael and Dennis, Simon (U. of Queensland, Australia; Email: mwharr@mailbox.uq.edu.au). Input-driven language learning. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 261–68.

03–119Helms-Park, Rena (U. of Toronto, Canada). The need to draw second language learners' attention to the semantic boundaries of syntactically relevant verb classes. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 576–98.

03–120Hoare, Rachel (Trinity Coll., Dublin 2, Ireland; Email: rmhoare@tcd.ie). Attitudes and motivations of undergraduate learners of French: An integrative approach. Revue PArole (Paris, France), 20 (2001), 235–61.

03–121Huang, Yue Yuan and Yang, Suying (Hong Kong Baptist U., Hong Kong). Understanding the special characteristics of Cantonese speakers acquiring Mandarin: An important component in the training of Hong Kong Mandarin teachers. Asia Pacific Journal of Language in Education (Hong Kong), 4, 2 (2001), 107–27.

03–122Huh, Myung-Hye (Korea U.; Email: myunghuh@korea.ac.kr). Second language activity theory: L2 learner agency in asynchronous learning networks. English Teaching (Korea), 57, 3 (2002), 59–74.

03–123Hulstijn, Jan H. (U. of Amsterdam, The Netherlands; Email: hulstijn@hum.uva.nl). What does the impact of frequency tell us about the language acquisition device? Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 269–73.

03–124Igarashi, Kanae, Wudthayagorn, Jirada, Donato, Richard and Tucker, G. Richard (Carnegie Mellon U., Pittsburgh, USA). What does a novice look like? Describing the grammar and discourse of young learners of Japanese. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 526–54.

03–125Ionin, Tania and Wexler, Kenneth (Massachusetts Inst. of Technology, USA; Email: tionin@mit.edu). Why is ‘is’ easier than ‘-s’?: Acquisition of tense/agreement morphology by child second language learners of English. Second Language Research (London, UK), 18, 2 (2002), 95–136.

03–126Knight, Susan M. (Central Michigan U., USA) and Schmidt-Rinehart, Barbara C. Enhancing the homestay: Study abroad from the host family's perspective. Foreign Language Annals (New York, USA), 35, 2 (2002), 190–201.

03–127Kroll, Judith F. (Pennsylvania State U., USA; Email: jfk7@psu.edu) Michael, Erica, Tokowicz, Natasha and Dufour, Robert. The development of lexical fluency in a second language. Second Language Research (London, UK), 18, 2 (2002), 137–71.

03–128Lai, Lai-kwan and Hamp-Lyons, Liz (Hong Kong Poly. U.). Different learning patterns in self-access. RELC Journal (Singapore), 32, 2 (2001), 63–79.

03–129Lamb, Martin (U. of Leeds, UK). Explaining successful language learning in difficult circumstances. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 35–52.

03–130Larsen-Freeman, Diane (U. of Michigan, USA; Email: dianelf@umich.edu). Making sense of frequency. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 275–85.

03–131Lee, Haemoon (Sungkyunkwan U., Korea; Email: haemoon@skku.ac.kr). Communicative output as a mode of focus on form. English Teaching (Korea), 57, 3 (2002), 171–92.

03–132Lee, Soyoung (Inha U., Korea; Email: soyoung@inha.ac.kr). The effect of task type on negotiation of meaning in synchronous text chatting. English Teaching (Korea), 57, 3 (2002), 3–17.

03–133Lee-Wong, Song Mei (Nanyang Tech. U., Singapore). Contextualising intercultural communication and sociopragmatic choices. Multilingua (Berlin, Germany), 21, 1 (2002), 79–99.

03–134Lindemann, Stephanie (Georgia State U., USA; Email: eslsl@langate.gsu.edu). Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States. Language in Society (Cambridge, UK), 31, 3 (2002), 419–41.

03–135Lozano, Cristóbal (U. of Essex, UK). Knowledge of expletive and pronominal subjects by learners of Spanish. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 37–60.

03–136Lybeck, Karen (U. of Minnesota, USA; Email: lybe0002@tc.umn.edu). Cultural identification and second language pronunciation of Americans in Norway. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 174–91.

03–137Mariotti, Cristina (Università Cattolica del S. Cuore, Milan, Italy). Osservazioni sul ruolo dell'interazione nell'acquisizione incidentale del lessico in classi CLIL. [Observations on the role of interaction in the incidental acquisition of lexis in CLIL classes.] Rassegna Italiana di Linguistica Applicata (Rome, Italy), 33, 1 (2001), 119–29.

03–138McCafferty, Steven G. (U. of Nevada, Las Vegas, USA; Email: mccaffes@nevada.edu). Gesture and creating zones of proximal development for second language learning. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 192–203.

03–139Muncie, James (U. of Évora, Portugal; Email: james_>muncie@hotmail.com). Process writing and vocabulary development: Comparing Lexical Frequency Profiles across drafts. System (Oxford, UK), 30, 2 (2002), 225–35.

03–140Nassaji, Hossein (U. of Victoria, BC, Canada). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning (Malden, MA, USA), 52, 2 (2002), 439–81.

03–141Nelson, Gayle L. (Georgia State U., USA), Carson, Joan, Al Batal, Mahmoud and El Bakary, Waguida. Cross-cultural pragmatics: Strategy use in Egyptian Arabic and American English refusals. Applied Linguistics (Oxford, UK), 23, 2 (2002), 163–89.

03–142Nutta, Joyce W. (U. of South Florida, USA), Feyten, Carine M., Norwood, Annette L., Meros, John N., Yoshii, Makoto and Ducher, Jeannie. Exploring new frontiers: What do computers contribute to teaching foreign languages in elementary school? Foreign Language Annals (New York, USA), 35, 3 (2002), 293–306.

03–143Park, Seon-Ho (Myongji U., Seoul, Korea; Email: seonhopark@hanmail.net). Learning English as a second language among Korean migrant students in New Zealand. English Teaching (Korea), 57, 3 (2002), 75–100.

03–144Pavlenko, Aneta (Temple U., USA) and Jarvis, Scott. Bidirectional transfer. Applied Linguistics (Oxford, UK), 23, 2 (2002), 190–214.

03–145Perales, Josu (HABE [Inst. for the Teaching of Basque to Adult Learners], Donostia, Spain) and Cenoz, Jasone. The effect of individual and contextual factors in adult second-language acquisition in the Basque Country. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 1–15.

03–146Pereiro, Myriam (Université Nancy 2, France). Être doué pour les langues: approches scientifiques et représentations sociales. [Having a gift for languages: Scientific approaches and social representations.] Mélanges CRAPEL (Nancy, France), 26 (2001), 167–84.

03–147Platt, Elizabeth and Brooks, Frank B. (Florida State U., USA; Email: eplatt@garnet.acns.fsu.edu). Task engagement: A turning point in foreign language development. Language Learning (Malden, MA, USA), 52, 2 (2002), 365–400.

03–148Rott, Susanne, Williams, Jessica and Cameron, Richard (U. of Illinois at Chicago, USA). The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research (London, UK), 6, 3 (2002), 183–222.

03–149Schmitt, Norbert (U. of Nottingham, UK) and Zimmerman, Cheryl Boyd. Derivative word forms: What do learners know? TESOL Quarterly (Alexandria, VA, USA), 36, 2 (2002), 145–71.

03–150Schwienhorst, Klaus (Trinity Coll., Dublin, Ireland; Email: kschwien@tcd.ie). Evaluating tandem language learning in the MOO: Discourse repair strategies in a bilingual Internet project. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 135–45.

03–151Schwienhorst, Klaus (Trinity Coll., Dublin, Ireland). The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 221–39.

03–152Slabakova, Roumyana (U. of Iowa, USA; Email: roumyana-slabakova@uiowa.edu). Recent research on the acquisition of aspect: An embarrassment of riches? Second Language Research (London, UK), 18, 2 (2002), 172–88.

03–153Song, Mi-Jeong (Seoul National U., Korea; Email: mjs@snu.ac.kr). The effect of listening strategy use on listening ability: Using an immediate retrospective data collection method. English Teaching (Korea), 57, 3 (2002), 19–40.

03–154Spratt, Mary, Humphreys, Gillian and Chan, Victoria (Hong Kong Poly. U.; Email: Ecspratt@polyu.edu.hk). Autonomy and motivation: Which comes first? Language Teaching Research (London, UK), 6, 3 (2002), 245–66.

03–155Stefánik, Jozef (Comenius U., Slovakia; Email: stefanik@fphiluniba.sk). The critical period hypothesis and the Slovak language. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 161–76.

03–156Storch, N. (The U. of Melbourne, Australia). Comparing ESL learners' attention to grammar on three different classroom tasks. RELC Journal (Singapore), 32, 2 (2001), 104–24.

03–157Taguchi, Tatsuya (Ryukoku U., Japan). Learner factors affecting the use of learning strategies in cross-cultural contexts. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 18–34.

03–158Tarone, Elaine (U. of Minnesota, USA; Email: etarone@umn.edu). Frequency effects, noticing, and creativity: Factors in a variationist interlanguage framework. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 287–96.

03–159Vandergrift, Larry (U. of Ottawa, Canada). ‘It was nice to see that our predictions were right’: Developing metacognition in L2 listening comprehension. The Canadian Modern Language Review / La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 555–75.

03–160Williams, John N. (U. of Cambridge, UK; Email: jnw12@cam.ac.uk), Mobius, Peter and Choonkyong, Kim. Native and non-native processing of English wh- questions: Parsing strategies and plausibility constraints. Applied Psycholinguistics (Cambridge, UK), 22, 4 (2001), 509–40.

04–652 Castro, D. and Gavruseva, E. (University of Iowa; Email: elena-gavruseva@uiowa.edu). Finiteness and aspect in Spanish/English bilingual acquisition. First Language (Bucks, UK), 23, 2 (2003), 171–192.

04–653 Gutierrez-Clellen, Vera F. (San Diego State U., CA, USA; Email: vclellen@mail.sdsu.edu) and Kreiter, Jacqueline. Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 267–288.

04–654 Jaffe, Alexandra (California State U., USA; Email: ajaffe@csulb.edu). Talk around text: literacy practices, cultural identity and authority in a Corsican bilingual classroom. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 3&4 (2003), 202–220.

04–655 Marian, Viorica (Northwestern U., IL, USA; Email: v-marian@northwestern.edu) and Spivey, Michael. Bilingual and monolingual processing of competing lexical items. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 173–194.

04–656 Martin, D., Krishnamurthy, R., Bhardwaj, M. and Charles, R. (School of Education, University of Birmingham, UK; Email: d.m.martin@bham.ac.uk). Language change in young Panjabi/English children: implications for bilingual language assessment. Child Language Teaching and Therapy (London, UK), 19, 3 (2003), 245–266.

04–657 Olmedo, Irma M. (College of Education, U. of Illinois-Chicago, USA; Email: iolmedo@uic.edu). Language mediation among emergent bilingual children. Linguistics and Education (New York, USA), 14, 2 (2003), 143–162.

04–658 Ruan, J. (U. of Oklahoma, USA). Toward a culture-sensitive pedagogy: emergent literacy learning in Chinese-English bilinguals in America. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 39–47.

04–659 Seeff-Gabriel, B. (Department of Human Communication Science, University College London; Email: b.seeff@ucl.ac.uk). Phonological processing: a platform for assisting second-language learners with English spelling. Child Language Teaching and Therapy (Clevedon, UK), 19, 3 (2003), 291–310.

03–535 Hellermann, John (Southern Illinois U., Carbondale, USA; Email: jkheller@siu.edu). The interactive use of prosody in the IRF exchange: Teacher repetition in feedback moves. Language in Society (Cambridge, UK), 32, 1 (2003), 79–104.

03–536 Wendt, Michael (Universität Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Theory building in foreign language teaching and its implications for foreign language research.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 1–62.

03–537 Weppelman, Tammy, L., Bostow, Angela, Schiffer, Ryan, Elbert-Perez, Evelyn and Newman, Rochelle, S. (U. of Iowa, USA). Children's use of the prosodic characteristics of infant-directed speech. Language and Communication (Oxford, UK), 23, 1 (2003), 63–80.

04–660 Chen Eoyang, Eugene (Indiana U., USA & Lingnan U., Hong Kong). English as a postcolonial tool: anti-hegemonic subversions in a hegemonic language. English Today (Cambridge, UK), 19, 4 (2003), 23–29.

04–661 Heinz, Bettina (Bowling Green State U., USA; Email: bheinz@bgnet.bgsu.edu). Backchannel responses as strategic responses in bilingual speakers' conversations. Journal of Pragmatics (Amsterdam, The Netherlands), 35, 7 (2003), 1113–1142.

04–662 Hinkel, Eli (Seattle U., USA; Email: elihinkel@aol.com). Adverbial markers and tone in L1 and L2 students' writing. Journal of Pragmatics (Amsterdam, The Netherlands), 35, 7 (2003), 1049–1068.

04–663 Mackie, Ardiss (Okanagan University College, B.C., Canada). Race and desire: toward critical literacies for ESL. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 23–37.

04–664 MacPherson, Seonaigh (Manitoba U., Canada). TESOL for biolinguistic sustainability: the ecology of English as aLingua Mundi. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 1–22.

04–665 Marsh, Jackie (Sheffield U., UK). One-way traffic? Connections between literacy practices at home and in the nursery. British Educational Research Journal (London, UK), 29, 3 (2003), 369–382.

04–666 Matthews, Mona W. and Kesner, John (Georgia State U., USA). Children learning with peers: the confluence of peer status and literacy competence within small-group literacy events. Reading Research Quarterly (Newark, DE, USA), 38, 2 (2003), 208–234.

04–667 Spencer-Oatey, Helen and Jiang, Wenying (UK eUniversities Worldwide, UK; Email: hspencer-oatey@ukeu.com). Explaining cross-cultural pragmatic findings: moving from politeness maxims to sociopragmatic interactional principles (SIPs). Journal of Pragmatics (Amsterdam, The Netherlands), 35, 10–11 (2003), 1633–1650.

04–668 Zhu, Huimin (China). Globalization and new ELT challenges in China. An account of the teaching of English and the kinds of English used in a vast, varied, and rapidly changing society. English Today (Cambridge, UK), 19, 4 (2003), 36–41.

03—373 Appleby, Roslyn, Copley, Kath, Sithirajvongsa, Sisamone and Pennycook, Alastair (U. of Technology, Sydney, Australia). Language in development constrained: Three contexts. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 323—46.

03—374 Bruthiaux, Paul (Nat. U. of Singapore). Hold your courses: Language education, language choice, and economic development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 275—96.

03—375 Cleghorn, Ailie (Concordia U., Montreal, Quebec, Canada) and Rollnick, Marissa. The role of English in individual and societal development: A view from African classrooms. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 347—72.

03—376 Derwing, Tracey M. (U. of Alberta, Edmonton, Canada; Email: tracey.derwing@ualberta.ca), Rossiter, Marian J. and Ehrensberger-Dow, Maureen. ‘They speaked and wrote real good’: Judgements of non-native and native grammar. Language Awareness (Clevedon, UK), 11, 2 (2002), 84—99.

03—377 Gebhard, Meg (U. of Massachusetts, USA). Fast capitalism, school reform, and second language literacy practices. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 15—52.

03—378 Lin, Angel (City U. of Hong Kong) and Luk, Jasmine. Beyond progressive liberalism and cultural relativism: Towards critical postmodernist, sociohistorically situated perspectives in classroom studies. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 97—124.

03—379 Markee, Numa (U. of Illinois at Urbana-Champaign, USA). Language in development: Questions of theory, questions of practice. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 265—74.

03—380 Pavlenko, Aneta (Temple U., USA). ‘We have room for but one language here’: Language and national identity in the US at the turn of the 20th century. Multilingua (Berlin, Germany), 21, 2/3 (2002), 163—96.

03—381 Pomerantz, Anne (U. of Pennsylvania, USA). Language ideologies and the production of identities: Spanish as a resource for participation in a multilingual marketplace. Multilingua (Berlin, Germany), 21, 2/3 (2002), 275—302.

03—382 Ramanathan, Vai (U. of California at Davis, USA). What does ‘literate in English’ mean?: Divergent literacy practices for vernacular- vs. English-medium students in India. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 125—51.

03—383 Schmidt Sr., Ronald. Racialization and language policy: The case of the U.S.A. Multilingua (Berlin, Germany), 21, 2/3 (2002), 141—61.

03—384 Vavrus, Frances (Columbia U., New York, USA). Postcoloniality and English: Exploring language policy and the politics of development in Tanzania. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 373—97.

03—385 Williams, Eddie (U. of Reading, UK) and Cooke, James. Pathways and labyrinths: Language and education in development. TESOL Quarterly (Alexandria, VA, USA), 36, 3 (2002), 297—322.

Colloquial Portuguese of Brazil: The Complete Course for Beginners, 2nd edn. Course comprises book and 120 minutes of audio material on CDs & cassettes; offers a step-by-step approach to written and spoken Portuguese of Brazil for beginners. Includes emphasis on conversational language with clear pronunciation guidance, grammar reference section, comprehensive vocabulary lists, and illustrated exercises. Esmenia Simões Osborne, João Sampaio & Barbara McIntyre. Routledge, 2002. ISBN 0 415 27681 0.

The following periodicals are regularly scanned in compiling the abstracts, although it should be noted that not every issue of a periodical that is scanned will be represented in every volume of Language Teaching. The majority of the periodicals are held in the CiLT (Centre for Information on Language Teaching and Research) Library in London, UK (see address on inside front cover), together with additional publications such as newsletters and bulletins which are scanned but rarely contain abstractable articles. A complete list may be obtained from the CiLT Librarian; or is available on the web at:

04–669 Hardison, Debra M. (Michigan State U., USA; Email: hardiso2@msu.edu). Acquisition of second-language speech: effects of visual cues, context, and talker variability. Applied Psycholinguistics (Cambridge, UK), 24, 4 (2003), 495–522.

04–670 Hirst, Elizabeth (Griffith U., Queensland, Australia; Email: e.hirst@griffith.edu.au) Diverse voices in a second language classroom: burlesque, parody and mimicry. Language and Education (Clevedon, UK), 17, 3 (2003), 174–191.

04–671 Matsumura, Shoichi (Ryukoku U., Japan). Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics (Oxford, UK), 24, 4 (2003), 465–491.

04–672 de Mattos Pimenta Parente, Maria Alice and Geiger, Lucienne (Rio Grande do Sul Federal U., Brazil) and Dunbar, Harriet and Nespoulous, Jean-Luc. The role of phonological loop components on children's story recall during the first years of schooling. Revue Parole (Mons, Belgium), 25/26 (2003), 45–74.