BOOKS

Andrew, P. (2012). The social construction of age: Adult foreign language learners. Bristol, UK: Multilingual Matters. Pp. xvi + 180. $39.95 paper.

Christie, F. (2012). Language education throughout the school years: A functional perspective. New York: Wiley. Pp. xii + 247. $39.95 paper.

Cogo, A., & Dewey, M. (2012). Analysing English as a lingua franca: A corpus-driven investigation. New York: Continuum. Pp. vi + 207. $140.00 cloth.

Fogle, L. W. (2012). Second language socialization and learner agency: Adoptive family talk. Bristol, UK: Multilingual Matters. Pp. x + 203. $39.95 paper.

Kharkhurin, A. V. (2012). Multilingualism and creativity. Bristol, UK: Multilingual Matters. Pp. xv + 220. $49.95 paper.

Kurata, N. (2011). Foreign language learning and use: Interaction in informal social networks. New York: Continuum. Pp. xi + 195. $140.00 cloth.

Macqueen, S. (2012). The emergence of patterns in second language writing: A sociocognitive exploration of lexical trails. Bern: Peter Lang. Pp. 325. $100.95 paper.

Tyler, A. (2012). Cognitive linguistics and second language learning: Theoretical basics and experimental evidence. London: Routledge. Pp. x + 252. $39.95 paper.

Zheng, Y. (2012). Dynamic vocabulary development in a foreign language. Bern: Peter Lang. Pp. 262. $77.95 paper.

JOURNALS

Applied Linguistics 33 (4). (2012). Park, K. “Learner-corpus interaction: A locus of microgenesis in corpus-assisted L2 writing” (361–385); Jenks, C. J. “Doing being reprehensive: Some interactional features of English as a lingua franca in a chat room” (386–405); Bjørge, A. K. “Expressing disagreement in ELF business negotiations: Theory and practice” (406–427); López Ferrero, C. “Lexical connection: Semiterm grammatical patterns in Spanish” (428–449); Pascual y Cabo, D., & Rothman, J. “The (il)logical problem of heritage speaker bilingualism and incomplete acquisition” (450–455).

Applied Psycholinguistics 33 (4). (2012). Bird, S. “Expert knowledge, distinctiveness, and levels of processing in language learning” (665–689); Theakston, A. L. “‘The spotty cow tickled the pig with a curly tail’: How do sentence position, preferred argument structure, and referential complexity affect children’s and adults’ choice of referring expression?” (691–724); Serratrice, L., Sorace, A., Filiaci, F., & Baldo, M. “Pronominal objects in English-Italian and Spanish-Italian bilingual children” (725–751); Zhang, J., Anderson, R. C., Wang, Q., Packard, J., Wu, X., Tang, S., & Ke, X. “Insight into the structure of compound words among speakers of Chinese and English” (753–779); Shimpi, P. M., Fedewa, A., & Hans, S. “Social and linguistic input in low-income African American mother-child dyads from 1 month through 2 years: Relations to vocabulary development” (781–798); Negro, I., & Genelot, S. “The role of language skills in learning to read: The case of bilingualism in French overseas departments” (799–828); Rebuschat, P., & Williams, J. N. “Implicit and explicit knowledge in second language acquisition” (829–856).

Bilingualism: Language and Cognition 15 (4). (2012). Casey, S., Emmorey, K., & Larrabee, H. “The effects of learning American Sign Language on co-speech gesture” (677–686); Mayr, R., Price, S., & Mennen, I. “First language attrition in the speech of Dutch-English bilinguals: The case of monozygotic twin sisters” (687–700); Guijarro-Fuentes, P. “The acquisition of interpretable features in L2 Spanish: Personal a” (701–720); Jegerski, J. “The processing of subject-object ambiguities in native and near-native Mexican Spanish” (721–735); Kupisch, T. “Specific and generic subjects in the Italian of German-Italian simultaneous bilinguals and L2 learners” (736–756); Niolaki, G. Z., & Masterson, J. “Transfer effects in spelling from transparent Greek to opaque English in seven-to-ten-year-old children” (757–770); Singh, N., & Mishra, R. K. “Does language proficiency modulate oculomotor control? Evidence from Hindi-English bilinguals” (771–781); Declerck, M., & Kormos, J. “The effect of dual task demands and proficiency on second language speech production” (782–796); Koostra, G. J., van Hell, J. G., & Djikstra, T. “Priming of code-switches in sentences: The role of lexical repetition, cognates, and language proficiency” (797–819); Babcock, L., Stowe, J. C., & Maloof, C. J., Brovetto, C., & Ullman, M. T. “The storage and composition of inflected forms in adult-learned second language: A study of the influence of length of residence, age of arrival, sex, and other factors” (820–840); Oliver, G., Gullberg, M., Hellwig, F., Mitterer, H., & Indefrey, P. “Acquiring L2 sentence comprehension: A longitudinal study of word monitoring in noise” (841–857); Filippi, R., Leech, R., Thomas, M. S. C., Green, D. W., & Dick, F. “A bilingual advantage in controlling language interference during sentence comprehension” (858–872); Yim, O., & Bialystok, E. “Degree of conversational code-switching enhances verbal task switching in Cantonese-English bilinguals” (873–883); Videsott, G., Della Rosa, P. A., Wiater, W., Franceschini, R., & Abutalebi, J. “How does linguistic competence enhance cognitive functions in children? A study in multilingual children with different linguistic competences” (884–895); Declerck, M., Koch, I., & Philipp, A. M. “Digits vs. pictures: The influence of stimulus type on language switching” (896–904); Trofimovich, P., & Isaacs, T. “Disentangling accent from comprehensibility” (905–916).

Journal of Child Language 39 (5). (2012). Minai, U., Jincho, N., Yamane, N., & Mazuka, R. “What hinders child semantic computation: Children’s universal quantification and the development of cognitive control” (919–956); Su, Y., Zhou, P., & Crain, S. “Downward entailment in child Mandarin” (957–990); Messenger, K., Branigan, H., & McLean, J. F. “Is children’s acquisition of the passive a staged process? Evidence from six- and nine-year-olds’ production of passives” (991–1016); Warlaumont, A. S., & Jarmulowicz, L. “Caregivers’ suffix frequencies and suffix acquisition by language impaired, late talking, and typically developing children” (1017–1042); McAllister Byun, T. “Positional velar fronting: An updated articulatory account” (1043–1076); Rodina, Y., & Westergaard, M. “A cue-based approach to the acquisition of grammatical gender in Russian” (1077–1106); Thompson, R. B., Cothran, T., & McCall, D. “Gender and age effects interact in preschoolers’ help-seeking: Evidence for differential responses to changes in task difficulty” (1107–1120); Nilsen, E. S., & Mangal, L. “Which is important for preschoolers’ production and repair of statements: What the listener knows or what the listener says?” (1121–1134); Akhtar, N., Menjivar, J., Hoicka, E., & Sabbagh, M. A. “Learning foreign labels from a foreign speaker: The role of (limited) exposure to a second language” (1135–1149).

Language 88 (3). (2012). Baerman, M. “Paradigmatic chaos in Nuer” (467–494); Legate, J. A. “Subjects in Acehnese and the nature of the passive” (495–525); Erker, D., & Guy, G. R. “The role of lexical frequency in syntactic variability: Variable subject personal pronoun expression in Spanish” (526–557); Heycock, C., Sorace, A., Hansen, Z. S., Wilson, F., & Vikner, S. “Detecting the late stages of syntactic change: The loss of V-to-T in France” (558–600); De Smet, H. “The course of actualization” (601–633).

Language in Society 41 (4). (2012). Sun, H. “Shifting practices and emerging patterns: Telephone service encounters in Shanghai” (417–447); Cole, D., & Pellicer, R. “Uptake (un)limited: The mediatization of register shifting in US public discourse” (449–470); Eades, D. “The social consequences of language ideologies in courtroom cross-examination” (471–497); Hornberger, N. H., & Swinehart, K. H. “Bilingual intercultural education and Andean hip hop: Transnational sites for indigenous language and identity” (499–525).

Language in Society 41 (5). (2012). Levy, M., & Gardner, R. “Liminality in multitasking: Where talk and task collide in computer collaborations” (557–587); Andrus, J. “Language ideology, fractal recursivity, and discursive agency in the legal construction of linguistic evidence” (589–614); Cukor-Avila, P. “Some structural consequences of diffusion” (615–640); Cekaite, A. “Affective stances in teacher-novice student interactions: Language, embodiment, and willingness to learn in a Swedish primary classroom” (641–670).

Language Testing 29 (4). (2012). Stubbe, R. “Do pseudoword false alarm rates and overestimation rates in Yes/No vocabulary tests change with Japanese university students’ English ability levels?” (471–488); Pellicer-Sánchez, A., & Schmitt, N. “Scoring Yes-No vocabulary tests: Reaction time vs. nonword approaches” (489–509); Filipi, A. “Do questions written in the target language make foreign language listening comprehension tests more difficult?” (511–532); Pae, T.-I. “Causes of gender DIF on an EFL language test: A multiple-data analysis over nine years” (533–554); McNamara, T., & Knoch, U. “The Rasch wars: The emergence of Rasch measurement in language testing” (555–576); Murray, J. C., Riazi, A. M., & Cross, J. L. “Test candidates’ attitudes and their relationship to demographic and experiential variables: The case of overseas trained teachers in NSW, Australia” (577–595).

Lindqvist, C., & Bardel, B. (Eds.). (2012). The acquisition of French as a second language: New developmental perspectives [Special issue]. Language, Interaction and Acquisition 3 (1). Bardel, C., & Lindqvist, C. “The acquisition of French as a second language: New developmental perspectives” (1–6); Bartning, I. “Synthèse rétrospective et nouvelles perspectives développementales: Les recherches acquisitionnelles en français L2 à l’Université de Stockholm (7–28); Hancock, V. “Pragmatic use of temporal adverbs in L1 and L2 French: Functions and syntactic positions of textual markers in a spoken corpus” (29–51); Engel, H. “La dislocation dans le français oral d’apprenants suédophones: Emploi et développement” (52–72); Lundell, F. F., & Lindqvist, C. “Vocabulary aspects of advanced L2 French: Do lexical formulaic sequences and lexical richness develop at the same rate?” (73–92); Towell, R. “Formulaic and proceduralised language in the initial and advanced stages of learning French” (93–113); Véronique, G. D. “The acquisition of additive scope particles by Moroccan Arabic L1 learners of French” (114–139); Granfeldt, J. “Development of object clitics in child L2 French: A comparison of developmental sequences in different modes of acquisition” (140–162).

Modern Language Journal 96 (3). (2012). Azimova, N., & Johnston, B. “Invisibility and ownership of language: Problems of representation in Russian language textbooks” (337–349); Nelson, R. “Perceptual filtering in L2 lexical memory: A neural network approach to second language acquisition” (350–368); Rivers, W. P., & Robinson, J. P. “The unchanging American capacity in languages other than English: Speaking and learning languages other than English, 2000–2008” (369–379); Nishino, T. “Modeling teacher beliefs and practices in context: A multimethods approach” (380–399); Dykstra, L. D. “Learner perception of formal and informal pronouns in Russian” (400–418); White, B. J. “A conceptual approach to instruction of phrasal verbs” (419–438); Hu, C.-F. “Fast-mapping and deliberate word-learning by EFL children” (439–453).

Second Language Research 28 (4). (2012). Altmann, H., Berger, I., & Braun, B. “Asymmetries in the perception of non-native consonantal and vocalic length contrasts” (387–413); Brown, A., & Gullberg, M. “Multicompetence and native speaker variation in clausal packaging in Japanese” (415–442); Luzi, E. “Relativization strategies in SLA” (443–476).

Williams, L., & van Compernolle, R. A. (Eds.). (2012). Computer-mediated discourse and interaction in second and foreign language learning and teaching [Special issue]. Canadian Modern Language Review 68 (4). Mroz, A. “Négociation et co-construction du sens en français langue étrangère (FLE) lors d’une immersion dans un environnement virtuel d’apprentissage (EVA): Quid des compétences critiques et technologiques des apprenants en langue étrangère?” (359–392); Mendelson, A. “Chatting in paragraphs: Towards academic discourse in foreign language chat” (393–421); Cunningham, D. J., & Vyatkina, N. “Telecollaboration for professional purposes: Towards developing a formal register in the foreign language classroom” (422–450).

EDITED VOLUMES

Félix-Brasdefer, J. C., & Koike, D. A. (Eds.). (2012). Pragmatic variation in first and second language contexts: Methodological issues. Amsterdam: Benjamins. Pp. x + 338. $149.00 cloth. Félix-Brasdefer, J. C., & Koike, D. A., “Introduction: Pragmatic variation in first and second language contexts” (1–15); Félix-Brasdefer, J. C. “Pragmatic variation by gender in market service encounters in Mexico” (17–48); Blyth, C. “Cross-cultural stances in online discussions: Pragmatic variation in French and American ways of expressing opinions” (49–79); Flores-Ferrán, N. “Pragmatic variation in therapeutic discourse: An examination of mitigating devices employed by Dominican female clients and a Cuban American therapist” (81–112); Zhu, W., & Boxer, D. “Disagreement and sociolinguistic variables: English as a lingua franca of practice in China” (113–140); Bardovi-Harlig, K. “Variation in the pragmatic use of conventional expressions” (141–173); Koike, D. A. “Variation in NS-learner interactions: Frames and expectations in pragmatic co-construction” (175–208); Woodfield, H. “Pragmatic variation in learner perception: The role of retrospective verbal report in L2 speech act research” (209–237); van Compernolle, R. A., & Williams, L. “Variationist sociolinguistics, L2 sociopragmatic competence, and corpus analysis of classroom-based synchronous computer-mediated discourse” (239–269); Cohen, A. D. “Research methods for describing variation in intercultural pragmatics for cultures in contact and conflict” (271–294); Terkourafi, M. “Between pragmatics and sociolingusitics: Where does pragmatic variation fit in?” (295–318); Koike, D. A., & Félix-Brasdefer, J. C. “Conclusions: Methodological issues in pragmatic variation” (319–335).

Housen, A., Kuiken, F., & Vedder, I. (Eds.). (2012). Dimensions of L2 performance and proficiency: Complexity, accuracy and fluency in SLA. Amsterdam: Benjamins. Pp. xii + 305. $54.00 paper. Housen, A., Kuiken, F., & Vedder, I. “Complexity, accuracy and fluency: Definitions, measurement and research” (1–20); Bulté, B., & Housen, A. “Defining and operationalising L2 complexity” (21–46); Towell, R. “Complexity, accuracy and fluency from the perspective of psycholinguistic second language acquisition research” (47–69); Myles, F. “Complexity, accuracy and fluency: The role played by formulaic sequences in early interlanguage development” (71–93); Ågren, M., Grandfeldt, J., & Schlyter, S. “The growth of complexity and accuracy in L2 French: Past observations and recent applications of developmental stages” (95–119); De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. “The effect of task complexity on functional adequacy, fluency and lexical diversity in speaking performances of native and non-native speakers” (121–142); Kuiken, F., & Vedder, I. “Syntactic complexity, lexical variation and accuracy as a function of task complexity and proficiency level in L2 writing and speaking” (143–170); Levkina, M., & Gilabert, R. “The effects of cognitive task complexity on L2 oral production” (171–197); Skehan, P., & Foster, P. “Complexity, accuracy, fluency and lexis in task-based performance: A synthesis of the Ealing research” (199–220); Tonkyn, A. “Measuring and perceiving changes in oral complexity, accuracy and fluency: Examining instructed learners’ short-term gains” (221–245); Gunnarsson, C. “The development of complexity, accuracy and fluency in the written production of L2 French” (247–276); Ferrari, S. “A longitudinal study of complexity, accuracy and fluency variation in second language development” (277–297); Housen, A., Kuiken, F., & Vedder, I. “Epilogue” (299–302).

Manchón, R. M. (Eds.). (2012). L2 writing development: Multiple perspectives. Berlin: De Gruyter Mouton. Pp. xii + 252. $98.00 cloth. Manchón, R. M. “Multiple perspectives in the study of L2 writing development: An introduction” (1–16); Verspoor, M., & Smiskova, H. “Foreign language writing development from a dynamic usage based perspective” (17–46); De Angelis, G., & Jessner, U. “Writing across languages in a bilingual context: A Dynamic Systems Theory approach” (47–68); Wigglesworth, G., & Storch, N. “Feedback and writing development through collaboration: A socio-cultural approach” (69–99); Kobayashi, H., & Rinnert, C. “Understanding L2 writing development from a multicompetence perspective: Dynamic repertoires of knowledge and text construction” (101–134); Cumming, A. “Goal theory and second-language writing development, two ways” (135–164); Tardy, C. M. “A rhetorical genre theory perspective on L2 writing development” (165–190); Byrnes, H. “Conceptualizing FL writing development in collegiate settings: A genre-based systemic functional linguistic approach” (191–219); Norris, J. M., & Manchón, R. M. “Investigating L2 writing development from multiple perspectives: Issues in theory and research” (221–244).

Muñoz, C. (Ed.). (2012). Intensive exposure experiences in second language learning. Bristol, UK: Multilingual Matters. Pp. xix + 258. $39.96 paper. Serrano, R. “Is intensive learning effective? Reflecting on the results from cognitive psychology and the second language acquisition literature” (3–22); Lightbown, P. M. “Intensive L2 instruction in Canada: Why not immersion?” (25–44); Collins, L., & White, J. “Closing the gap: Intensity and proficiency” (45–65); Collins, L., White, J., Trofimovich, P., Cardoso, W., & Horst, M. “When comprehensible input is not comprehensive input: A multi-dimensional analysis of instructional input in intensive English as a foreign language” (66–87); White, J., & Turner, C. E. “What language is promoted in intensive programs? Analyzing language generated from oral assessment tasks” (88–110); Housen, A. “Time and amount of L2 contact inside and outside the school—Insights from the European schools” (111–138); Muñoz, C. “The significance of intensive exposure as a turning point in learners’ histories” (141–160); Tragant, E. “Change or stability in learners’ perceptions as a result of study abroad” (161–190); Llanes, A. “The impact of study abroad and age on second language accuracy development” (193–212); Pérez-Vidal, C., Juan-Garau, M., Mora, J. C., & Valls-Ferrer, M. “Oral and written development in formal instruction and study abroad: Differential effects of learning context” (213–233); Kopečková, R. “Differences in L2 segmental perception: The effects of age and L2 learning experience” (234–255).

Rebuschat, P., & Williams, J. N. (Eds.). (2012). Statistical learning and language acquisition. Berlin: De Gruyter Mouton. Pp. xii + 511. $98.00 cloth. Rebuschat, P., & Williams, J. “Introduction: Statistical learning and language acquisition” (1–12); Misyak, J. B., Goldstein, M. H., & Christiansen, M. H. “Statistical-sequential learning in development” (13–54); Johnson, E. K. “Bootstrapping language: Are infant statisticians up to the job?” (55–89); Hay, J. F., & Lany, J. “Sensitivity to statistical information begets learning in early language development” (91–118); Perruchet, P., & Poulin-Charronnat, B. “Word segmentation: Trading the (new, but poor) concept of statistical computation for the (old, but richer) associative approach” (119–143); Sandoval, M., Gonzales, K., & Gómez, R. “The road to word class acquisition is paved with distributional and sound cues” (145–169); Shukla, M., Gervain, J., Mehler, J., & Nespor, M. “Linguistic constraints on statistical learning in early acquisition” (171–202); Onnis, L. “The potential contribution of statistical learning to second language acquisition” (203–235); Williams, J. N., & Rebuschat, P. “Statistical learning and syntax: What can be learned, and what difference does meaning make?” (237–264); Ellis, N. C., & O’Donnell, M. B. “Statistical construction learning: Does a Zipfian problem space ensure robust language learning?” (265–304); Conway, C. M., Gremp, M. A., Walk, A. D., Bauernschmidt, A., & Pisoni, D. B. “Can we enhance domain-general learning abilities to improve language function?” (305–336); Dienes, Z. “Conscious versus unconscious learning of structure” (337–364); Hamrick, P., & Rebuschat, P. “How implicit is statistical learning?” (365–382); Perfors, A., & Navarro, D. J. “What Bayesian modelling can tell us about statistical learning: What it requires and why it works” (383–408); Smith, K. “Evolutionary perspectives on statistical learning” (409–431); Loui, P. “Statistical learning: What can music tell us?” (433–462); Wiggins, G. A. “‘I let the music speak’: Cross-domain application of a cognitive model of musical learning” (463–494).

Robinson, P. (Ed.). (2013). The Routledge encyclopedia of second language acquisition. London: Routledge. Pp. xx + 756. $250.00 cloth.

Shehadeh, A., & Coombe, C. A. (Eds.). (2012). Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: Benjamins. Pp. xix + 364. $49.95 paper. Shehadeh, A. “Introduction: Broadening the perspective of task-based language teaching scholarship: The contribution of research in foreign language contexts” (1–20); Sasayama, S., & Izumi, S. “Effects of task complexity and pre-task planning on Japanese EFL learners’ oral production” (23–42); Malicka, A., & Levkina, M. “Measuring task complexity: Does EFL proficiency matter?” (43–66); Genc, Z. S. “Effects of strategic planning on the accuracy of oral and written tasks in the performance of Turkish EFL learners” (67–88); Horiba, Y., & Fukaya, K. “Effects of task instructions on text processing and learning in a Japanese EFL college nursing setting” (89–107); Hobbs, J. “Task structure and patterns of interaction: What can we learn from observing native speakers performing tasks?” (109–133); Iwashita, N., & Li, H. “Patterns of corrective feedback in a task-based adult EFL classroom setting in China” (137–161); Moore, P. J. “Incidental learner-generated focus on form in a task-based EFL classroom” (163–185); Chan, S. P. “Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms” (187–213); Park, M. “Implementing computer-assisted task-based language teaching in the Korean secondary EFL context” (215–240); Chacón, C. T. “Task-based language teaching through film-oriented activities in a teacher education program in Venezuela” (241–266); Jackson, D. O. “Task-based language teacher education in an undergraduate program in Japan” (267–285); Weaver, C. “Incorporating a formative assessment cycle into task-based language teaching in a university setting in Japan” (287–312); McAllister, J., Narcy-Combes, M.-F., & Starkey-Perret, R. “Language teachers’ perceptions of a task-based learning programme in a French University” (313–342); Carless, D. “TBLT in EFL settings: Looking back and moving forward” (345–358).

Tono, Y., Kawaguchi, Y., & Minegishi, M. (Eds.). (2012). Developmental and crosslinguistic perspectives in learner corpus research. Amsterdam: Benjamins. Pp. 361. $143.00 cloth. Tono, Y., Kawaguchi, Y., & Minegishi, M. “Introduction” (7–15); Saville, N. “The English profile: Using learner data to develop the CEFR for English” (17–26); Tono, Y. “International Corpus of Crosslinguistic Interlanguage: Project overview and a case study on the acquisition of new verb co-occurrence patterns” (27–46); Hong, H. “Compilation and exploration of ICCI corpus for learner language research” (47–61); Schiftner, B., & Rankin, T. “The use of demonstrative reference in English texts by Austrian school-age learners” (63–81); Leńko-Szymańska, A. “The role of conventionalized language in the acquisition and use of articles by Polish EFL learners” (83–103); Pérez-Paredes, P., & Díez-Bedmar, M. B. “The use of intensifying adverbs in learner writing” (105–123); Shih, A., & Ma, M. “Profiling EFL learners’ writing performance by syntactic complexity: A corpus-based study” (125–137); Díez-Bedmar, M. B., & Pérez-Paredes, P. “A cross-sectional analysis of the use of the English article system in Spanish learner writing” (139–157); Levitsky-Aviad, T. “Lexical richness and variation in the writing of school-age EFL learners at different learning stages and different educational systems” (159–168); Liu, Y., & Zhang, H. “Use and misuse of cohesive devices in the writings of EFL Chinese learners: A corpus-based study” (169–186); Buttery, P., & Caines, A. “Normalising frequency counts to account for ‘opportunity of use’ in learner corpora” (187–204); Racine, I. “Spanish learners’ production of French close rounded vowels: A corpus-based perceptual study” (205–228); Detey, S. “Coding an L2 phonological corpus: From perceptual assessment to non-native speech models—An illustration with French nasal vowels” (229–250); Kondo, M. “Design and analysis of Asian English speech corpus—How to elicit L1 phonology in L2 English data” (251–278); Sugiyama, K. “Lexical profile of French learner speech: The case of Japanese university students” (279–298); Saito, H. “What’s (not) in a corpus?—What to look for in a learner corpus of spoken English” (299–308); Yoshitomi, A. “The use of multi-word units in learner language narratives: Are there qualitative and/or quantitative differences between Japanese ESL learners and EFL learners?” (309–332); Suzuki, A., & Umino, T. “Corpus-based analysis of lexical collocations by intermediate Japanese language learners—With a focus on the verb suru” (333–353).