BOOKS

Coffin, C. (2006). Historical discourse. New York: Continuum. Pp. xvi + 208. $150.00 cloth.

Heller, M. (2006). Linguistic minorities and modernity (2nd ed.). New York: Continuum. Pp. xi + 233. $49.95 paper.

Liddicoat, A. J. (2007). An introduction to conversation analysis. New York: Continuum. Pp. ix + 319. $39.95 paper.

Lyster, R. (2007). Learning and teaching languages through content: A counterbalanced approach. Amsterdam: Benjamins. Pp. xii + 172. $33.00 paper.

Nation, I. S. P., & Gu, P. Y. (2007). Focus on vocabulary. Sydney: Macquarie University. Pp. vi + 177. $29.95 paper.

Schane, S. (2006). Language and the law. New York: Continuum. Pp. ix + 228. $39.95 paper.

Thibault, P. J. (2006). Brain, mind and the signifying body: An ecosocial semiotic theory. New York: Continuum. Pp. xv + 344. $49.95 paper.

Yamaguchi, T. (2007). Japanese linguistics: An introduction. New York: Continuum. Pp. xviii + 219. $49.95 paper.

JOURNALS

AILA Review 19. (2006). Bardovi-Harlig, K., & Dörnyei, Z. “Introduction to the special issue on themes in SLA research” (1–2); Gass, S., & Mackey, A. “Input, interaction and output: An overview” (3–17); Ellis, R. “Researching the effects of form-focused instruction on L2 acquisition” (18–41); Dörnyei, Z. “Individual differences in second language acquisition” (42–68); Bardovi-Harlig, K. “Interlanguage development: Main routes and individual paths” (69–82); Kasper, G. “Beyond repair: Conversation analysis as an approach to SLA” (83–99); Ellis, N. C. “Cognitive perspectives on SLA: The associative-cognitive CREED” (100–121).

Annual Review of Applied Linguistics 26. (2006). Seidlhofer, B., Breiteneder, A., & Pitzl, M.-L. “English as lingua franca in Europe: Challenge for applied linguists” (3–34); Wright, S. “French as a lingua franca” (35–60); Darquennes, J., & Nelde, P. “German as a lingua franca” (61–77); Pavlenko, A. “Russian as a lingua franca” (78–99); Godenzzi, J. C. “Spanish as a lingua franca” (100–122); Suleiman, Y. “Charting the nation: Arabic and the politics of identity” (125–148); Li, D. C. S. “Chinese as a lingua franca in greater China” (149–176); King, K. A., & Hornberger, N. H. “Quechua as a lingua franca” (177–194); Canagarajah, A. S. “Negotiating the local in English as a lingua franca” (197–218); Pickering, L. “Current research on intelligibility in English as a lingua franca” (219–233); Nikolov, M., & Djigunović, J. M. “Recent research on age, second language acquisition, and early foreign language learning” (234–260); Snow, M. A., Kamhi-Stein, L. D., & Brinton, D. M. “Teacher training for English as a lingua franca” (261–281); Elder, C., & Davies, A. “Assessing English as a lingua franca” (282–301).

Applied Language Learning 16 (2). (2007). Raugh, H. “The origins of the transformation of the Defense Language Program” (1–12); Lefkowitz, N., & Hedgcock, J. “Sound effects: Social pressure and identity negotiation in the Spanish language classroom” (13–38); Martinez-Flor, A., & Usó-Juan, E. “A comprehensive pedagogical framework to develop pragmatics in the foreign language classroom: The 6R approach” (39–63); Houston, T. “Communication strategies in the classroom” (65–82).

Applied Linguistics 28 (1). (2007). O'Halloran, K. “Critical discourse analysis and the corpus-informed interpretation of metaphor at the register level” (1–24); Kim, Y., & Kellogg, D. “Rules out of roles: Differences in play language and their developmental significance” (25–45); Webb, S. “The effects of repetition on vocabulary knowledge” (46–65); Pulido, D. “The effects of topic familiarity and passage sight vocabulary on L2 lexical inferencing and retention through reading” (66–86); Nakane, I. “Problems in communicating the suspect's rights in interpreted police interviews” (87–112); Taguchi, N. “Task difficulty in oral speech act production” (113–135).

Applied Psycholinguistics 28 (1). (2007). Morgan, G., Barrett-Jones, S., & Stoneham, H. “The first signs of language: Phonological development of British Sign Language” (3–22); Winskel, H., & Widjaja, V. “Phonological awareness, letter knowledge, and literacy development in Indonesian beginner readers and spellers” (23–45); Gupta, A., & Jamal, G. “Reading strategies of bilingual normally progressing and dyslexic readers in Hindi and English” (47–68); Kim, Y.-S. “Phonological awareness and literacy skills in Korean: An examination of the unique role of the body-coda units” (69–94); Lehtonen, A., & Treiman, R. “Adults' knowledge of phoneme-letter relationships is phonology based and flexible” (95–114); Wright, D.-M., & Ehri, L. C. “Beginners remember orthography when they learn to read words: The case of doubled letters” (115–133); Portin, M., Lehtonen, M., & Laine, M. “Processing of inflected nouns in late bilinguals” (135–156); D'Odorico, L., Assanelli, A., Franco, F., & Jacob, V. “A follow-up study on Italian late talkers: Development of language, short-term memory, phonological awareness, impulsiveness, and attention” (157–169); Duursma, E., Romero-Contreras, S., Szuber, A., Proctor, P., Snow, C., August, D., & Calderón, M. “The role of home literacy and language environment on bilinguals' English and Spanish vocabulary development” (171–190).

Applied Psycholinguistics 28 (2). (2007). Oller, D. K., Pearson, B. Z., & Cobo-Lewis, A. B. “Profile effects in early bilingual language and literacy” (191–230); Sommers, M. S., & Barcroft, J. “An integrated account of the effects of acoustic variability in first language and second language: Evidence from amplitude, fundamental frequency, and speaking rate variability” (231–249); Trofimovich, P., & Baker, W. “Learning prosody and fluency characteristics of second language speech: The effect of experience on child learners' acquisition of five suprasegmentals” (251–276); Cacciari, C., & Padovani, R. “Further evidence of gender stereotype priming in language: Semantic facilitation and inhibition in Italian role nouns” (277–293); Aydin, Ö. “The comprehension of Turkish relative clauses in second language acquisition and agrammatism” (295–315); Simon-Cereijido, G., & Gutiérrez-Clellan, V. F. “Spontaneous language markers of Spanish language impairment” (317–339); Goslin, J., & Floccia, C. “Comparing French syllabification in preliterate children and adults” (341–367); Marian, V., & Kaushanskaya, M. “Cross-linguistic transfer and borrowing in bilinguals” (369–390).

Chinese Teaching in the World 2. (2007). Fang, M. “The morpho-syntax of the non-syllabic –er in Beijing dialect” (5–13); Xing, F., & Yao, S. “On wèic[v]i as conjunction” (14–20); Shi, C. “On the types, semantic properties and syntactic forms of the causer in the verb-resultative construction” (21–39); Li, J. “Semantic patterns and syntactic restrictions of shízài sentence” (40–66); Guo, F. “Discourse handling and its gender differences in Chinese daily conversations” (67–75); Huang, Y. “The L2 acquisition of the Chinese Bèi-constructions” (76–90); Jiang, X. “An experimental study on the effect of the method of ‘teaching the learner to recognize characters more than writing’” (91–97); Zhao, S., & Liu, Y. “The compiling of spoken corpus of Chinese Singaporean preschoolers” (98–125); BLCU HSK Center “Scheme for a revised version of the Chinese Proficiency Test” (126–143).

English Today 23 (1). (2007). Hasanova, D. “Teaching and learning English in Uzbekistan” (3–9); Blaisdell, B. “Shto eta? Learning Russian, teaching English” (10–13); Prodromou, L. “Bumping into creative idiomaticity” (14–25); Chaemsaithong, K. “Hopefully” (26–31); Erling, E., & Walton, A. “English at work in Berlin” (32–39); Gani, M. “Anglicizing Italian” (40–41); Adamo, G. E. “Nigerian English” (42–47); Davidson, K. “The nature and significance of English as a global language” (48–50); Rastall, P. “Number puzzles” (51–55); Bulley, M. “No such thing as nouns” (56–60); Qiang, N., & Wolff, M. “Linguistic failures” (61–64).

International Journal of Bilingualism 11 (1). (2007). Bolonyai, A. “(In)vulnerable agreement in incomplete bilingual L1 learners” (3–23); Sakel, J. “Language contact between Spanish and Mosetén: A study of grammatical integration” (25–53); Hoffman, C., & Stavans, A. “The evolution of trilingual code-switching from infancy to school age: The shaping of trilingual competence through dynamic language dominance” (55–72); Edwards, M., & Gardner-Chloros, P. “Compound verbs in codeswitching: Bilinguals making do?” (73–91).

IRAL 45 (1). (2007). Bartning, I., & Hammarberg, B. “The functions of a high-frequency collocation in native and learner discourse: The case of French c'est and Swedish det är” (1–43); Norrby, C., & Håkansson, G. “The interaction of complexity and grammatical processability: The case of Swedish as a foreign language” (45–68); Furneaux, C., Paran, A., & Fairfax, B. “Teacher stance as reflected in feedback on student writing: An empirical study of secondary school teachers in five countries” (69–94).

Journal of Child Language 34 (1). (2007). Liszkowski, U., Carpenter, M., & Tomasello, M. “Reference and attitude in infant pointing” (1–20); Resches, M., & Pérez-Pereira, M. “Referential communication abilities and theory of mind development in preschool children” (21–52); Łukaszewicz, B. “Reduction in syllable onsets in the acquisition of Polish: Deletion, coalescence, metathesis and gemination” (53–82); Freudenthal, D., Pine, J. M., & Gobet, F. “Understanding the developmental dynamics of subject omission: The role of processing limitations in learning” (83–110); Nada, š., Kempe, V., Brooks, P. J., Mironova, N., Pershukova, A., & Fedorova, O. “Crosslinguistic evidence for the diminutive advantage: Gender agreement in Russian and Serbian children” (111–131); De Villiers, J. G., & Johnson, V. E. “The information in third-person /s/ acquisition across dialects of American English” (133–158); Comeau, L., Genesee, F., & Mendelson, M. “Bilingual children's repairs of breakdowns in communication” (159–174); Benigno, J. P., Clark, L., & Farrar, M. J. “Three is not always a crowd: Contexts of joint attention and language” (175–187).

Journal of French Language Studies 17 (1). (2007). Grosjean, F., Carrand, S., Godio, C., Grosjean, L., & Dommergues, J.-Y. “Long and short vowels in Swiss French: Their pronunciation and perception” (1–19); Hancock, V. “Quelques éléments modaux dissociés dans le paragraphe oral dans des interviews en français L2 et L1” (21–47); Prévost, P. “L'influence du paradigme verbal de la langue maternelle sur la variabilité morphologique en acquisition du français L2 par des apprenants adultes” (49–80); Lauwers, P. “Les noms nus inanimés attributs: Essai de classification syntaxique et sémantique” (81–102); Chevrot, J.-P., Chabanal, D., & Dugua, C. “Pour un modèle de l'acquisition des liaisons basé sur l'usage: Trois études de cas” (103–128).

Language 82 (4). (2006). Bybee, J. “From usage to grammar: The mind's response to repetition” (711–733); Baltin, M. “The nonunity of VP-preposing” (734–766); Vasishth, S., & Lewis, R. L. “Argument-head distance and processing complexity: Explaining both locality and antilocality effects” (767–794); Phillips, C. “The real-time status of island phenomena” (795–823); Dalrymple, M., & Nikolaeva, I. “Syntax of natural and accidental coordination: Evidence from agreement” (824–849); Müller, S. “Discussion note: Phrasal or lexical constructions?” (850–883).

Language Testing 24 (1). (2007). Abblott, M. L. “A confirmatory approach to differential item functioning on an ESL reading assessment” (7–36); Elder, C., Barkhuizen, G., Knoch, U., & von Randow, J. “Evaluating rater responses to an online training program for L2 writing assessment” (37–64); Dávid, G. “Investigating the performance of alternative types of grammar items” (65–97); Shiotsu, T., & Weir, C. “The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance” (99–128).

Language Variation and Change 19 (1). (2007). Maclagan, M., & Hay, J. “Getting fed up with our feet: Contrast maintenance and the New Zealand English ‘short’? front vowel shift” (1–25); Kallel, A. “The loss of negative concord in Standard English: Internal factors” (27–49); Chiosáin, M. N. “Effects of synchronous speech task on length and prosody in interdialectal nonprestige varieties” (51–62); Smith, J., Durham, M., & Fortune, L. “‘Mam, my trousers is fa' in doon!’?: Community, caregiver, and child in the acquisition of variation in a Scottish dialect” (63–99).

The Modern Language Journal 91 (1). (2007). Scott, V. M., & Huntington, J. “Literature, the interpretive mode, and novice learners” (3–14); Crossley, S. A., Louwerse, M. M., McCarthy, P. M., & McNamara, D. S. “A linguistic analysis of simplified and authentic texts” (15–30); Iddings, A. C. D., & McCafferty, S. G. “Carnival in a mainstream kindergarten classroom: A Bakhtinian analysis of second language learners' off-task behaviors” (31–44); Cekaite, A. “A child's development of interactional competence in a Swedish L2 classroom” (45–62); Watzke, J. L. “Foreign language pedagogical knowledge: Toward a developmental theory of beginning teacher practices” (63–82); Hellerman, J. “The development of practices for action in classroom dyadic interaction: Focus on task openings” (83–96); Shen, H. H., & Ke, C. “Radical awareness and word acquisition among non-native learners of Chinese” (97–111).

Second Language Research 23 (1). (2007). Felser, C., & Roberts, L. “Processing wh-dependencies in a second language: A cross-modal priming study” (9–36); Santoro, M. “Second language acquisition of Italian accusative and dative clitics” (37–50); Shirai, Y. “The aspect hypothesis, the comparative fallacy and the validity of obligatory context analysis: A reply to Lardiere, 2003” (51–64); Hayes-Harb, R. “Lexical and statistical evidence in the acquisition of second language phonemes” (65–94); Leung, Y. I. “Third language acquisition: Why is it interesting to generative linguists?” (95–114).

EDITED VOLUMES

Ayoun, D., & Salaberry, M. R. (Eds.). (2005). Tense and aspect in Romance languages: Theoretical and applied perspectives. Amsterdam: Benjamins. Pp. x + 316. $138.00 cloth. Salaberry, R., & Ayoun, D. “The development of L2 tense-aspect in the Romance languages” (1–33); Comajoan, L. “The acquisition of perfective and imperfective morphology and the marking of discourse grounding in Catalan” (35–77); Ayoun, D. “The acquisition of tense and aspect in L2 French from a Universal Grammar perspective” (79–127); Rocca, S. “Italian tense-aspect morphology in child L2 acquisition” (129–178); Salaberry, R. “Evidence for transfer of knowledge of aspect from L2 Spanish to L3 Portuguese” (179–210); Blyth, C. “From empirical findings to the teaching of aspectual distinctions” (211–252); Ayoun, D., & Salaberry, R. “Towards a comprehensive model of the acquisition of L2 tense-aspect in the Romance languages” (253–281).

Barnbrook, G., Danielsson, P., & Mahlberg, M. (Eds.). (2005). Meaningful texts: The extraction of semantic information from monolingual and multilingual corpora. London: Continuum. Pp. ix + 230. $49.95 paper. Dias, G., Madeira, S., & Lopes, J. G. P. “Extracting concepts from dynamic legislative text collections” (5–16); Eckkrammer, E. M. “A diachronic genre corpus: Problems and findings form the DIALAYMED-Corpus (DIAchronic Multilingual Corpus of LAYman-oriented medical Texts)” (17–30); Fellbaum, C., Delfs, L., Wolff, S., & Palmer, M. “Word meaning in dictionaries, corpora and the speaker's mind” (31–38); Grefenstette, G. “Extracting meaning from text” (39–47); Jääskeläinen, R., & Mauranen, A. “Translators at work: A case study of electronic tools used by translators in industry” (48–53); Jakopin, P. “Extracting meteorological contexts from the newspaper corpus of Slovenian” (54–61); Kiefer, F. “The Hungarian possibility suffix –hat/het as a dictionary entry” (62–69); Krek, S., Gorjanc, V., & Stabej, M. “Dictionaries, corpora and word formation” (70–82); Stewart, D. “Hidden culture: Using the British National Corpus with language learners to investigate collocational behavior, wordplay and culture-specific references” (83–95); Teubert, W. “Language as an economic factor: The importance of terminology” (96–106); Utka, A. “Lemmatization and collocational analysis of Lithuanian nouns” (107–114); Williams, G. “Challenging the native-speaker norm: A corpus-driven analysis of scientific usage” (115–127); Baobao, C., Danielsson, P., & Teubert, W. “Chinese-English translation database: Extracting units of translation from parallel texts” (131–142); Čermák, F. “Abstract noun collocations: Their nature in a parallel English-Czech corpus” (143–153); Kenny, D. “Parallel corpora and translation studies: Old questions, new perspectives? Reporting that Gepcolt—A case study” (154–165); Krstev, C., & Vitas, D. “Structural derivation and meaning extractions: A comparative study of French/Serbo-Croatian parallel texts” (166–178); Marcinkevičienė, R. “Noun collocation from a multilingual perspective” (179–187); Skadina, I. “Studies of English-Latvian legal texts for machine translation” (188–195); Tadić, M., Fulgosi, S., & šojat, K. “The applicability of lemmatization in translation equivalents detection” (196–207); Vintar, S., & Hansen-Schirra, S. “Cognates: Free rides, false friends or stylistic devices? A corpus-based comparative study” (208–221); Xunfeng, X., & Kawecki, R. “Trilingual corpus and its use for the teaching of reading comprehension in French” (222–228).

García, O., & Baker, C. (Eds.). (2007). Bilingual education: An introductory reader. Clevedon, UK: Multilingual Matters. Pp. x + 301. $39.95 paper. Freeman, R. “Reviewing the research on language education programs” (3–18); Johnstone, R. “Characteristics of immersion programmes” (19–32); McCarty, T. “Revitalising indigenous languages in homogenising times” (33–49); Torres-Guzmán, M. E. “Dual language programs: Key features and results” (50–63); Villareal, A. “Rethinking the education of English language learners: Transitional bilingual education programs” (64–86); Wiley, T. G. “Accessing language rights in education: A brief history of the U.S. context” (89–107); Cummins, J. “Language interactions in the classroom: From coercive to collaborative relations of power” (108–136); Skutnabb-Kangas, T. “Linguistic human rights in education?” (137–144); Crawford, J. “Hard sell: Why is bilingual education so unpopular with the American public?” (145–161); Johnstone, R. “Processes of immersion education” (165–176); Hornberger, N. H. “Multilingual language policies and the continua of biliteracy: An ecological approach” (177–194); Gibbons, P. “Writing in a second language across the curriculum” (195–201); Walqui, A. “Scaffolding instruction for English language learners: A conceptual framework” (202–218); Kelly, C., Gregory, E., & Williams, A. “Home to school and school to home: Syncretized literacies in linguistic minority communities” (219–233); Feuerverger, G. “The pedagogy of peace: Language awareness in the Neve Shalom” (237–256); Dong, Y. R. “Integrating language and content: How three biology teachers work with non-English speaking students” (257–271); Moll, L. C. “Bilingual classroom studies and community analysis: Some recent trends” (272–280); Ortiz, A. “English language learners with special needs: Effective instructional strategies” (281–285); Abedi, J. “The No Child Left Behind act and English language learners: Assessment and accountability issues” (286–301).

García Mayo, M. d. P. (Ed.). (2007). Investigating tasks in formal language learning. Clevedon, UK: Multilingual Matters. Pp. xii + 264. $49.95 paper. Robinson, P. “Criteria for classifying and sequencing pedagogic tasks” (7–26); Lambert, C. P., & Engler, S. “Information distribution and goal orientation in second language task design” (27–43); Gilabert, R. “The simultaneous manipulation of task complexity along planning time and [+/− here-and-now]: Effects on L2 oral production” (44–68); García, M. F. “Tasks, negotiation and L2 learning in a foreign language context” (69–90); de la Colina, A. A., & García Mayo, M. d. P. “Attention to form across collaborative tasks by low-proficiency learners in an EFL setting” (91–116); Kuiken, F., & Vedder, I. “Cognitive task complexity and linguistic performance in French L2 writing” (117–135); Ishikawa, T. “The effect of manipulating task complexity along the [+/− here-and-now] dimension on L2 written narrative discourse” (136–156); Storch, N., & Wigglesworth, G. “Writing tasks: The effects of collaboration” (157–177); Peters, E. “L2 vocabulary acquisition and reading comprehension: The influence of task complexity” (178–198); Álvarez, E. G. “Task-effect on the use of lexical innovation strategies in interlanguage communication” (199–220); Soler, E. A. “Fostering ELF learners' awareness of requesting through explicit and implicit consciousness-raising tasks” (221–241); Lamy, M.-N. “Interactive task design: Metachat and the whole learner” (242–264).

Kristiansen, G., Achard, M., Dirven, R., & Ibáñez, F. J. R. M. (Eds.). (2006). Cognitive linguistics: Current applications and future perspectives. Berlin: Mouton de Gruyter. Pp. xi + 499. €23.32 paper. Kristiansen, G., Achard, M., Dirven, R., & Ibáñez, F. J. R. M. “Introduction: Cognitive linguistics—Current applications and future perspectives” (1–17); Geeraerts, D. “Methodology in cognitive linguistics” (21–49); Taylor, J. R. “Polysemy and the lexicon” (51–80); Broccias, C. “Cognitive approaches to grammar” (81–115); Rohrer, T. “Three dogmas of embodiment: Cognitive linguistics as a cognitive science” (119–146); Panther, K.-U. “Metonymy as a usage event” (147–185); Coulson, S. “Conceptual blending in thought, rhetoric, and ideology” (187–208); Gibbs, R. W., Jr., & Perlman, M. “The contested impact of cognitive linguistic research on the psycholinguistics of metaphor understanding” (211–228); Özçalişkan, Ş., & Goldin-Meadow, S. “X IS LIKE Y: The emergences of similarity mappings in children's early speech and gesture” (229–260); Palmer, G. B. “Energy through fusion at last: Synergies in cognitive anthropology and cognitive linguistics” (263–304); Boers, F., & Lindstromberg, S. “Cognitive linguistic applications in second language or foreign language instruction: Rationale, proposals, and evaluation” (305–355); Janzen, T. “Visual communication: Signed language and cognition” (359–377); Forceville, C. “Non-verbal and multimodal metaphor in a cognitivist framework: Agendas for research” (379–402); Freeman, M. H. “The fall of the wall between literacy studies in linguistics: Cognitive poetics” (403–428); Barnden, J. A. “Artificial intelligence, figurative language and cognitive linguistics” (431–459); Vaele, T. “Computability as a test on linguistic theories” (461–483).

Omoniyi, T., & White, G. (Eds.). (2006). The sociolinguistics of identity. New York: Continuum. Pp. x + 239. $160.00 cloth. Omoniyi, T., & White, G. “Introduction” (1–8); Omoniyi, T. “Hierarchy and identities” (11–33); Block, D. “Identity in applied linguistics” (34–49); Suleiman, Y. “Constructing languages, constructing national identities” (50–71); Jenkins, J. “English pronunciation and second language speaker identity” (75–91); Llamas, C. “Shifting identities and orientations in a border town” (92–112); Burbano-Elizondo, L. “Regional variation and identity in Sunderland” (113–128); Sallabank, J. “Guernsey French, identity and language endangerment” (131–156); Mullany, L. “Narrative constructions of gender and professional identities” (157–172); Preece, S. “Masculine identities on an academic writing programme” (173–187); Spotti, M. “Ethnolinguistic identity in a Dutch Islamic primary classroom” (188–200); Vann, R. J., Bruna, K. R., & Escudero, M. D. P. “Negotiating identities in a multilingual science class” (201–216); White, G. “Standard Irish English as a marker of Irish identity” (217–231).

de Saussure, L., Moeschler, J., & Puskas, G. (Eds.). (2007). Tense, mood and aspect: Theoretical and descriptive issues. Amsterdam: Rodopi. Pp. 239. €50.00 paper. de Saussure, L. “Introduction” (1–5); Vet, C. “The descriptive inadequacy of Reichenbach's tense system: A new proposal” (7–26); Smessaert, H. “The evaluation of aspectual distance, speed and progress” (27–45); Nicolle, S. “Aspectual interactions of tense markers: A pragmatic reanalysis” (47–65); Asnes, M. “Aspectual interactions between predicates and their external arguments in French” (67–80); Le Draolec, A., & Bras, M. “Alors as a possible temporal connective in discourse” (81–94); Asic, T. “The power of prepositions: Is he sleeping now or usually?” (95–110); Curell, H., & Coll, M. “On the dual nature of the Catalan present perfect” (111–127); Rocci, A. “Epistemic modality and questions in dialogue: The case of Italian interrogative constructions in the subjunctive mood” (129–153); Meinunger, A. “In the mood of desire and hope: Remarks on the German subjunctive, the verb second phenomenon, the nature of volitional predicates and speculations on illocution” (155–176); Roels, L., Mortelmans, T., & van der Auwera, J. “Dutch equivalents of the German past conjunctive: zou + infinitive and the modal preterit” (177–196); Arsenijević, B. “Slavic verb prefixes are resultative” (197–213); Delidaki, S. “The acquisition of aspect in child Greek: A production experiment” (215–227); Srioutai, J. “The Thai cla: A marker of tense or modality?” (229–239).

Savickienė, I., & Dressler, W. U. (Eds.). (2007). The acquisition of diminutives: A cross-linguistic perspective. Amsterdam: Benjamins. Pp. vi + 352. $144.00 cloth. Savickienė, I., & Dressler, W. U. “Introduction” (1–12); Savickienė, I. “Form and meaning of diminutives in Lithuanian child language” (13–41); Protassova, E., & Voeikova, M. “Diminutives in Russian at the early stages of acquisition” (43–72); Palmović, M. “The acquisition of diminutives in Croatian” (73–88); Thomadaki, E., & Stephany, U. “Diminutives in Greek child language” (89–123); Noccetti, S., De Marco, A., Tonelli, L., & Dressler, W. U. “The role of diminutives in the acquisition of Italian morphology” (125–153); Marrero, V., Aguirre, C., & Albalá, M. J. “The acquisition of diminutives in Spanish: A useful device” (155–181); Souman, A., & Gillis, S. “A longitudinal study of the acquisition of diminutives in Dutch” (183–206); Korecky-Kröll, K., & Dressler, W. U. “Diminutives and hypocratics in Austrian German” (207–230); Bodor, P., & Barcza, V. “Acquisition of diminutives in Hungarian” (231–262); Laalo, K., “Diminutives in Finnish child-directed and child speech” (263–278); Ketrez, F. N., & Aksu-Koç, A. “The (scarcity of) diminutives in Turkish child language” (279–293); Hora, A., Ben-Zvi, G., Levie, R., & Ravid, D. “Acquiring diminutive structures and meanings in Hebrew: An experimental study” (295–317); Kempe, V., Brooks, P. J., & Gillis, S. “Diminutives provide multiple benefits for language acquisition” (319–342); Savickienė, I., & Dressler, W. U. “Conclusions” (343–349).

Sharifian, F., & Palmer, G. B. (Eds.). (2007). Applied cultural linguistics. Amsterdam: Benjamins. Pp. xiii + 170. $114.00 cloth. Palmer, G., & Sharifian, F. “Applied cultural linguistics: An emerging paradigm” (1–14); Occhi, D. J. “Using cultural linguistics to teach English language inferential schemas used in archaeology to Japanese university students” (15–31); Sharifian, F. “L1 cultural conceptualisations in L2 learning: The case of Persian-speaking learners of English” (33–51); Malcolm, I. G. “Cultural linguistics and bidirectional education” (53–63); Yu, N. “The Chinese conceptualization of the heart and its cultural context: Implications for second language learning” (65–85); Maalej, Z. “The embodiment of fear expressions in Tunisian Arabic: Theoretical and practical implications” (87–104); Goddard, C., & Wierzbicka, A. “Semantic primes and cultural scripts in language learning and intercultural communications” (105–124); Polzenhagen, F., & Wolf, H.-G. “Culture-specific conceptualisations of corruption in African English: Linguistic analyses and pragmatic applications” (125–168).

Thüne, E.-M., Leonardi, S., & Bazzanella, C. (Eds.). (2006). Gender, language and new literacy. New York: Continuum. Pp. x + 235. $160.00 cloth. Bazzanella, C., Thüne, E.-M., & Leonardi, S. “Introduction” (1–23); Čmejrková, S. “Czech: Friendly to women?” (24–40); van Alpen, I., & Corda, A. “Treatment of ‘woman’? and ‘man’? in the Dutch Word Thesaurus” (41–61); Bettoni, C. “Gender in the English Word Thesaurus” (62–78); Thüne, E.-M., & Leonardi, S. “The German Word Thesaurus and socio-cultural models” (79–94); Katsoyannou, M., & Goutsos, D. “Gender construction and the Word Thesaurus for Greek” (95–106); Manera, M., & Bazzanella, C. “Gender on-line in the Italian Word Thesaurus” (107–122); Miecznikowski, J. “The lexicographical representation of gender in the Microsoft Word Thesaurus: Polish” (123–138); Marques, M. A. “The perspective on gender in the Portuguese Word Thesaurus” (139–152); Guil, P. “Word's Spanish Thesaurus: Some limits of automaticity” (153–168); Livnat, Z. “Gender on-line in Hebrew: New technologies, old language” (169–181); Nagy, M., & Patti, V. “Lexical gender in Hungarian: Reflections of social structures in an electronic corpus” (182–195); Castagneto, M., & D'Amora, R. “A world of difference: Gender disparity in the Turkish Word Thesaurus” (196–212); Ceccagno, A. “Gender in Chinese and new writing technologies” (213–230).

Tomlinson, B. (Ed.). (2007). Language acquisition and development: Studies of learners of first and other languages. New York: Continuum. Pp. vi + 288. $150.00 cloth. Tomlinson, B. “Introduction: Some similarities and differences between L1 and L2 acquisition and development” (1–12); Masuhara, H. “The role of proto-reading activities in the acquisition and development of effective reading skills” (15–31); van Ginkel, A. “The transfer of reading from the language of wider communication to the first language” (32–45); Braber, N. “The processing of past tense verbs for L1 learners of English” (46–60); Tomlinson, B., & Avila, J. “Seeing and saying for yourself: The roles of audio-visual mental aids in language learning and use” (61–81); Tomlinson, B., & Avila, J. “Applications of the research into the roles of audio-visual mental aids for language teaching pedagogy” (82–89); Lantolf, J., & Centeno-Cortez, B. “Internalization and language acquisition” (90–106); Arnold, J., & Fonseca, C. “Affect in teacher talk” (107–121); Timmis, I. “The attitudes of language learners towards target varieties of the language” (122–138); Tomlinson, B. “The value of recasts during meaning focused communication—1” (141–161); Avila, J. “The value of recasts during meaning focused communication—2” (162–170); Ghosn, I.-K. “Output like input: Influence of children's literature on young L2 learners' written expression” (171–186); Barnard, E. S. “The value of comprehension in the early stages of the acquisition and development of Bahasa Indonesia by non-native speakers” (187–204); Dat, B. “Enhancing the language learning process for reticent learners of Vietnamese and of English in Vietnam” (205–224); Prodromou, L. “A sort of puzzle for English as a lingua franca” (225–246); von Knorring, C. “Perceptions of culture by British students learning French” (247–266); Bacha, N. “A blind learner in EFL mainstream courses: A case study at the Lebanese American University” (267–281); Tomlinson, B. “Conclusions” (282–283).

Yngve, V. H., & Wasik, Z. (Eds.). (2004). Hard-science linguistics. New York: Continuum. Pp. xiii + 382. $60.00 paper. Yngve, V. H. “The depth hypothesis and the new hard-science linguistics” (3–13); Yngve, V. H. “Issues in hard-science linguistics” (14–26); Yngve, V. H. “An introduction to hard-science linguistics” (27–34); Yngve, V. H. “Rules of order” (35–46); Koenig, L. L. “Towards a physical definition of the vowel systems of languages” (49–66); Honorof, D. N. “Articulatory events are given in advance” (67–86); Yngve, V. H. “An outline of hard-science phonetics-phonology” (87–112); Burazer, L. “Reconstructing notions of reference” (115–128); Sypniewski, B. P. “Reconstructing Austin's verdictives” (129–141); Brezar, M. S. “Analysis of a business negotiation” (143–173); Sypniewski, B. P. “Lottery betting” (174–187); Coleman, D. W. “Moving a classic applied linguistics study into the real world” (191–213); Wąsik, E. “Describing Frisian communities in terms of human linguistics” (214–224); Malak, J. “Mayday or m'aider: A call for help in understanding linguistic change” (225–240); Mills, C. “Linguistic change as changes in linkages: Fifteenth-century English” (241–256); Cisło, A. “The Victorian stereotype of an Irishman” (259–268); Czajka, P. “Needs as expressed in educational discourse on the basis of textbooks in linguistics” (269–288); Ožbot, M. “The question of translation” (291–303); Hutchins, W. J. “Communicating scientific experiments in journal articles” (304–317); Yngve, V. H., & Wąsik, Z. “The riches of the new world” (321–325); Yngve, V. H., & Wąsik, Z. “Coping with cultural differences” (326–331); Yngve, V. H. “The conduct of hard-science research” (332–341); Yngve, V. H. “To be a scientist” (342–367).