BOOKS

Alarcón, I. A. (2006). The second language acquisition of Spanish gender agreement: The effects of linguistic variables on accuracy. Munich: Lincom Europa. Pp. vi + 130. 52.00€ paper.

Alderson, J. C. (2005). Diagnosing foreign language proficiency. New York: Continuum. Pp. xii + 284. $49.95 paper.

Biber, D. (2006). University language: A corpus-based study of spoken and written registers. Amsterdam: Benjamins. Pp. viii + 261. $42.95 paper.

Du, H. (2006). The acquisition of the Chinese ba-construction. Munich: Lincom Europa. Pp. 185. 58.00€ paper.

Gülzow, I. (2006). The acquisition of intensifiers. Berlin: Mouton de Gruyter. Pp. xi + 279. 91.59€ cloth.

Hansen, J. G. (2006). Acquiring a non-native phonology. New York: Continuum. Pp. 197. $150.00 cloth.

Jaatinen, R. (2006). Learning languages, learning life-skills: Autobiographical reflexive approach to teaching and learning a foreign language. New York: Springer. Pp. vii + 227. 70.38€ cloth.

JOURNALS

Applied Language Learning 16 (1). (2006). Dow, K. A. “Linguists: The hidden strength of U.S. intelligence” (1–16); Cheng, A. C., & Mojica-Diaz, C. C. “The effects of formal instruction and study abroad on improving proficiency: The case of the Spanish subjunctive” (17–36); Ewald, J. “Students' evaluations of dialogue journals: Perspectives on classroom themes” (37–55); Plonsky, L., & Mills, S. V. “An exploratory study of differing perceptions of error correction between teachers and students: Bridging the gap” (55–74); Campbell, C., & Tovar, D. “Action research as a professional development tool for teachers and administrators” (75–80).

Applied Linguistics 27 (3). (2006). Lee, Y.-A. “Towards respecification of communicative competence: Condition of L2 instruction or its objective?” (349–376); Hellerman, J. “Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English” (377–404); Mackey, A. “Feedback, noticing and instructed second language learning” (405–430); Ellis, R. “Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge” (431–463); Erlam, R. “Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study” (464–491); Charles, M. “The construction of stance in reporting clauses: A cross-disciplinary study of theses” (492–518).

Applied Psycholinguistics 27 (4). (2006). Gathercole, S. “Nonword repetition and word learning: The nature of the relationship” (513–543); Bishop, D. V. M. “Beyond words: Phonological short-term memory and syntactic impairment in specific language impairment” (545–547); Bowey, J. A. “Clarifying the phonological processing account of nonword repetition” (548–552); Chiat, S. “The development trajectory of nonword repetition” (552–556); Weismar, S. E., & Edwards, J. “The role of phonological storage deficits in specific language impairment: A reconsideration” (556–562); Gray, S. “Commentary on keynote” (562–564); Gupta, P. “Nonword repetition, phonological storage, and multiple determination” (564–568); Marton, K. “Do nonword repetition errors in children with specific language impairment reflect a weakness in an unidentified skill specific to nonword repetition or a deficit in simultaneous processing?” (569–573); Montgomery, J., & Evans, J. “Commentary on keynote” (573–577); Munson, B. “Nonword repetition and levels of abstraction in phonological knowledge” (577–581); Service, E. “Phonological networks and new word learning” (581–584); Smith, B. “Precautions regarding nonword repetition tasks” (584–587); Snowling, M. J. “Nonword repetition and language learning disorders: A developmental contingency framework” (588–591); Van Derlely, H. K. J., & Gallon, N. “Exploring the impact of higher level linguistic representations on nonword repetition performance” (591–594); Vitevitch, M. S. “Manipulating the characteristics of words and nonwords to better understand word learning” (594–598); Gathercole, S. E. “Complexities and constraints in nonword repetition and word learning” (599–613).

Foreign Language Annals 39 (3). (2006). Adair-Hauck, B., Glisan, E. W., Koda, K., Swender, E. B., & Sandrock, P. “The integrated performance assessment (IPA): Connecting assessment to instruction and learning” (359–382); Price, J., & Gascoigne, C. “Current perceptions and beliefs among incoming college students towards foreign language study and language requirements” (383–394); Husseinali, G. “Who is studying Arabic and why? A survey of Arabic students' orientations at a major university” (395–412); Kaplan, G. A. “Teaching to the masses: The design and implementation of a large lecture Hispanic culture course” (413–434); Kraemer, A. “Teachers' use of English in communicative German language classrooms: A qualitative analysis” (435–450); Bueno, K. “Stepping out of the comfort zone: Profiles of third-year Spanish students' attempts to develop their speaking skills” (451–470); Kennedy, T. J. “Language learning and its impact on the brain: Connecting language learning with the mind through content-based instruction” (471–486); Colville-Hall, S., & O'Connor, B. “Using big books: A standards-based instructional approach for foreign language teacher candidates in a preK-12 program” (487–506); Pearson, L., Fonseca-Greber, B., & Foell, K. “Advanced proficiency for foreign language teacher candidates: What can we do to help them achieve this goal?” (507–519); Sparks, R. L. “Learning styles: Making too many ‘wrong mistakes’—A response to Castro and Peck” (520–535).

International Journal of Bilingualism 10 (3). (2006). Violin-Wigent, A. “Gender assignment to nouns codeswitched into French: Observations and explanations” (253–276); Barkhuizen, G., & de Klerk, V. “Imagined identities: Preimmigrants' narratives on language and identity” (277–299); Ruying, Q., Di Biase, B., & Campbell, S. “The transition from nominal to pronomial person reference in the early language of a Mandarin-English bilingual child” (301–329); De Houwer, A., Bornstein, M., & De Coster, S. “Early understanding of two words for the same thing: A CDI study of lexical comprehension in infant bilinguals” (331–347); Pert, S., & Letts, C. “Codeswitching in Mirpuri speaking Pakistani heritage preschool children: Bilingual language acquisition” (349–376).

International Review of Applied Linguistics in Language Teaching 44 (3). (2006). Baker, W., & Trofimovich, P. “Perceptual paths to accurate production of L2 vowels: The role of individual differences” (231–250); Yavas, M., & Wildermuth, R. “The effects of place of articulation and vowel height in the acquisition of English aspirated stops by Spanish speakers” (251–264); Zhu, Y. “Understanding sociocognitive space of written discourse: Implications for teaching business writing to Chinese students” (265–286); Orton, J. “Responses to Chinese speakers of English” (287–309).

Journal of Child Language 30 (3). (2006). Maekawa, J., & Storkel, H. L. “Individual differences in the influence of phonological characteristics on expressive vocabulary development by young children” (439–459); Gerskoff-Stowe, L., Connell, B., & Smith, L. “Priming overgeneralizations in two- and four-year old children” (461–486); Keren-Portnoy, T. “Facilitation and practice in verb acquisition” (487–518); Ambridge, B., Rowland, C. F., Theakson, A. L., & Tomasello, M. “Comparing different accounts of inversion errors in children's non-subject wh-questions: ‘What experimental data can tell us?’” (519–557); Dabrowski, E., & Szczerbiński, M. “Polish children's productivity with case marking: The role of regularity, type frequency, and phonological diversity” (559–597); Ely, R., & Gleason, J. B. “I'm sorry I said that: Apologies in young children's discourse” (599–620); Gillis, S., & Ravid, D. “Typological effects on spelling development: A crosslinguistic study of Hebrew and Dutch” (621–659).

Language in Society 35 (5). (2006). Carr, E. S. “‘Secrets keep you sick’: Metalinguistic labor in a drug treatment program for homeless women” (631–653); Ehrlich, S., & Sidnell, J. “‘I think that's an assumption you ought to make’: Challenging presuppositions in inquiry testimony” (655–676); Raymond, G., & Heritage, J. “The epistemics of social relations: Owning grandchildren” (677–705); Wertheim, S. “Cleaning up for company: Using participant roles to understand fieldworker effect” (707–727).

Language Testing 23 (4). (2006). Van Moere, A. “Validity evidence in a university group oral test” (411–440); Rupp, A. A., Ferne, T., & Choi, H. “How assisting reading comprehension with multiple-choice questions shapes the construct: A cognitive processing perspective” (441–474); Pae, T.-I., & Park, G.-P. “Examining the relationship between differential item and differential test functioning” (475–496); Rimmer, W. “Measuring grammatical complexity: The Gordian knot” (497–519); Chang, Y.-F. “On the use of the immediate recall task as a measure of second language reading comprehension” (520–543).

The Modern Language Journal 90 (3). (2006). Woodrow, L. J. “A model of adaptive language learning” (297–319); Macaro, E. “Strategies for language learning and for language use: Revising the theoretical framework” (320–337); Farrell, T. C., & Mallard, C. “The use of reception strategies by learners of French as a foreign language” (338–352); Rankin, J., & Becker, F. “Does reading research make a difference? A case study of teacher growth in FL German” (353–372); Roders, D. M. “Developing content and form: Encouraging evidence from Italian content-based instruction” (373–386).

Second Language Research 22 (3). (2006). Goad, H., & White, L. “Ultimate attainment in interlanguage grammars: A prosodic approach” (243–268); Hawkins, R., & Hattori, H. “Interpretation of English multiple wh-questions by Japanese speakers: A missing uninterpretable feature account” (269–301); Slabakova, R. “Is there a critical period for semantics?” (302–338); Sorace, A., & Filiaci, F. “Anaphora resolution in near-native speakers of Italian” (339–368); Hopp, H. “Syntactic features and reanalysis in near-native processing” (369–397).

TRANEL 43. (2005). Elmiger, D., & Conrad, S.-J. “Introduction” (1–4); Conrad, S.-J. “Verständigung im öffentlichen Raum von Biel/Bienne” (5–22); Elmiger, D., & Matthey, M. “La diglossie vu du ‘dedans’ et du ‘dehors’: L'exemple de Bienne et d'Evolène” (23–47); Borel, S., & Gajo, L. “Les références diatopiques dans l'argumentation autour du bilinguisme: L'emblème biennois” (49–69); Py, B. “Devenir bilingue à Bienne” (71–85); Werlen, I. “Formulierung von Normen kommunikativen Handelns in Biel/Bienne” (87–109); Brohy, C. “Perceptions du bilinguisme officiel et interactions bilingues à Biel/Bienne et Fribourg/Freiburg” (111–127); Mondada, L. “La demande d'autorisation comme moment structurant dans l'enregistrement et l'analyse des interactions bilingues” (129–155).

World Englishes 25 (3/4). (2006). Bamino, E. “Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction” (315–328); Webster, J. A. “Meaning making poetry: Words alone are certain good” (329–358); Gargesh, R. “On nativizing the Indian English poetic medium” (359–371); Tawake, S. “Cultural rhetoric in coming-out narratives: Witi Ihimaera's The Uncle's Story” (373–380); Mesthrie, R. “World Englishes and the multilingual history of English” (381–390); Deterding, D., & Kirkpatrick, A. “Emerging South-East Asian Englishes and intelligibility” (391–409); Aceto, M. “Statian Creole English: An English-derived language emerges in the Dutch Antilles” (411–435); Rooy, S. C.-V. “Integrativeness: Untenable for world Englishes learners?” (437–450); Wong, J. “Contextualizing aunty in Singaporean English” (451–466); Chen, C. W.-Y. “The mixing of English in magazine advertisements in Taiwan” (467–478); Young, M. Y. C. “Macao students' attitudes toward English: A post-1999 survey” (479–490); Ouafeu, Y. T. S. “Listing intonation in Cameroon English speech” (491–500); Nero, S. “Language, identity, and education of Caribbean English speakers” (501–511); Chang, J. “Globalizing and English in Chinese higher education” (513–525).

EDITED VOLUMES

Abello-Contesse, C., Chacón-Beltrán, R., López-Jiménez, M. D., & Torreblanca-López, M. M. (Eds.). (2006). Age in L2 acquisition and teaching. Bern: Peter Lang. Pp. 214. $45.95 paper. Abello-Contesse, C., Chacón-Beltrán, R., López-Jiménez, M. D., & Torreblanca-López, M. M. “Introduction and overview” (7–27); Scovel, T. “Age, acquisition, and accent” (31–48); DeKeyser, R. “A critique of recent arguments against the critical period hypothesis” (49–58); Chandler, P. M. “Critical period of language difficulties: Are there two types of adult foreign language learners?” (59–77); Muñoz, C. “The BAF Project: Research on the effect of age on foreign language acquisition” (81–92); Abello-Contesse, C. “Does interaction help or hinder oral L2 development in early English immersion?” (93–114); del Puerto, F. G., & Lecumberri, M. L. G. “Age effects on single phoneme perception for learners of English as a foreign language” (115–131); Pérez-Vidal, C. “Family multilingualism and multilingual education” (133–153); Ruiz-González, G. “Promoting the productive use of the weak language in family bilingualism” (155–173); Milton, J., & Alexiou, T. “Language aptitude development in young learners” (177–192); Guijarro-Fuentes, P., & Geeslin, K. “Interpretation of Spanish copula choice by Portuguese near-native speakers” (193–209).

Alred, G., Byram, M., & Fleming, M. (Eds.). (2006). Education for intercultural citizenship. Clevedon, UK: Multilingual Matters. Pp. xi + 254. $46.95 paper. Ryan, P. “Interculturality, identity and citizenship education in Mexico” (11–22); Leung, S. W., & Lee, W. O. “National identity at a crossroads: The struggle between culture, language and politics in Hong Kong” (23–46); Martin, S., & Feng, A. “The construction of citizenship and nation building: The Singapore case” (47–66); Himmelmann, G. “Concepts and issues in citizenship education. A comparative study of Germany, Britain and the USA” (69–85); Feng, A. “Contested notions of citizenship and citizenship education: The Chinese case” (86–105); Byram, M. “Developing a concept of intercultural citizenship” (109–129); Fleming, M. “The concept of ‘intercultural citizenship’: Lessons from fiction and art” (130–143); Parmenter, L. “Beyond the nation? Potential for intercultural citizenship education in Japan” (144–163); Walat, M. “Towards an intercultural frame of mind: Citizenship in Poland” (164–186); García, M. C. M. “Citizenship education in Spain: Aspects of secondary education” (187–212); Guilherme, M., Pureza, M., da Silva, R. P., & Santos, H. “The intercultural dimension of citizenship education in Portugal” (213–231).

Byrnes, H., & Weger-Gunthrap, H. D. (Eds.). (2006). Educating for advanced foreign language capacities. Washington, DC: Georgetown University Press. Pp. x + 208. $44.95 paper. Byrnes, H. “Locating the advanced learner in theory, research, and educational practice: An introduction” (1–16); Langacker, R. W. “The conceptual basis of grammatical structure” (17–39); von Stutterheim, C., & Carroll, M. “The impact of grammatical temporal categories on ultimate attainment in L2 learning” (40–53); Carroll, M., & Lambert, M. “Reorganizing principles of information structure in advanced L2s: French and German learners of English” (54–73); Behrens, B. “Language-based processing in advanced L2 productions and translation: An exploratory study” (74–86); Strauss, S. “Learning and teaching grammar through patterns of conceptualization: The case of (advanced) Korean” (87–102); Pavlenko, A. “Narrative competence in a second language” (105–117); Paribakht, T. S., & Wesche, M. “Lexical inferencing in L1 and L2: Implications for vocabulary instruction and learning at advanced levels” (118–135); Rinner, S., & Weigert, A. “From sports to the EU economy: Integrating curricula through genre-based content courses” (136–151); Abbuhl, R. “Hedging and boosting in advanced-level L2 legal writing: The effect of instruction and feedback” (152–164); Norris, J. M. “Assessing advanced foreign language learning and learners: From measurement constructs to educational uses” (167–187); Shohamy, E. “Rethinking assessment for advanced language proficiency” (188–208).

Cumming, A. (Ed.). (2006). Goals for academic writing: ESL students and their instructors. Amsterdam: Benjamins. Pp. xii + 204. $42.95 paper. Cumming, A. “Introduction, purpose, and conceptual foundations” (1–17); Cumming, A. “Context and design of the research” (21–28); Zhou, A., Busch, M., Gentil, G., Eouanzoui, K., & Cumming, A. “Students' goals for ESL and university courses” (29–49); Cummings, J., Erdősy, U., & Cumming, A. “A study of contrasts: ESL and university instructors' goals for writing improvement” (50–69); Yang, L. “Nine Chinese students writing in Canadian university courses” (73–89); Barkaoui, K., & Fei, J. “Students' and instructors' assessments of the attainment of writing goals” (90–107); Busch, M. “The language of intentions for writing improvement: A systematic functional linguistic analysis” (108–124); Kim, T.-Y., Baba, K., & Cumming, A. “Goals, motivations, and identities of three students writing in English” (125–141); Gentil, G. “Variations in goals and activities for multicultural writing” (142–156); Cumming, A. “Implications for pedagogy, policy, and research” (159–173).

Gullberg, M., & Indefrey, P. (Eds.). (2006). The cognitive neuroscience of second language acquisition. Oxford: Blackwell. Pp. vi + 348. $39.95 paper. Indefrey, P., & Gullberg, M. “Introduction” (1–8); Birdsong, D. “Age and second language acquisition and processing: A selective overview” (9–49); Coopmans, P. “L2 acquisition, age, and generativist reasoning: Commentary on Birdsong” (51–58); Uylings, H. B. M. “Development of the human cortex and the concept of ‘critical’ or ‘sensitive’ periods” (59–90); Hagoort, P. “What we cannot learn from neuroanatomy about language learning and language processing: Commentary on Uylings” (91–97); Green, D. W., Crinion, J., & Price, C. J. “Convergence, degeneracy, and control” (99–125); de Bot, K. “The plastic bilingual brain: Synaptic pruning or growth? Commentary on Green et al.” (127–132); Rodriguez-Fornells, A., De Diego Balaguer, R., & Münte, T. F. “Executive control in bilingual language processing” (133–190); Dijkstra, T., & van Heuven, W. “On language and the brain—Or on (psycho)linguistics and neuroscientists? Commentary on Rodriguez-Fornells et al.” (191–197); Osterhout, L., McLaughlin, J., Pitkänen, I., Frenck-Mestre, C., & Molinaro, N. “Novice learners, longitudinal designs, and event-related potentials: A means for exploring the neurocognition of second language processing” (199–230); Davidson, D. “Strategies for longitudinal neurophysiology: Commentary on Osterhout et al.” (231–234); Mueller, J. T. “L2 in a nutshell: The investigation of second language processing in the miniature language model” (235–270); Lamers, M. J. A. “Cracking the nutshell differently: Commentary on Mueller” (271–277); Indefrey, P. “A meta-analysis of hemodynamic processing: Which suggested language processing differences can we trust and what do they mean?” (279–304); Stowe, L. A. “When does the neurological basis of first and second language processing differ? Commentary on Indefrey” (305–311); Schumann, J. H. “Summing up: Some themes in the cognitive neuroscience of second language acquisition” (313–319).

Hubbard, P., & Levy, M. (Eds.). (2006). Teacher education in CALL. Amsterdam: Benjamins. Pp. xi + 354. $42.95 paper. Hubbard, P., & Levy, M. “The scope of CALL education” (3–20); Kessler, G. “Assessing CALL teacher training: What are we doing and what could we do better?” (23–42); Murphy-Judy, K., & Youngs, B. L. “Technology standards for teacher education, credentialing, and certification” (45–60); Partridge, J. “Matching language and IT skills: The life-cycle of an MA programme” (63–79); Slaouti, D., & Motteram, G. “Reconstructing practice: Language teacher education and ICT” (81–97); Debski, R. “Theory and practice in teaching project-oriented CALL” (99–114); Hegelheimer, V. “When the technology course is required” (117–133); Eskanazi, M., & Brown, J. “Teaching the creation of software that uses speech recognition” (135–151); Peters, M. “Developing computer competencies for pre-service language teachers: Is one course enough?” (153–165); Egbert, J. “Learning in context: Situating language teacher learning in CALL” (167–181); Bauer-Ramazani, C. “Training CALL teachers online” (183–200); Rickard, A., Blin, F., & Appel, C. “Training for teachers: Challenges, outcomes, and principles of in-service training across the Irish education system” (203–218); Chao, C.-C. “How WebQuests send technology to the background: Scaffolding EFL teacher professional development in CALL” (221–234); Olesova, L., & Meloni, C. F. “Designing and implementing collaborative Internet projects in Siberia” (237–249); Wong, L., & Benson, P. “In-service CALL education: What happens after the course is over?” (251–264); Jones, C. M., & Youngs, B. L. “Teacher preparation for online language instruction” (267–280); Tseng, C.-H., & You, B. L. “Teacher preparation for online language instruction” (267–280); Meskill, C., Anthony, N., Hilliker-VanStrander, S., Tseng, C.-H., & You, J. “Expert-novice teacher mentoring in language learning technology” (283–298); Hanson-Smith, E. “Communities of practice for pre- and in-service teacher education” (301–315); Kolaitis, M., Mahoney, M. A., Pomann, H., & Hubbard, P. “Training ourselves to train our students for CALL” (317–332); Robb, T. N. “Helping teachers to help themselves” (335–347).

Usó-Juan, E., & Martinez-Flor, A. (Eds.). (2006). Current trends in the development and teaching of the four language skills. Berlin: Mouton de Gruyter. Pp. xv + 499. $132.30 cloth. Usó-Juan, E., & Martinez-Flor, A. “Approaches to language learning and teaching: Towards acquiring communicative competence through the four skills” (3–25); Martinez-Flor, A., & Usó-Juan, E. “Towards acquiring communicative competence through listening” (29–46); Rost, M. “Areas of research that influence L2 listening instruction” (47–74); Mendelsohn, D. J. “Learning how to listen using learning strategies” (75–89); Lynch, T. “Academic listening: Marrying top and bottom” (91–110); White, G. “Teaching listening: Time for a change in methodology” (111–135); Martinez-Flor, A., Usó-Juan, E., & Soler, E. A. “Towards acquiring communicative competence through speaking” (139–157); Bygate, M. “Areas of research that influence L2 speaking instruction” (159–186); Dalton-Puffer, C. “Questions as strategies to encourage speaking in content-and-language-integrated classrooms” (187–213); Hughes, R. “Turn-taking awareness: Benefits for teaching speaking skills in academic and other contexts” (215–234); Burns, A. “Teaching speaking: A text-based syllabus approach” (235–258); Usó-Juan, E., & Martinez-Flor, A. “Towards acquiring communicative competence through reading” (261–277); Grabe, W. “Areas of research that influence L2 reading instruction” (279–301); Ediger, A. M. “Developing strategic L2 readers … by reading for authentic purposes” (303–328); Field, M. L. “Finding a path to fluent academic and workplace reading” (329–353); Williams, E. “Teaching reading: Individual and social perspectives” (355–380); Usó-Juan, E., Martinez-Flor, A., & Palmer-Silveira, J. C. “Towards acquiring communicative competence through writing” (383–400); Johns, A. M. “Areas of research that influence L2 writing instruction” (401–422); Kroll, B. “Techniques for shaping writing course curricula: Strategies in designing assignments” (423–445); Tribble, C. “Written in, written out: Who sets the standards for academic writing?” (447–471); Cumming, A. “Teacher writing: Orienting activities to students' goals” (473–491).