BOOKS

Farrell, T. S. C. (2007). Reflective language teaching: From research to practice. New York: Continuum. Pp. 202. $39.95 paper.

Pavičić Takač, V. (2008). Vocabulary learning strategies and foreign language acquisition. Clevedon, UK: Multilingual Matters. Pp. 197. $44.95 paper.

Prodromou, L. (2008). English as a Lingua Franca. New York: Continuum. Pp. xiv + 295. $150.00 cloth.

Rast, R. (2008). Foreign language input: Initial processing. Clevedon, UK: Multilingual Matters. Pp. xvi + 261. $59.95 paper.

Santoro, M. (2008). The development of Italian accusative and dative clitics in interlanguage grammars. Munich: Lincom Europa. Pp. 139. $75.60 paper.

Zhang, J. (2007). The semantic salience hierarchy model: The L2 acquisition of psych predicates. Bern: Peter Lang. Pp. xx + 253. $72.95 paper.

JOURNALS

Applied Linguistics 29 (1). (2008). Ramanathan, V. “Applied linguistics redux: A Derridean exploration of Alzheimer lifehistories” (1–23); Iwashita, N., Brown, A., McNamara, T., & O'Hagan, S. “Assessed levels of second language speaking proficiency: How distinct?” (24–49); Cheng, A. “Analyzing genre exemplars in preparation for writing: The case of an L2 graduate student in the ESP genre-based instructional framework of academic literacy” (50–71); Conklin, K., & Schmitt, N. “Formulaic sequences: Are they processed more quickly than nonformulaic language by native and nonnative speakers?” (72–89); Macaro, E., & Erler, L. “Raising the achievement of young-beginner readers of French through strategy instruction” (90–119); Gánem Gutiérrez, A. “Microgenesis, Method and Object: A study of collaborative activity in a Spanish as a foreign language classroom” (120–148); Kim, Y., & McDonough, K. “Learners' production of passives during syntactic priming activities” (149–154).

Applied Psycholinguistics 29 (2). (2008). Akamatsu, N. “The effects of training on automatization of word recognition in English as a foreign language” (175–193); Cury Pollo, T., Treiman, R., & Kessler, B. “Preschoolers use partial letter names to select spellings: Evidence from Portuguese” (195–212); Jarmulowizc, L., Taran, V. L., & Hay, S. E. “Lexical frequency and third-graders' stress accuracy in derived English word production” (213–235); Windsor, J., Kohnert, K., Loxtercamp, A. L., & Kan, P.-F. “Performance on nonlinguistic visual tasks by children with language impairment” (237–268); Luk, G., & Bialystok, E. “Common and distinct cognitive bases for reading in English-Cantonese bilinguals” (269–289); Wang, M., & Cheng, C. “Subsyllabic unit preference in young Chinese children” (291–314); Abdalla, F., & Crago, M. “Verb morphology deficits in Arabic-speaking children with specific language impairment” (315–340).

English Today 24 (1). (2008). Crystal, D. “Two thousand million?” (3–6); Cheshire, J. “Still gender-biased language?” (7–10); Hughes, G. “Words, war and terror” (13–17); Dougill, J. “Japan and English as an alien language” (18–22); Rundell, M. “The corpus revolution revisited” (23–27); Mesthrie, R. “English circling the globe” (28–32); Meyerhoff, M. “Bequia sweet/Bequia is sweet: Syntactic variation in a lesser-known variety of Caribbean English” (33–40); Granath, S., & Wherrity, M. “Thinking in space: The lexis of thinking from a cognitive perspective” (41–48); Chiluwa, I. “Assessing the Nigerianness of SMS text-messages in English” (51–56); Poole, B. “Tiger Woods as a linguistic role model?” (59–61); Tulloch, A. “Tennis terms” (63–64).

International Journal of Bilingualism 11 (4). (2007). Rontu, H. “Codeswitching in triadic conversational situations in early bilingualism” (337–358); Rothman, J. “Heritage speaker competence differences, language change, and input type: Inflected infinitive in heritage Brazilian Portuguese” (359–389); Dewaele, J.-M. “The effect of multilingualism, sociobiographical, and situational factors on communicative anxiety and foreign language anxiety of mature language learners” (391–409).

International Review of Applied Linguistics in Language Teaching 46 (1). (2008). Bannai, M. “L2 knowledge of verb placement by Japanese learners of English” (1–29); Solvang, H. “Approaching the acquisition of Japanese conditional markers from a proposed implicational markedness hierarchy” (31–59); Aoyama, K., Guion, S. G., Flege, J. E., Yamada, T., & Akahane-Yamada, R. “The first years in an L2-speaking environment: A comparison of Japanese children and adults learning American English” (61–90).

Language in Society 37 (2). (2008). Quintos-Pozos, D. “Sign language contact and interference: ASL & LSM” (161–189); Nevins, M. E. “‘They live in Lonesome Dove:’ Media and contemporary Western Apache place-naming practices” (191–215); Verstrate, J.-C., & De Cock, B. “Construing confrontation: Grammar in the construction of a key historical narrative in Umpithamu” (217–240); Trudgill, P. “Colonial dialect contact in the history of European languages: On the irrelevance to new-dialect formation” (241–254); Mufwene, S. S. “Colonization, population contacts, and the emergence of new language varieties: A response to Peter Trudgill” (254–258); Tuten, D. N. “Identity formation and accommodation: Sequential and simultaneous relations” (259–262); Schneider, E. W. “Accommodation versus identity? A response to Trudgill” (262–267); Coupland, N. “The delicate constitution of identity in face-to-face accommodation: A response to Trudgill” (267–270); Bauer, L. “A question of identity: A response to Trudgill” (270–273); Holmes, J., & Kerswill, P. “Contact is not enough: A response to Trudgill” (273–277); Trudgill, P. “On the role of children, and the mechanical view: A rejoinder” (277–280).

Language Testing 25 (2). (2008). Eckes, T. “Rater types in writing performance assessments: A classification approach to rater variability” (155–185); Saida, C., & Hattori, T. “Post-hoc IRT equating of previously administered English tests for comparison of test scores” (187–210); Schoonen, R., & Verhallen, M. “The assessment of deep word knowledge in young first and second language learners” (211–236); Phakiti, A. “Construct validation of Bachman and Palmer's (1996) strategic competence model over time in EFL reading tests” (237–272).

Language Variation and Change 20 (1). (2008). Schwenter, S. A., & Cacoullos, R. T. “Defaults and indeterminacy in temporal grammaticalization: The ‘perfect’ road to perfective” (1–39); Meir, I. “The role of prosody in morphological change: The case of Hebrew bound numerals” (41–65); Fridland, V. “Regional differences in perceiving vowel tokens on Southerness, education, and pleasantness ratings” (67–83); Blas Arroyo, J. L. “The variable expression of future tense in Peninsular Spanish: The present (and future) of inflectional forms in the Spanish spoken in a bilingual region” (85–126); Hackert, S. “Counting and coding the past: Circumscribing the variable context in quantitative analyses of past inflection” (127–153); Laitinen, M. “Sociolinguistic patterns in grammaticalization: He, they, and those in human indefinite reference” (155–185).

The Modern Language Journal 92 (1). (2008). Rosen, R. S. “American sign language as a foreign language in U.S. high schools: State of the art” (10–38); Hu, C.-F. “Rate of acquiring and processing L2 color words in relation to L1 phonological awareness” (39–52); Zyzik, E. C., & Polio, C. “Incidental focus on form in university Spanish literature courses” (53–70); Liu, M., & Jackson, J. “An exploration of Chinese EFL learners' unwillingness to communicate and foreign language anxiety” (71–86); Scott, V. M., & de la Fuente, M. J. “What's the problem? L2 learners' use of the L1 during consciousness-raising, form-focused tasks” (100–113); Kim, Y. “The contribution of collaborative and individual tasks to the acquisition of L2 vocabulary” (114–130).

Ross, S. J. (Ed.). (2008). Language Testing in Asia [Special issue]. Language Testing 25 (1). Ross, S. J. “Language testing in Asia: Evolution, innovation, and policy challenges” (5–13); Cheng, L. “The key to success: English language testing in China” (15–37); Choi, I.-C. “The impact of EFL testing on EFL education in Korea” (39–62); Sasaki, M. “The 150-year history of English language assessment in Japanese education” (63–83); Qian, D. D. “English language assessment in Hong Kong: A survey of practices, developments and issues” (85–110); Ramanathan, H. “Testing of English in India: A developing concept” (111–126); Prapphal, K. “Issues and trends in language testing and assessment in Thailand” (127–143).

Second Language Research 24 (1). (2008). Hayes-Harb, R., & Masuda, K. “Development of the ability to lexically encode novel second language phonemic contrasts” (5–33); Larson-Hall, J. “Weighing the benefits of studying a foreign language at a younger starting age in a minimal input situation” (35–63); Zyzik, E. C. “Null objects in second language acquisition: Grammatical vs. performance models” (65–110); de Bot, K. “The imaging of what in the multilingual mind?” (111–133).

Second Language Research 24 (2). (2008). Bordag, D., & Pechmann, T. “Grammatical gender in translation” (139–166); Elston-Güttler, K. E., & Williams J. N. “First language polysemy affects second language meaning interpretation: Evidence for activation of first language interpretation during second language reading” (167–187); Marsden, H. “Pair-list readings in Korean-Japanese, Chinese-Japanese and English-Japanese interlanguage” (189–226); Zdorenko, T., & Paradis, J. “The acquisition of articles in child second language English: Fluctuation, transfer or both?” (227–250).

EDITED VOLUMES

Behrens, H. (Ed.). (2008). Corpora in language acquisition research: History, methods, perspectives. Amsterdam: Benjamins. Pp. xxx + 234. $115.00 cloth. Behrens, H. “Corpora in language acquisition research: History, methods, perspectives” (xi–xxx); Rowland, C. F., Fletcher, S. L., & Freudenthal, D. “How big is big enough? Assessing the reliability of data from naturalistic samples” (1–24); Ravid, D., Dressler, W. U., Nir-Sagiv, B., Korecky-Kröll, K., Souman, A., Rehfeldt, K., Laaha, S., Bertl, J., Basbøll, H., & Gillis, S. “Core morphology in child directed speech: Crosslinguistic corpus analyses of noun plurals” (25–60); Lieven, E. “Learning the English auxiliary: A usage-based approach” (61–98); Allen, S., Skarabela, B., & Hughes, M. “Using corpora to examine discourse effects in syntax” (99–137); Monaghan, P., & Christiansen, M. H. “Integration of multiple probabilistic cues in syntax acquisition” (139–163); MacWhinney, B. “Enriching CHILDES for morphosyntactic analysis” (165–197); Demuth, K. “Exploiting corpora for language acquisition research” (199–205).

Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N. (Eds.). (2008). Variation in working memory. Oxford: Oxford University Press. Pp. xi + 321. £52.00 paper. Conway, A. R. A., Jarrold, C., Kane, M. J., Miyake, A., & Towse, J. N. “Variation in working memory: An introduction” (3–17); Kane, M. J., Conway, A. R. A., Hambrick, D. Z., & Engle, R. W. “Variation in working memory capacity as variation in executive attention and control” (21–48); Oberauer, K., Süß, H.-M., Wilhelm, O., & Sander, N. “Individual differences in working memory capacity and reasoning ability” (49–75); Braver, T. S., Gray, J. R., & Burgess, G. C. “Explaining the many varieties of working memory variation: Dual mechanisms of cognitive control” (76–106); Towse, J. N., & Hitch, G. J. “Variation in working memory due to normal development” (109–133); Jarrold, C., & Bayliss, D. M. “Variation in working memory due to typical and atypical development” (134–161); Munajata, Y., Morton, J. B., & O'Reilly, R. C. “Developmental and computational approaches to variation in working memory” (162–193); Hale, S., Myerson, J., Emery, L. J., Lawrence, B. M., & DuFault, C. “Variation in working memory across the life span” (194–224); Hasher, L., Lustig, C., & Zacks, R. “Inhibitory mechanisms and the control of attention” (227–249); Reuter-Lorenz, P. A., & Jonides, J. “The executive is central to working memory: Insights from age, performance, and task variations” (250–271); Caplan, D., Waters, G., & DeDe, G. “Specialized verbal working memory for language comprehension” (272–302).

De Knop, S., & De Rycker, T. (Eds.). (2008). Cognitive approaches to pedagogical grammar: A volume in honor of René Dirven. Berlin: Mouton de Gruyter. Pp. 444. €82.24 cloth. Langacker, R. W. “The relevance of cognitive grammar for language pedagogy” (7–35); Taylor, J. R. “Some pedagogical implications of cognitive linguistics” (37–65); Broccias, C. “Cognitive linguistic theories of grammar and grammar teaching” (67–90); Meunier, F. “Corpora, cognition and pedagogical grammars: An account of convergences and divergences” (91–117); Ruiz de Mendoza Ibáñez, F. J. “Cross-linguistic analysis, second language teaching and cognitive semantics: The case of Spanish diminutives and reflexive constructions” (121–153); Maldonado, R. “Spanish middle syntax: A usage-based proposal for grammar teaching” (155–196); Valenzuela Manzanares, J., & Rojo López, A. M. “What can language learners tell us about constructions?” (197–230); Danesi, M. “Conceptual errors in second-language learning” (231–256); Cadierno, T. “Motion events in Danish and Spanish: A focus on form pedagogical approach” (259–294); De Knop, S., & Dirven, R. “Motion and location events in German, French and English: A typological, contrastive and pedagogical approach” (295–324); Niemeier, S., & Reif, M. “Making progress simpler? Applying cognitive grammar to tense-aspect teaching in the German EFL classroom” (325–355); Schmiedtová, B., & Flecken, M. “Aspectual concepts across languages: Some considerations for second language learning” (357–384); Chen, L., & Oller, J. W., Jr. “The use of passives and alternatives in English by Chinese speakers” (385–415).

Hansen Edwards, J. G., & Zampini, M. L. (Eds.). (2008). Phonology and second language acquisition. Amsterdam: Benjamins. Pp. 380. $149.00 cloth. Hansen Edwards, J. G., & Zampini, M. L. “Introduction” (1–11); Ohala, D. K. “Phonological acquisition in a first language” (19–39); Ioup, G. “Exploring the role of age in the acquisition of a second language phonology” (41–62); Major, R. C. “Transfer in second language phonology: A review” (63–94); Eckman, F. R. “Typological markedness and second language phonology” (95–115); Hancin-Bhatt, B. “Second language phonology in optimality theory” (117–146); Strange, W., & Shafer, V. L. “Speech perception in second language learners: The re-education of selective perception” (153–191); Munro, M. J. “Foreign accent and speech intelligibility” (193–218); Zampini, M. L. “L2 speech production research: Findings, issues, and advances” (219–249); Hansen Edwards, J. G. “Social factors and variation in production in L2 phonology” (251–279); Bradlow, A. R. “Training non-native language sound patterns: Lessons from training Japanese adults on the English /ɹ/-/l/ contrast” (287–308); Gick, B., Bernhardt, B., Bacsfalvi, P., & Wilson, I. “Ultrasound imaging applications in second language acquisition” (309–322); Chun, D. M., Hardison, D. M., & Pennington, M. C. “Technologies for prosody in context: Past and future of L2 research and practice” (323–346); Derwing, T. M. “Curriculum issues in teaching pronunciation to second language learners” (347–369).

Keßler, J.-U. (Ed.). (2008). Processability approaches to second language development and second language learning. Newcastle, UK: Cambridge Scholars Publishing. Pp. 311. £25.00 cloth. Pienemann, M. “A brief introduction to processability theory” (9–29); Fabri, R. “Lexical functional grammar” (31–65); Keßler, J.-U. “Processability aspects of second language development and second language learning” (67–86); Kawaguchi, S. “Language typology and processability theory” (89–112); Zhang, Y. “Adverb-placement and wh-questions in the L2 Chinese of English speakers: Is transfer a structural property or a processing constraint?” (113–134); Rahkonen, M., & Håkansson, G. “Production of written L2-Swedish: Processability or input frequencies?” (135–161); Keßler, J.-U., & Keatinge, D. “Profiling oral second language development” (165–195); Di Biase, B. “Focus-on-form and development in L2 learning” (197–219); Lenzing, A. “Teachability and learnability: An analysis of primary school textbooks” (221–241); Yamaguchi, Y. “The early syntactic development in child L2 acquisition: What happens after ‘canonical order?’” (245–266); Al Shatter, G. “The development of verbal structures in L2 Arabic” (267–299).

Pütz, M., & Neff-van Aertselaer, J. (Eds.). (2008). Developing contrastive pragmatics: Interlanguage and cross-cultural perspectives. Berlin: Mouton de Gruyter. Pp. xviii + 437. €91.59 cloth. Pütz, M., & Neff-van Aertselaer, J. “Introduction: Developing contrastive pragmatics” (ix–xviii); Wierzbicka, A. “A conceptual basis for intercultural pragmatics and world-wide understanding” (3–45); De Knop, S. “Sociocultural conceptualizations: Schemas and metaphorical transfer as metalinguistic learning strategies for French learners of German” (47–66); Kurteš, S. “An investigation into the pragmatics of grammar: Cultural scripts in contrast” (67–85); Neff-van Aertselaer, J., & Dafouz-Milne, E. “Argumentation patterns in different languages: An analysis of metadiscourse markers in English and Spanish texts” (87–102); Simo-Bobda, A. “The management of global cultural diversity in ELT materials” (103–127); Dippold, D. “Reframing one's experience: Face, identity and roles in L2 argumentative discourse” (131–153); Ellwood, C. “Indirect complaint in the language classroom: Cross-cultural contrasts between French and Japanese students of English” (155–180); Fredsted, E. “‘We make such a mishmash:’ Bilingual language usage in classroom peer group talk” (181–207); Wagner, M., & Urios-Aparisi, E. “Pragmatics of humor in the foreign language classroom: Learning (with) humor” (209–228); Woodfield, H. “Interlanguage requests: A contrastive study” (231–264); Otcu, B., & Zeyrek, D. “Development of requests: A study of Turkish learners of English” (265–299); Eslami, Z. R., & Noora, A. “Perceived pragmatic transferability of L1 request strategies by Persian learners of English” (301–333); Hendriks, B. “Dutch English requests: A study of request performance by Dutch learners of English” (335–354); Barron, A. “Contrasting requests in inner circle Englishes: A study in variational pragmatics” (355–402); Schauer, G. A. “Getting better in getting what you want: Language learners' pragmatic development in requests during study abroad sojourns” (403–431).

Wei, L., & Moyer, M. G. (Eds.). (2008). The Blackwell guide to research methods in bilingualism and multilingualism. Oxford: Blackwell. Pp. xvii + 403. $99.95 cloth. Wei, L. “Research perspectives on bilingualism and multilingualism” (3–17); Moyer, M. G. “Research as practice: Linking theory, method, and data” (18–31); Nortier, J. “Types and sources of bilingual data” (35–52); Gardner-Chloros, P. “Bilingual speech data: Criteria for classification” (53–72); Lanza, E. “Selecting individuals, groups, and sites” (73–87); Hua, Z., & David, A. “Study design: Cross-sectional, longitudinal, and group” (88–107); Kroll, J. F., Gerfen, C., & Dussias, P. E. “Laboratory designs and paradigms: Words, sounds, and sentences” (108–131); Abutalebi, J., & Della Rosa, P. A. “Imaging technologies” (132–157); Codó, E. “Interviews and questionnaires” (158–176); Clemente, I. “Recording audio and video” (177–191); Turell, M. T., & Moyer, M. G. “Transcription” (192–213); Tokowicz, N., & Warren, T. “Quantification and statistics” (214–231); Backus, A. “Data banks and corpora” (232–248); Heller, M. “Doing ethnography” (249–262); Daming, X., Xiaomei, W., & Wei, L. “Social network analysis” (263–274); Cashman, H. R. “Conversation and interactional analysis” (275–295); Blackledge, A. “Critical discourse analysis” (296–310); Pavlenko, A. “Narrative analysis” (311–325); Purvis, T. “Media analysis” (326–342); Wei, L., & Moyer, M. G. “Project ideas” (345–353); Moyer, M. G., & Wei, L. “Disseminating research: A guide to conference presentation and journal publication” (354–360); Wei, L., & Moyer, M. G. “Resources for research on bilingualism and multilingualism” (361–364).