BOOKS

Bhatia, V. (2014). Worlds of written discourse: A genre-based view. London, UK: Bloomsbury. Pp. xx + 263. $25.95 paper.

Block, D. (2014). Second language identities. London, UK: Bloomsbury. Pp. x + 276. $25.95 paper.

Ellis, R., & Shintani, N. (2014). Exploring language pedagogy through second language acquisition research. London, UK: Routledge. Pp. xi + 383. $44.95 paper.

Jeffries, L. (2014). Opposition in discourse: The construction of oppositional meaning. London, UK: Bloomsbury. Pp. x + 150. $25.95 paper.

Kress, G., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2014). Multimodal teaching and learning: The rhetorics of the science classroom. London, UK: Bloomsbury. Pp. xviii + 223. $25.95 paper.

Loewen, S. (2015). Introduction to instructed second language acquisition. New York, NY: Routledge. Pp. xi + 203. $44.95 paper.

Zhang, R. (2014). Sadness expressions in English and Chinese: Corpus linguistic contrastive semantic analysis. New York, NY: Bloomsbury. Pp. xii + 241. $128.00 cloth.

JOURNALS

Applied Linguistics 35 (4). (2014). Complexities and interactions of age in second language learning: Broadening the research agenda [Special issue]. Muñoz, C. “Complexities and interactions of age effects in L2 learning: Broadening the research agenda” (369–373); Birdsong, D. “Dominance and age in bilingualism” (374–392); Steinhauer, K. “Event-related potentials (ERPs) in second language research: A brief introduction to the technique, a selected review, and an invitation to reconsider critical periods in L2” (393–417); Moyer, A. “Exceptional outcomes in L2 phonology: The critical factors of learner engagement and self-regulation” (418–440); Kinsella, C., & Singleton, D. “Much more than age” (441–462); Muñoz, C. “Contrasting effects of starting age and input on the oral performance of foreign language learners” (493–482); Granena, G. “Language aptitude and long-term achievement in early childhood L2 learners” (483–503); Nishikawa, T. “Nonnativeness in near-native child L2 starters of Japanese: Age and the acquisition of relative clauses” (504–529).

Applied Psycholinguistics 35 (5). (2014). Baum, S., & Titone, D. “Moving toward a neuroplasticity view of bilingualism, executive control, and aging” (857–894); Abutalebi, J., & Rietbergen, M. J. “Neuroplasticity of the bilingual brain: Cognitive control and reserve” (895–899); Bialystok, E. “Neuroplasticity as a model for bilingualism: Commentary on Baum and Titone” (899–902); Byers-Heinlein, K. “Bilingual advantages, bilingual delays: Sometimes an illusion” (902–905); Genesee, F. “Commentary on ‘Moving toward a neuroplasticity view of bilingualism’: The early years” (905–909); Green, D. W. “Individual variability and neuroplastic changes” (910–912); Kapa, L., & Kemper, S. “Commentary on Baum and Titone” (912–916); Klein, D., & Watkins, K. E. “Neuroplasticity, neuroimaging, and bilingualism: Commentary on Baum and Titone” (917–920); Kroll, J. F., & Fricke, M. “What bilinguals do with language that changes their minds and their brains” (921–925); van Hell, J. G., & Poarch, G. J. “How much bilingual experience is needed to affect executive control?” (925–928); Morton, J. B. “Sunny review casts a foreboding shadow over status quo bilingual advantage research” (929–931); Titone, D., & Baum, S. “The future of bilingualism research: Insufferably optimistic and replete with new questions” (933–942).

Bilingualism: Language and Cognition 17 (4). (2014). Rinke, E., & Flores, C. “Morphosyntactic knowledge of clitics by Portuguese heritage bilinguals” (681–699); Morales, L., Paolieri, D., Cubelli, R., & Bajo, M. T. “Transfer of Spanish grammatical gender to English: Evidence from immersed and non-immersed bilinguals” (700–708); Maddox, W. T., & Chandrasekaran, B. “Tests of a dual-system model of speech category learning” (709–728); Schmid, M. S., & Jarvis, S. “Lexical access and lexical diversity in first language attrition” (729–748); Degani, T., Tseng, A. M., & Tokowicz, N. “Together or apart: Learning of translation-ambiguous words” (749–765); Danahy Ebert, K., Pham, G., & Kohnert, K. “Lexical profiles of bilingual children with primary language impairment” (766–783); Carrol, G., & Conklin, K. “Getting your wires crossed: Evidence for fast processing of L1 idioms in an L2” (784–797); Rinaldi, P., & Caselli, M. C. “Language development in a bimodal bilingual child with cochlear implant: A longitudinal study” (798–809); Smithson, L., Paradis, J., & Nicoladis, E. “Bilingualism and receptive vocabulary achievement: Could sociocultural context make a difference?” (810–821); Trofimovich, P., & Kennedy, S. “Interactive alignment between bilingual interlocutors: Evidence from two information-exchange tasks” (822–836).

Canadian Modern Language Review 70 (3). (2014). Tipurita, M.-E., & Jean, G. “Enseignement explicite du genre des noms en français: expérimentation au primaire en classe d’immersion” (279–302); Gilliland, B. “Academic language socialization in high school writing conferences” (303–330); Guichon, N., & Cohen, C. “The impact of the webcam on an online L2 interaction” (331–354); Bourgoin, R. “The predictive effects of L1 and L2 early literacy indicators on reading in French immersion” (355–380); Cicurel, F. “Pensée en action / pensée sur l’action: une fenêtre sur l’agir professoral?” (381–402).

English Today 30 (3). (2014). Lukač, M. “Apostrophe(’)s, who needs them?” (3–4); Bogetic, K. “Be like and the quotative system of Jamaican English: Linguistic trajectories of globalization and localization” (5–12); Yamaguchi, T. “The pronunciation of TH in word-initial position in Malaysian English” (13–21); Danielewicz-Betz, A., & Graddol, D. “Varieties of English in the urban landscapes of Hong Kong and Shenzhen” (22–32); Chan, A. Y. W. “How can ESL students make the best use of learners’ dictionaries?” (33–37); Wilton, D. “Rethinking the prescriptivist-descriptivist dyad: motives and methods in two eighteenth-century grammars” (38–47); Drljač Margić, B., & Širola, D. “‘Jamaican and Irish for fun, British to show off’: Attitudes of Croatian university students of TEFL to English language varieties” (48–53); Baratta, A. “The use of English in Korean TV drama to signal a modern identity” (54–60).

Journal of Child Language 41 (5). (2014). Prevoo, M. J. L., Malda, M., Mesman, J., Emmen, R. A. G., Yeniad, N., van Ijzendoorn, M. H., & Linting, M. “Predicting ethnic minority children’s vocabulary from socioeconomic status, maternal language and home reading input: different pathways for host and ethnic language” (963–984); Kronmüller, E., Morisseau, T., & Noveck, I. A. “Show me the pragmatic contribution: a developmental investigation of contrastive inference” (985–1014); de Ruiter, L. E. “How German children use intonation to signal information status in narrative discourse” (1015–1061); Wagner, L., Clopper, C. G., & Pate, J. K. “Children’s perception of dialect variation” (1062–1084); Floccia, C., Nazzi, T., Luche, C. D., Poltrock, S., & Goslin, J. “English-learning one- to two-year-olds do not show a consonant bias in word learning” (1085–1114); Hsu, D.-B. “Mandarin-speaking three-year-olds’ demonstration of productive knowledge of syntax: evidence from syntactic productivity and structural priming with the SVO-ba alternation” (1115–1146); Doignon-Camus, N., & Zagar, D. “The syllabic bridge: the first step in learning spelling-to-sound correspondences” (1147–1165); Rutter, B. “The acquisition of newly emerging sociophonetic variation: /str-/ in American English” (1166–1178); de Rosnay, M., Fink, E., Begeer, S., Slaughter, V., & Peterson, C. “Talking theory of mind talk: young school-aged children’s everyday conversation and understanding of mind and emotion” (1179–1193).

Language 90 (3). (2014). Cable, S. “Distributive numerals and distance distributivity in Tlingit (and beyond)” (562–606); Seuren, P. A. M., & Jaspers, D. “Logico-cognitive structure in the lexicon” (607–643); Winter, Y. “On the grammar of a Senegalese drum language” (644–668); Wieleng, M., Montemagni, S., Nerbonne, J., & Baayen, R. H. “Lexical differences between Tuscan dialects and standard Italian: Accounting for geographic and sociodemographic variation using generalized additive mixed modeling” (669–692); Coetzee, A. W. “Grammatical change through lexical accumulation: Voicing cooccurrence restrictions in Afrikaans” (693–721); Koizumi, M., Yasugi, Y., Tamaoka, K., Kiyama, S., Kim, J., Sian, J. E. A., & García Mátzar, L. P. O. “On the (non)universality of the presence for subject-object word order in sentence comprehension: A sentence-processing study in Kaqchikel Maya” (722–736); Donohue, M., Gautam, B., & Pokharel, M. “Negation and nominalization in Kusunda” (737–745); Wang, Y., & Pan, H. “A note on the non-de se interpretation of attitude reports” (746–754).

Language in Society 43 (4). (2014). Jaspers, J. “Stylisations as teacher practice” (371–393); Becker, K. “The social motivations of reversal: Raised BOUGHT in New York City English” (395–420); Weichselbraun, A. “‘People here speak five languages!’: The reindexicalization of minority language practice among Carinthian Slovenes in Vienna, Austria” (421–444); Green, E. M. “Building the Tower of Babel: International sign, linguistic commensuration, and moral orientation” (445–465).

Language Testing 31 (3). (2014). Assessing oral and written L2 performance: Raters’ decisions, rating procedures and rating scales [Special issue]. Kuiken, F., & Vedder, I. “Raters’ decisions, rating procedures and rating scales” (279–284); Granfeldt, J., & Ågren, M. “SLA developmental stages and teachers’ assessment of written French: Exploring Direkt Profil as a diagnostic assessment tool” (285–305); Huhta, A., Alanen, R., Tarnanen, M., Martin, M., & Hirvelä, T. “Assessing learners’ writing skills in a SLA study: Validating the rating process across tasks, scales and languages” (307–328); Kuiken, F., & Vedder, I. “Rating written performance: What do raters do and why?” (329–348); Pinget, A.-F., Rutger Bosker, H., Quené, H., & de Jong, N. H. “Native speakers’ perceptions of fluency and accent in L2 speech” (349–365); Schmid, M. S., & Hopp, H. “Comparing foreign accent in L1 attrition and L2 acquisition: Range and rater effects” (367–388).

Modern Language Journal 98 (3). Waninge, F., de Bot, K., & Dörnyei, Z. “Motivational dynamics in language learning: Change, stability, and context” (704–723); Thoms, J. J. “An ecological view of whole-class discussions in a second language literature classroom: Teacher reformulations as affordances for learning” (724–741); Dings, A. “Interactional competence and the development of alignment activity” (742–756); Palmer, D. K., Mateus, S. G., Martínez, R. A., & Henderson, K. “Reframing the debate on language separation: Toward a vision for translanguaging pedagogies in the dual language classroom” (757–772); Xu, Y., Perfetti, C. A., & Chang, L.-Y. “The effect of radical-based grouping in character learning in Chinese as a foreign language” (773–793); Li, S., & Taguchi, N. “The effects of practice modality on pragmatic development in L2 Chinese” (794–812); Dahl, T. I., & Ludvigsen, S. “How I see what you’re saying: The role of gestures in native and foreign language listening comprehension” (813–833); Morett, L. M. “When hands speak louder than words: The role of gesture in communication, encoding, and recall of words in a novel second language” (834–853); Albirini, A., & Benmamoun, E. “Concatenative and nonconcatenative plural formation in L1, L2, and heritage speakers of Arabic” (854–871).

Travaux neuchâtelois de linguistique 60. (2014). Rezzonico, A. “Avant-propos” (1–5); Matthews, D. “Le développement des compétences référentielles: gestes, mots et expressions de 9 mois à 5 ans” (7–20); Bertin, T. “Rôle des reprises dans l’acquisition des articles et des clitiques sujets chez des enfants francophones âgés de 2 à 3 ans” (21–31); Vinel, E., Salagnac, N., & Hassan, R. “Expressions référentielles et reprises d’énoncés dans des dialogues adulte-enfant à l’école et en famille: une étude exploratoire” (33–45); Caët, S. “Quand un père emprunte les gestes de sa fille: fonctions discursive et intersubjective de la reprise gestuelle” (47–56); Groeber, S. “Reformuler pour un co-participant malentendant bilingue: le rôle des signes/gestes” (57–68); Andreetta, S., & Marini, A. “Narrative assessment in patients with communicative disorders” (69–84); Bonnans, C., & Delieutraz, C. “La parole reprise comme réparation conversationnelle dans le cadre de l’aphasie” (85–96); Grossen, M. “La parole de l’autre dans l’entretien clinique” (97–107); Breux, S., Arcidiacono, F., & Perret-Clermont, A.-N. “Reprendre la parole de l’autre dans une situation d’entretien piagétien” (109–120); Gremaud, G., Petitpierre, G., Veyre, A., & Bruni, I. “L’entretien de recherche avec des personnes ayant une trisomie 21. Spécificités du discours et réflexions sur les soutiens” (121–136); Da Silva-Genest, C. “Reformulations en situation de rééducation orthophonique” (137–148); Rodi, M. “Les reprises dans les interactions logopédiste-enfant. Une alternance entre ‘offres’ et ‘saisies’” (149–160); Witko, A., Borger, D., & Segur, K. “Le niveau d’étude de la mère: une source de variation dans la parole reprise en situation de lecture partagée” (161–173); Auriel, A., & Lebas-Fraczak, L. “Les fonctions communicatives des reprises propositionnelles dans un corpus de discussions à visée philosophique” (175–193); Theophanous, O., Perez-Bettan, A., & Hilton, H. “Paroles reprises, erreur et fluence dans les narrations orales spontanées des apprenants de français langue étrangère” (195–207); Stoenica, I.-M. “Répétition et différenciation dans les reprises structurelles intégrant des relatives” (209–220).

EDITED VOLUMES

Baralt, M., Gilabert, R., & Robinson, P. (Eds.). (2014). Task sequencing and instructed second language learning. London, UK: Bloomsbury. Pp. x + 237. $140.00 cloth. Baralt, M., Gilabert, R., & Robinson, P. “An introduction to theory and research in task sequencing and instructed second language learning” (1–34); Levkina, M., & Gilabert, R. “Task sequencing in the L2 development of spatial expressions” (37–70); Malicka, A. “The role of task sequencing in monologic oral production” (71–93); Baralt, M. “Task complexity and task sequencing in traditional versus online language classes” (95–122); Thompson, C. “The effects of guided planning, task complexity and task sequencing on L2 oral production” (123–148). Kim, Y., & Payant, C. “A pedagogical proposal for task sequencing: An exploration of task repetition and task complexity on learning opportunities” (151–177); Baralt, M., Harmath-de-Lemos, S., & Werfelli, S. “Teachers’ application of the Cognition Hypothesis when lesson planning: A case study” (179–206); Lambert, C., & Robinson, P. “Learning to perform narrative tasks: A semester-long classroom study of L2 task sequencing effects” (207–230).

Geraghty, B., & Conacher, J. E. (Eds.). (2014). Intercultural contact, language learning and migration. London, UK: Bloomsbury. Pp. xvi + 234. $140.00 cloth. Geraghty, B., & Conacher, J. E. “Introduction: Approaching migration, intercultural contact and language learning” (1–18); Spolsky, B. “Migration and language management: The Jewish experience” (23–40); Regan, V., & Debaene, E. “Linguistic vitality and the Polish community in France” (41–60); Studer, P. “Language planners’ cultural positioning strategies in joint negotiation of meaning” (61–81); Velghe, F., & Blommaert, J. “Emergent new literacies and the mobile phone: Informal language learning, voice and identity in a South African township” (89–111); Skrzypek, A., Kopečková, R., Bidzińska, B., & Singleton, D. “Language and culture: Attitudes towards, and perceptions of, English L2 acquisition among adult Polish migrants in Ireland” (112–130); Kennedy, F., & Furlong, Á. “Face-to-face tandem language learning: Evidence for intercultural learning in a zone of proximal development for intercultural competence” (131–149); Sudhershan, A. “E-portfolio self-assessment of intercultural communicative competence: Helping language learners to become autonomous intercultural speakers” (150–165); Choi, J., & Nunan, D. “Heteroglossic becomings: Listening to, and learning from, our multiple voices” (171–187); Borrull, N. “The Catalan Nova Cançó: Resistance and identity through song” (188–206); van Niele, I. “Wandering words: Reflections on ambivalent cultural belonging and the creative potential of linguistic multiplicity” (207–221).

González-Lloret, M., & Ortega, L. (Eds.). (2014). Technology-mediated TBLT: Researching technology and tasks. Amsterdam, the Netherlands: Benjamins. Pp. vi + 336. $49.95 paper. González-Lloret, M., & Ortega, L. “Towards technology-mediated TBLT: An introduction” (1–22); González-Lloret, M. “The need for needs analysis in technology-mediated TBLT” (23–50); Adams, R., & Alwi, N. A. N. M. “Prior knowledge and second language task production in text chat” (51–78); Solares, M. E. “Textbooks, tasks, and technology: An action research study in a textbook-bound EFL context” (79–113); Oskoz, A., & Elola, I. “Promoting foreign language collaborative writing through the use of Web 2.0 tools and tasks” (115–147); Sykes, J. M. “TBLT and synthetic immersive environments: What can in-game task restarts tell us about design and implementation?” (149–182); Canto, S., de Graaff, R., & Jauregi, K. “Collaborative tasks for negotiation of intercultural meaning in virtual worlds and video-web communication” (183–211); Gánem-Gutiérrez, G. A. “The third dimension: A sociocultural theory approach to the design and evaluation of 3D virtual worlds tasks” (213–237); Sauro, S. “Lessons from the fandom: Technology-mediated tasks for language learning” (239–261); Winke, P. M. “Formative, task-based oral assessments in an advanced Chinese-language class” (263–293); Nielson, K. B. “Evaluation of an online, task-based Chinese course” (295–321); Chapelle, C. A. “Afterword: Technology-mediated TBLT and the evolving role of the innovator” (323–334).

Lasagabaster, D., Doiz, A., & Sierra, J. M. (Eds.). (2014). Motivation and foreign language learning: From theory to practice. Amsterdam, the Netherlands: Benjamins. Pp. viii + 190. $49.95 paper. Lasagabaster, D., Doiz, A., & Sierra, J. M. “Introduction” (1–5); Dörnyei, Z., Muir, C., & Ibrahim, Z. “Directed motivational currents: Energising language learning by creating intense motivational pathways” (9–29); Ushioda, E. “Motivation, autonomy and metacognition: Exploring their interactions” (31–49); Coyle, D. “Motivating teachers and learners as researchers” (51–69); Kubanyiova, M. “Motivating language teachers: Inspiring vision” (71–89); Henry, A. “Swedish students’ beliefs about learning English in and outside of school” (93–116); Doiz, A., Lasagabaster, D., & Sierra, J. M. “Giving voice to the students: What (de)motivates them in CLIL classes?” (117–138); Lorenzo, F. “Motivation meets bilingual models: Goal-oriented behavior in the CLIL classroom” (139–155); Busse, V. “Visible learning and visible motivation: Exploring challenging goals and feedback in language education” (157–174); Doiz, A., Lasagabaster, D., & Sierra, J. M. “Motivation: Making connections between theory and practice” (177–183).

Pérez-Vidal, C. (Ed.). (2014). Language acquisition in study abroad and formal instruction contexts. Amsterdam, the Netherlands: Benjamins. Pp. 329. $143.00 cloth. Sanz, C. “Contributions of study abroad research to our understanding of SLA processes and outcomes: The SALA Project, an appraisal” (1–13); Pérez Vidal, C. “Study abroad and formal instruction contrasted: The SALA Project” (17–57); Beattie, J. “The ‘ins and outs’ of a study abroad programme: The SALA exchange programme” (59–84); Juan-Garau, M. “Oral accuracy growth after formal instruction and study abroad: Onset level, contact factors and long-term effects” (87–109); Valls-Ferrer, M., & Mora, J. C. “L2 fluency development in formal instruction and study abroad: The role of initial fluency level and language contact” (111–136); Avello, P., & Lara, A. R. “Phonological development in L2 speech production during study abroad programmes differing in length of stay” (137–165); Mora, J. C. “The role of onset level on L2 perceptual phonological development after formal instruction and study abroad” (167–194); Beattie, J., Valls-Ferrer, M., & Pérez-Vidal, C. “Listening performance and onset level in formal instruction and study abroad” (195–216); Pérez-Vidal, C., & Barquin, E. “Comparing progress in academic writing after formal instruction and study abroad” (217–234); Juan-Garau, M., Salazar-Noguera, J., & Prieto-Arranz, J. I. “English L2 learners’ lexico-grammatical and motivational development at home and abroad” (235–258); Trenchs-Parera, M., & Juan-Garau, M. “A longitudinal study of learners’ motivation and beliefs in at home and study abroad contexts” (259–281); Merino, E., & Avello, P. “Contrasting intercultural awareness at home and abroad” (283–309); DeKeyser, R. M. “Research on language development during study abroad: Methodological considerations and future perspectives” (313–325).