BOOKS

Agustin Llach, M. P. (2011). Lexical errors and accuracy in foreign language writing. Bristol, UK: Multilingual Matters. Pp. xiii + 247. $49.95 paper.

Carr, N. T. (2011). Designing and analyzing language tests. Oxford: Oxford University Press. Pp. xxii + 360. $35.95 paper.

Ninio, A. (2011). Syntactic development, its input and output. Oxford: Oxford University Press. Pp. x + 244. $75.00 cloth.

Oxford, R. L. (2011). Teaching and researching language learning strategies. Harlow, UK: Pearson. Pp. xiv + 342. $19.99 cloth.

Saigo, H. (2011). The Japanese sentence-final particles in talk-in-interaction. Amsterdam: Benjamins. Pp. xiv + 281. $143.00 cloth.

Wang, V. X. (2011). Making requests by Chinese EFL learners. Amsterdam: Benjamins. Pp. xii + 199. $135.00 cloth.

JOURNALS

Applied Linguistics 32 (3). (2011). Webb, S., & Kagimoto, E. “Learning collocations: Do the number of collocates, position of the node word, and synonymy affect learning?” (259–276); Pounds, G. “‘Foreignizing’ or ‘domesticating’ the ideology of parental control in translating stories for children: Insights from contrastive discourse analysis” (277–298); Asención-Delaney, Y., & Collentine, J. “A multidimensional analysis of a written L2 Spanish corpus” (299–322); Szczepaniak, R., & Lew, R. “The role of imagery in dictionaries of idioms” (323–347); Hauser, E. “On the danger of exogenous theory in CA-for-SLA: A response to Hellermann and Cole (2009)” (348–352).

Applied Psycholinguistics 32 (3). (2011). Verhoeven, L., & Perfetti, C. A. “Morphological processing in reading acquisition: A cross-linguistic perspective” (457–466); Deacon, S. H., Whalen, R., & Kirby, J. R. “Do children see the danger in dangerous? Grade 4, 6, and 8 children’s reading of morphologically complex words” (467–481); Verhoeven, L., & Schreuder, R. “Morpheme frequency effects in Dutch complex word reading: A developmental perspective” (483–498); Casalis, S., Deacon, S. H., & Pacton, S. “How specific is the connection between morphological awareness and spelling? A study of French children” (499–511); Marcolini, S., Traficante, D., Zoccolotti, P., & Burani, C. “Word frequency modulates morpheme-based reading in poor and skilled Italian readers” (513–532); Häikiö, T., Bertram, R., & Hyönä, J. “The development of whole-word representations in compound word processing: Evidence from eye fixation patterns of elementary school children” (533–551); Bar-On, A., & Ravid, D. “Morphological analysis in learning to read pseudowords in Hebrew” (553–581); Cheng, C., Wang, M., & Perfetti, C. A. “Acquisition of compound words in Chinese-English bilingual children: Decomposition and cross-language activation” (583–600); Ramirez, G., Chen, X., Geva, E., & Luo, Y. “Morphological awareness and word reading in English language learners: Evidence from Spanish- and Chinese-speaking children” (601–618); Van Hoogmoed, A. H., Verhoeven, L., Schreuder, R., & Knoors, H. “Morphological sensitivity in deaf readers of Dutch” (619–634).

Canadian Modern Language Review 67 (2). (2011). Abdi, K. “‘She really only speaks English’: Positioning, language ideology, and heritage language learners” (161–189); Moyer, A. “An investigation of experience in L2 phonology: Does quality matter more than quantity?” (191–216); Vakilifard, A., & Armand, F. “Les effets de la carte conceptionnelle hiérachique sur la compréhension, littérale et inférentielle de textes informatifs en langue seconde” (217–245); Nicholas, B. J., Rossiter, M. J., & Abbott, M. L. “The power of story in the ESL classroom” (247–268).

Deville, C., & Chalhoub-Deville, M. (Eds.). (2011). Standards-based assessment in the United States [Special issue]. Language Testing 28 (3). Deville, C., & Chalhoub-Deville, M. “Accountability-assessment under No Child Left Behind: Agenda, practice, and future” (307–321); Bunch, M. B. “Testing English language learners under No Child Left Behind” (323–341); Bailey, A. L., & Huang, B. H. “Do current English language development/proficiency standards reflect the English need for success in school?” (343–365); Llosa, L. “Standards-based classroom assessments of English proficiency: A review of issues, current developments, and future directions for research” (367–382); Kenyon, D. M., MacGregor, D., Dongyang, L., & Cook, H. G. “Issues in vertical scaling of a K-12 English language proficiency test” (383–400); Stansfield, C. W., “Oral translation as a test accommodation for ELLs” (401–416).

English Today 27 (2). (2011). Hickey, R. “Present and future horizons for Irish English” (3–16); McCafferty, K. “Victories fastened in grammar: Historical documentation of Irish English” (17–24); McDermott, P. “‘Irish isn’t spoken here?’ Language policy and planning in Ireland” (25–31); Kirk, J. M. “What is Irish Standard English?” (32–38); Corrigan, K. “Grammatical variation in Irish English” (39–46); Vaughan, E., & Clancy, B. “The pragmatics of Irish English” (47–52); Cronin, M. “Ireland in translation” (53–57); O’Keefe, A. “Teaching and Irish English” (58–64).

Journal of Child Language 38 (3). (2011). Oshima-Takane, Y., Ariyama, J., Kobayashi, T., Katerelos, M., & Poulin-Dubois, D. “Early verb learning in 20-month-old Japanese-speaking children” (455–484); Bopp, K., & Mirenda, P. “Prelinguistic predictors of language development in children with autism spectrum disorders over four–five years” (485–503); Narasimhan, B., & Gullberg, M. “The role of input frequency and semantic transparency in the acquisition of verb meaning: Evidence from placement verbs in Tamil and Dutch” (504–532); Turnbull, K., Deacon, S. H., & Kay-Raining Bird, E. “Mastering inflectional suffixes: A longitudinal study of beginning writers’ spellings” (533–553); Paradis, J., Nicoladis, E., Crago, M., & Genesee, F. “Bilingual children’s acquisition of the past tense: A usage-based approach” (554–578); Weighall, A. R., & Altmann, G. T. M. “The role of working memory and contextual constraints in children’s processing of relative clauses” (579–605); Mani, N., & Plunkett, K. “Does size matter? Subsegmental cues to vowel mispronunciation detection” (606–627); Storkel, H. L., & Hoover, J. R. “The influence of part-word phonotactic probability/neighborhood density on word learning by preschool children varying in expressive vocabulary” (628–643); Huang, Y. T., & Snedeker, J. “Cascading activation across levels of representation in children’s lexical processing” (644–661); Naigles, L. R., & Maltempo, A. “Verb argument structure acquisition in young children: Defining a role for discourse” (662–674); Owen, A. J. “Proficiency with tense and aspect concordance: Children with SLI and their typically developing peers” (675–699).

Language in Society 40 (3). (2011). Ahmad, R. “Urdu in Devanagari: Shifting orthographic practices and Muslim identity in Delhi” (259–284); Hoffman-Dilloway, E. “Lending a hand: Competence through cooperation in Nepal’s deaf associations” (285–306); Ball, C. “Inalienability in social relations: Language, possession, and exchange in Amazonia” (307–341); Terkourafi, M. “The pragmatic variable: Toward a procedural interpretation” (343–372).

Language Variation and Change 23 (1). (2011). Nevalainen, T., Raumolin-Brunberg, H., & Mannila, H. “The diffusion of language change in real time: Progressive and conservative individuals and the time depth of change” (1–43); Jacewicz, E., Allen Fox, R., & Salmons, J. “Cross-generational vowel change in American English” (45–86); Kammacher, L., Stæhr, A., & Jørgensen, J. N. “Attitudinal and sociocultural factors and their role in dialect change: Testing a model of subjective factors” (87–104); Hazen, K. “Flying high above the social radar: Coronal stop deletion in modern Appalachia” (105–137); Guy, G. R., & Cuttler, C. “Speech style and authenticity: Quantitative evidence for the performance of identity” (139–162).

Second Language Research 27 (3). (2011). Stringer, D., Burghardt, B., Seo, H.-K., & Wang, Y.-T. “Straight on through to universal grammar: Spatial modifiers in second language acquisition” (289–311); Schulz, B. “Syntactic creativity in second language English: wh-scope marking in Japanese-English interlanguage” (313–341); Salsbury, T., Crossley, S. A., & McNamara, D. S. “Psycholinguistic word information in second language oral discourse” (343–360); Donaldson, B. “Nativelike right-dislocation in near-native French” (361–390); Vokic, G. “When alphabets collide: Alphabetic first-language speakers’ approach to speech production in an alphabetic second language” (391–417); Spinner, P. “Review article: Second language acquisition of Bantu languages: A (mostly) untapped research opportunity” (418–430).

World Englishes 30 (1). (2011). Ruellot, V. “English in French print advertising from 1999 to 2007” (5–20); Pétery, D. “English in Hungarian advertising” (21–40); Ferguson, G., Pérez-Llantada, C., & Plo, R. “English as an international language of scientific publication: A study of attitudes” (41–59); Ch’ien, E. “Creative technology and rap” (60–75); Bhatia, V. K. “Interdiscursive colonization of arbitration practice” (76–80); Gotti, M. “Litigational influence on Italian arbitration discourse” (81–91); Powell, R., & Hashim, A. “Language disadvantage in Malaysian litigation and arbitration” (92–105); Bhatia, V. “Witness examination as interdiscursive practice” (106–116); Hafner, C. A. “Professional reasoning, legal cultures, and arbitral awards” (117–128); Corona, I. “Arbitration recontextualized” (129–140); Kaushik, S. “Teaching English in Indian contexts: Toward a pedagogic model” (141–150).

World Englishes 30 (3). (2011). Evans, S. “Hong Kong English and the professional world” (293–316); Vaish, V., & Roslan, M. “‘Crossing’ in Singapore” (317–331); Matsuda, A., & Friedrich, P. “English as an international language: A curriculum blueprint” (332–344); Doiz, A., Lasagabaster, D., & Sierra, J. M. “Internationalisation, mulitilingualism and English-medium instruction” (345–359); Sung-Yul Park, J., & Wee, L. “A practice-based critique of English as a lingua franca” (360–374); Rivers, D. J. “Intercultural processes in accented English” (375–391); Tokumoto, M., & Shibata, M. “Asian varieties of English: Attitudes towards pronunciation” (392–408); You, X. “Chinese white-collar workers and multilingual creativity in the diaspora” (409–427); He, D., & Miller, L. “English teacher preference: The case of China’s non-English major students” (428–443).

EDITED VOLUMES

Hall, J. K., Hellerman, J., & Pekarek Doehler, S. (Eds.). (2011). L2 interactional competence and development. Bristol, UK: Multilingual Matters. Pp. xii + 274. $54.95 paper. Hall, J. K., & Pekarek Doehler, S. “L2 interactional competence and development” (1–15); Piirainen-Marsh, A. “Enacting international competence in gaming activities: Coproducing talk with virtual others” (19–44); Sahlström, F. “Learning as social action” (45–65); Steinback Kohler, F., & Thorne, S. L. “The social life of self-directed talk: A sequential phenomenon?” (66–92); Theodórsdóttir, G. “Second language interaction for business and learning” (93–116); Van Compernolle, R. A. “Responding to questions and L2 learner interactional competence during language proficiency interviews: A microanalytic study with pedagogical implications” (117–144); Hellerman, J. “Members’ methods, members’ competencies: Looking for evidence of language learning in longitudinal investigations of other-initiated repair” (147–172); Nguyen, H. T. “Achieving recipient design longitudinally: Evidence from a pharmacy intern in patient consultations” (173–205); Pekarek Doehler, S., & Pochon-Berger, E. “Developing ‘methods’ for interaction: A cross-sectional study of disagreement sequences in L2 French” (206–243); Rine, E. F., & Hall, J. K. “Becoming the teacher: Changing participant frameworks in international teaching assistant discourse” (244–274).

Mukherjee, J., & Hundt, M. (Eds.). (2011). Exploring second-language varieties of English and learner Englishes: Bridging a paradigm gap. Amsterdam: Benjamins. Pp. vi + 222. $135.00 cloth. Hundt, M., & Mukherjee, J. “Introduction: Bridging a paradigm gap” (1–5); Biewer, C. “Modal auxiliaries in second language varieties of English: A learner’s perspective” (7–33); Bongartz, C. M., & Buschfeld, S. “English in Cyprus: Second language variety or learner English?” (35–54); Gilquin, G., & Granger, S. “From EFL to ESL: Evidence from the International Corpus of Learner English” (55–78); Götz, S., & Schilk, M. “Formulaic sequences in spoken ENL, ESL and EFL: Focus on British English, Indian English and learner English of advanced German learners” (79–100); Gut, U. “Studying structural innovations in new English varieties” (101–124); Hilbert, M. “Interrogative inversion as a learner phenomenon in English contact varieties: A case of Angloversals?” (125–143); Hundt, M., & Vogel, K. “Overuse of the progressive in ESL and learner Englishes—fact or fiction?” (145–165); Szmrecsanyi, B., & Kortmann, B. “Typological profiling: Learner Englishes versus indigenized L2 varieties of English” (167–187); van Rooy, B. “A principled distinction between error and conventionalized innovation in African Englishes” (189–207); Hundt, M., & Mukherjee, J. “Discussion forum: New Englishes and learner Englishes—quo vadis?” (209–217).

Murray, G., Gao, X., & Lamb, T. (Eds.). (2011). Identity, motivation and autonomy in language learning. Bristol, UK: Multilingual Matters. Pp. x + 266. $49.95 paper. Gao, X., & Lamb, T. “Exploring links between identity, motivation and autonomy” (1–8); Ushioda, E. “Motivating learners to speak as themselves” (11–24); Gao, X., & Zhang, L. J. “Joining forces for synergy: Agency and metacognition as interrelated theoretical perspectives on learner autonomy” (25–41); Sade, L. A. “Emerging selves, language learning and motivation through the lens of chaos” (42–56); Menezes de Oliveira e Paiva, V. L. “Identity, motivation and autonomy in second language acquisition from the perspective of complex adaptive systems” (57–72); Murray, G. “Imagination, metacognition and the L2 self in a self-access learning environment” (75–90); Castillo Zaragoza, E. D. “Identity, motivation and plurilingualism in self-access centers” (91–106); Murphy, L. “‘Why am I doing this?’ Maintaining motivation in distance language learning” (107–124); Reinders, H., & Lázaro, N. “Beliefs, identity and motivation in implementing autonomy: The teacher’s perspective” (125–142); Chik, A., & Breidbach, S. “Identity, motivation and autonomy: A tale of two cities” (145–159); Ryan, S., & Mercer, S. “Natural talent, natural acquisition and abroad: Learner attributions of agency in language learning” (160–176); Lamb, M. “Future selves, motivation and autonomy in long-term EFL learning trajectories” (177–194); Malcolm, D. “‘Failing’ to achieve autonomy in English for medical purposes” (195–211); Cowie, N., & Sakui, K. “Crucial but neglected: English as a foreign language teachers’ perspectives on learner motivation” (212–228); Huang, J. “A dynamic account of autonomy, agency and identity in (T)EFL learning” (229–246); Murray, G. “Identity, motivation and autonomy: Stretching our boundaries” (247–262).

Rinke, E., & Kupisch, T. (Eds.). (2011). The development of grammar: Language acquisition and diachronic change. Amsterdam: Benjamins. Pp. viii + 414. $113.00 cloth. Rinke, E., & Kupisch, T. “Introduction” (1–15); Carroll, S. E. “‘Acquisition’ in grammatical development: What does word order tell us?” (19–46); Schlyter, S. “Tense and aspect in early French development in aL2, 2L1 and cL2 learners” (47–74); Preiβler, A.-K. “Subject clitics in child L2 acquisition of French” (75–103); Sopata, A. “Placement of infinitives in successive child language acquisition” (105–121); Chang-Smith, M. “The developmental pathway of nominal functional categories in early child Mandarin: Language specific features and other driving factors” (125–149); Kintana, N. “The emergence of CP in child Basque: Evidence for a fine-structured CP?” (151–178); Grohmann, K. K. “Some directions for the systematic investigation of the acquisition of Cypriot Greek: A new perspective on production abilities from object clitic placement” (179–203); Roeper, T. “Strict interfaces and three kinds of multiple grammar” (205–228); Patuto, M., Repetto, V., & Müller, N. “Delay and acceleration in bilingual first language acquisition: The same or different?” (231–261); Lleó, C., & Rakow, M. “Intonation targets of yes/no questions by Spanish and German monolingual and bilingual children” (263–286); Moreira Flores, C. M., & Schurt Rauber, A. “Perception of German vowels by bilingual Portuguese-German returnees: A case of phonological attrition?” (287–305); Aizawa Kato, M. “Acquisition in the context of language change: The case of Brazilian Portuguese null subjects” (309–330); Nunes, J. “On the diachronic reanalysis of null subjects and null objects in Brazilian Portuguese: Triggers and consequences” (331–354); Kaiser, G. A., & Zimmerman, M. “On the decrease in subject-verb inversion in French declaratives” (355–381); Adli, A. “On the relation between acceptability and frequency” (383–404).