BOOKS
Escudero, P. (2005). Linguistic perception and second language acquisition: Explaining the attainment of optimal phonological categorization. Utrecht: Netherlands Graduate School of Linguistics. Pp. vi + 350. 28.82€ paper.
Franceschina, F. (2005). Fossilized second language grammars: The acquisition of grammatical gender. Amsterdam: Benjamins. Pp. xxiv + 288. $138.00 cloth.
Gavioli, L. (2005). Exploring corpora for ESP learning. Amsterdam: Benjamins. Pp. xi + 176. $119.00 cloth.
Gruba, P. (2005). Developing media literacy in the second language classroom. Sydney: NCELTR. Pp. 64. A$16.50.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Erlbaum. Pp. xviii + 258. $24.50 paper.
Müller, S. (2005). Discourse markers in native and non-native English discourse. Amsterdam: Benjamins. Pp. xviii + 290. $138.00 cloth.
O'Sullivan, B. (2006). Issues in testing business English: The revision of the Cambridge Business English certificates. New York: Cambridge University Press. Pp. xiii + 394. 25.00€ paper.
Römer, U. (2005). Progressives, patterns, pedagogy: A corpus-driven approach to English progressive forms, functions, contexts and didactics. Amsterdam: Benjamins. Pp. xiv + 328. $156.00 cloth.
JOURNALS
Anthropological Linguistics 47 (1). (2005). Goddard, I. “The indigenous languages of the Southeast” (1–60); Kinkade, M. D. “Alsea pronouns” (61–76); Stebbins, T. N. “Nominal classification in Mali” (77–131).
Australian Review of Applied Linguistics 28 (2). (2005). Walsh, M. “Indigenous languages of southeast Australia, revitalization and the role of education” (1–14); Kim, S. H. O. “‘I know the word, but …’ Korean-English late bilinguals' vocabulary knowledge in L1 and L2” (15–27); Liddicoat, A. J. “Culture for language learning in Australian language-in-education policy” (28–43); Oliver, R., & Haig, Y. “Teacher perceptions of student speech: A quantitative study” (44–59); Nevile, M. “Checklist complete? Closing a task in the airline cockpit” (60–76).
Backus, A., Nortier, J., & Treffers-Daller, J. (Eds.). (2005). Codeswitching and contact-induced language change [Special Issue]. International Journal of Bilingualism 9 (3 & 4). Backus, A. “Codeswitching and language change: One thing leads to another?” (307–340); Field, F. “Long-term effects of CS: Clues to structural borrowing” (341–360); Mahootian, S. “Linguistic change and social meaning: Codeswitching in the media” (361–375); Zapata, G. C., Sánchez, L., & Toribio, A. J. “Contact and contracting Spanish” (377–395); Halmari, H. “‘I'm forgetting both’: L1 maintenance and codeswitching in Finnish-English language contact” (397–433); Skaaden, H. “First language attrition and linguistic creativity” (435–452); Türker, E. “Resisting the grammatical change: Nominal groups in Turkish-Norwegian codeswitching” (453–476); Treffers-Daller, J. “Evidence for insertional codemixing: Mixed compounds and French nominal groups in Brussels Dutch” (477–508).
Cook, G., & Kasper, G. (Eds.). (2005). Applied linguistics and real-world issues [Special Issue]. Applied linguistics 26 (4). Cook, G., & Kasper, G. “Editorial” (479–481); Cameron, D. “Language, gender, and sexuality: Current issues and new directions” (482–502); Eades, D. “Applied linguistics and language analysis in asylum seeker cases” (503–526); Myers, G. “Applied linguists and institutions of opinion” (527–544); Kramsch, C. “Post 9/11: Foreign languages between knowledge and power” (546–567); Bygate, M. “Applied linguistics: A pragmatic discipline, a generic discipline?” (568–581); Laufer, B. “Lexical frequency profiles: From Monte Carlo to the real world. A response to Meara (2005)” (582–588).
Grossmann, F., & Tutin, A. (Eds.). (2005). Sémantique des noms et adjectifs d'émotion [Special Issue]. LIDIL 32. Grossmann, F., & Tutin, A. “Présentation” (5–20); Koselak, A. “Mépris/dédain, deux mots pour un même sentiment?” (21–34); Gladkova, A. “Sočuvstvie and Sostradanie: A semantic study of two Russian emotions—The natural semantic metalanguage approach” (35–47); Haßler, G. “Synonymie et incompatibilité des noms d'émotions” (49–66); Valetopoulos, F. “Ce que vous pensez des autres: La grammaire locale de la jalousie et de l'admiration” (67–82); Vaguer, C. “Pourquoi sombre-t-on dans le malheur? Étude de constructions verbales ‘V dans Némotion’” (83–102); Goossens, V. “Les noms de sentiment: Esquisse de typologie sémantique fondée sur les collocations verbales” (103–121); Buvet, P.-A., Girardin, C., Gross, G., & Groud, C. “Les prédicats d'‘affect’” (123–143); Anscombre, J.-C. “Temps, aspect et agentivité, dans le domaine des adjectifs psychologiques” (145–165); Leeman, D. “Ma pauvre Denise, si tu savais ce qui m'arrive! Le cas d'un emploi ‘émotionnel’ singulier” (167–181).
Jordens, P., & Kellerman, E. (Eds.). (2005). Ultimate attainment in second language acquisition [Special Issue]. IRAL 43 (4). Bongaerts, T. “Introduction: Ultimate attainment and the critical period hypothesis for second language acquisition” (259–267); Singleton, D. “The critical period hypothesis: A coat of many colors” (269–285); Long, M. “Problems with supposed counter-evidence to the critical period hypothesis” (287–317); Birdsong, D. “Nativelikeness and non-nativelikeness in L2A research” (319–328); Stowe, L. A., & Sabourin, L. “Imaging the processing of a second language: Effects of maturation and proficiency on the neural processes involved” (329–353); van Boxtel, S., Bongaerts, T., & Coppen, P.-A. “Native-like attainment of dummy subjects in Dutch and the role of the L1” (355–380).
Journal of Multilingual & Multicultural Development 26 (6). (2005). Cardinal, L. “The ideological limits of linguistic diversity in Canada” (481–495); Heylen, A. “The legacy of literacy practices in colonial Taiwan. Japanese—Taiwanese—Chinese: Language interaction and identity formation” (496–511); Malcolm, I. G., & Sharifian, F. “Something old, something new, something borrowed, something blue: Australian Aboriginal students' schematic repertoire” (512–532); Starks, D. “The effects of self-confidence in bilingual abilities on language use: Perspectives on Pasifika language use in South Auckland” (533–550).
The Modern Language Journal 89 (4). (2005). Katz, S., & Watzinger-Tharp, J. “Towards an understanding of the role of applied linguistics in foreign language departments” (490–502); Taillefer, G. F. “Foreign language reading and study abroad: Cross-cultural and cross-linguistic questions” (503–528); Lazaraton, A., & Ishihara, N. “Understanding second language teacher practice using microanalysis and self-reflection: A collaborative case study” (529–542); Taguchi, N. “Comprehending implied meaning in English as a foreign language” (543–562); Kondo-Brown, K. “Differences in language skills: Heritage language learner subgroups and foreign language learners” (563–581); Byrnes, H. “MLJ perspectives” (582–585); Cummins, J. “A proposal for action: Strategies for recognizing heritage language competence as a learning resource within the mainstream classroom” (585–592); McGinnis, S. “More than a silver bullet: The role of Chinese as a heritage language in the United States” (592–594); Wiley, T. G. “The reemergence of heritage and community language policy in the U.S. national spotlight” (594–601); García, O. “Positioning heritage languages in the United States” (601–605); Hornberger, N. H. “Opening and filling up implementational and ideological spaces in heritage language education” (605–609); Brutt-Griffler, J., & Makoni, S. “The use of heritage language: An African perspective” (609–612); de Bot, K., & Gorter, D. “A European perspective on heritage languages” (612–616).
Ortega, L. (Ed.). (2005). Methodology, epistemology, and ethics in instructed SLA research [Special Issue]. The Modern Language Journal 89 (3). Magnan, S. S. “From the editor: Presenting the special issue” (315–316); Ortega, L. “Methodology, epistemology, and ethics in instructed SLA research: An introduction” (317–327); Spada, N. “Conditions and challenges in developing school-based SLA research programs” (328–338); Pica, T. “Classroom learning, teaching, and research: A task-based perspective” (339–352); Allwright, D. “Developing principles for practitioner research: The case of exploratory practice” (353–366); Dewaele, J.-M. “Investigating the psychological and emotional dimensions in instructed language learning: Obstacles and possibilities” (367–380); Kern, R., & Schultz, J. M. “Beyond orality: Investigating literacy and the literary in second and foreign language instruction” (381–392); Thorne, S. L. “Epistemology, politics, and ethics in sociocultural theory” (393–409); Valdés, G. “Bilingualism, heritage language learners, and SLA research: Opportunities lost or seized?” (410–426); Ortega, L. “For what and for whom is our research? The ethical as transformative lens in instructed SLA” (427–443); Benseler, D. P., & Moore, S. S. “Doctoral degrees granted in foreign languages in the United States: 2004” (444–456).
Proshina, Z. G. (Ed.). (2005). Special issue on Russian Englishes [Special Issue]. World Englishes 24 (4). Proshina, Z. G. “Introduction” (437–438); Proshina, Z. G., & Ettkin, B. P. “English-Russian language contacts” (439–444); Ter-Minasova, S. G. “Traditions and innovations: English language teaching in Russia” (445–454); McCaughey, K. “The kasha syndrome: English language teaching in Russia” (455–459); Lovtsevich, G. N. “Language teachers through the looking glass: Expanding Circle teachers' discourse” (461–469); Kolesnikova, I. L. “English or Russian? English language teacher training and education” (471–476); Rivlina, A. A. “‘Threats and challenges’: English-Russian interaction today” (477–485); Sichyova, O. N. “A note on Russian-English code switching” (487–494); Ustinova, I. P., & Bhatia, T. K. “Convergence of English in Russian TV commercials” (495–508); Yuzefovich, N. G. “English in Russian cultural contexts” (509–516); Proshina, Z. G. “Intermediary translation from English as a lingua franca” (517–522); Leontovich, O. A. “American English as a medium of intercultural communication” (523–532).
Sercombe, P., Garner, M., & Raschka, C. (Eds.). (2006). Sociolinguistic research: Who wins? Research on, with or for speakers of minority languages [Special Issue]. Journal of Multilingual & Multicultural Development 27 (1). Sercombe, P., Garner, M., & Raschka, C. “Introduction to ‘Sociolinguistic research: Who wins? Research on, with or for speakers of minority languages’” (1–3); Edwards, J. “Players and power in minority group settings” (4–21); Blackledge, A. “The magical frontier between the dominant and the dominated: Sociolinguistics and social justice in a multilingual world” (22–41); Cashman, H. R. “Who wins in research on bilingualism in an anti-bilingual state?” (42–60); Garner, M., Raschka, C., & Sercombe, P. “Sociolinguistic minorities, research, and social relationships” (61–78); Flores Farfán, J. A. “Discussion: Who studies whom and who benefits from sociolinguistic research?” (79–86).
TESOL Quarterly 39 (4). (2005). MacPherson, S. “Negotiating language contact and identity change in developing Tibetan-English bilingualism” (585–607); Chen, J. F., Warden, C. A., & Chang, H.-T. “Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation” (609–633); Hu, G. “Contextual influences on instructional practices: A Chinese case for an ecological approach to ELT” (635–660); Leibowitz, B. “Learning an additional language in a multilingual society: A South African case study on university-level writing” (661–681); Pawan, F., & Groff Thomalla, T. “Making the invisible visible: A responsive evaluation study of ESL and Spanish language services for immigrants in a small rural county in Indiana” (683–705).
van de Linden, E., & Hulk, A. (Eds.). (2005). Emergent grammars in bilingual children [Special Issue]. International Journal of Bilingualism 9 (2). van de Linden, E., & Hulk, A. “Introduction” (133–136); Deuchar, M., & Vihman, M. “A radical approach to early mixed utterances” (137–157); Serratrice, L. “Language mixing and learning strategy” (159–177); Hulk, A., & van de Linden, E. “The role of illocutionary operators in the emerging grammars of bilingual children” (179–203); Cantone, K. F., & Müller, N. “Code-switching at the interface of language-specific lexicons and the computational system” (205–225); Liceras, J. M., Spradlin, K. T., & Fernández Fuertes, R. “Bilingual early functional-lexical mixing and the activation of formal features” (227–252); van Kampen, J. “Language specific bootstraps for UG categories” (253–275); Gawlitzek-Maiwald, I., & Tracy, R. “The multilingual potential in emerging grammars” (277–297).
World Englishes 24 (4). (2005). Al-Sa'di, R. A., & Hamdan, J. M. “‘Synchronous online chat’ English: Computer-mediated communication” (409–424); Yang, J. “Lexical innovations in China English” (425–436).
Zeitschrift für Fremdsprachenforschung 16 (2). (2005). Heine, L. “Lautes Denken als Forschungsinstrument in der Fremdsprachenforschung” (163–185); Meißner, F.-J., & Lang, A. “Fremdsprachenunterricht in Deutschland in der Jahrgangsstufe 12 im Europäischen Jahr der Sprachen (2000/1)” (187–216); Riemer, C. “Erwerb und Verlust von Fremdsprachen—Pilotstudien zum Verlust der L2 Französisch” (217–233); Doff, S. “‘Das Mädchen liebt auch in der Sprache nicht den Begriff …’ Zur Bedeutung der neueren Fremdsprachen für die höhere Mädchenbildung in Deutschland im letzten Drittel des 19. Jahrhunderts” (235–260); Ewig, M. “Bilingualität in der Biologie—Eine Anforderung der Hochschule?” (261–274); Aguado, K., Grotjahn, R., & Schlak, T. “Erwerbsalter und Sprachlernerfolg—Theoretische und methodologische Grundlagen eines empirischen Forschungsprojekts” (275–293).
EDITED VOLUMES
Butler, C. S., Gómez-González, M. A., & Doval-Suárez, S. M. (Eds.). (2005). The dynamics of language use. Amsterdam: Benjamins. Pp. xvi + 413. $150.00 cloth. Butler, C. S. “Functional approaches to language” (3–17); Gómez-González, M. A., & Doval-Suárez, S. M. “On contrastive linguistics: Trends, challenges, and problems” (19–45); Butler, C. S., Gómez-González, M. A., & Doval-Suárez, S. M. “The present book” (47–53); Chafe, W. “The relation of grammar to thought” (57–78); Martínez Vázquez, M. “Communicative constructions in English and Spanish” (79–109); Mackenzie, J. L. “Incremental functional grammar and the language of football commentary” (113–128); Cummings, M. “The role of theme and rheme in contrasting methods of organization in texts” (129–154); Gómez-González, M. A., & Gonzálvez-García, F. “On clefting in English and Spanish” (155–196); Taboada, M. “Anaphoric terms and focus of attention in English and Spanish” (197–218); Butler, C. S. “Formulaic language: An overview with particular reference to the cross-linguistic perspective” (221–242); Komlósi, L. I., & Knipf, E. “A contrastive analysis of entrenchment and collocational force in variable-sized lexical units” (243–268); Meara, P. “Designing vocabulary tests for English, Spanish and other languages” (271–285); Gutiérrez Díez, F. “Timing in English and Spanish: An empirical study of the learning of Spanish timing by Anglophone learners” (287–306); Monroy, R. “Spanish and English intonation patterns: A perceptual approach to attitudinal meaning” (307–324); Takashi, K., & Wilkerson, D. “Emotivity in narrative discourse: Cross-cultural and cross-gender perspectives” (327–347); Guerrero Medina, P. “Cardinal transitivity in foregrounded discourse: A contrastive study in English and Spanish” (349–369); Tejada Caller, P. “English consciousness in 19th century Spain” (371–394).
Pienemann, M. (Ed.). (2005). Cross-linguistic aspects of processability theory. Amsterdam: Benjamins. Pp. xiii + 303. $138.00 cloth. Pienemann, M. “An introduction to processability theory” (1–60); Pienemann, M. “Discussing PT” (61–83); Pienemann, M., Di Biase, B., Kawaguchi, S., & Håkansson, G. “Processability, typological distance and L1 transfer” (85–116); Mansouri, F. “Agreement typology in Arabic as a second language: Typological features and their processing implications” (117–153); Zhang, Y. “Processing and formal instruction in the L2 acquisition of five Chinese grammatical morphemes” (155–177); Håkansson, G. “Similarities and differences in L1 and L2 development: Opening up the perspective—Including SLI” (179–197); Pienemann, M., Di Biase, B., & Kawaguchi, S. “Extending processability theory” (199–251); Kawaguchi, S. “Argument structure and syntactic development in Japanese as a second language” (253–298).
