BOOKS

Benati, A. G. (2009). Japanese language teaching: A communicative approach. New York: Continuum. Pp. 224. $44.95 paper.

Block, D. (2009). Second language identities. New York: Continuum. Pp. 240. $44.95 paper.

Carroli, P. (2008). Literature in second language education: Enhancing the role of texts in learning. New York: Continuum. Pp. 232. $150.00 cloth.

Conrick, M., & Regan, V. (2007). French in Canada: Language issues. Bern: Peter Lang. Pp. 186. $65.95 paper.

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press. Pp. 336. $31.50 paper.

Halliday, M. A. K. (2009). Language and education (J. J. Webster, Ed.). New York: Continuum. Pp. 416. $49.95 paper.

Kinginger, C. (2008). Language learning in study abroad: Case studies of Americans in France [Monograph]. The Modern Language Journal, 92.

Slabakova, R. (2008). Meaning in the second language. Berlin: Mouton de Gruyter. Pp. 326. $157.00 cloth.

Verschik, A. (2008). Emerging bilingual speech: From monolingualism to code-copying. New York: Continuum. Pp. xv + 272. $150.00 cloth.

JOURNALS

Annual Review of Applied Linguistics 28. (2008). de Bot, K. “Editor’s introduction” (vii–ix); Wattendorf, E., & Festman, J. “Images of the multilingual brain: The effect of age of second language acquisition” (3–24); Green, D. W. “Bilingual aphasia: Adapted language networks and their control” (25–48); Savundranayagam, M. Y., & Bouchard Ryan, E. “Social psychological aspects of communication and aging” (51–72); Kempler, D., & Goral, M. “Language and dementia: Neuropsychological aspects” (73–90); Hamilton, H. E. “Language and dementia: Sociolinguistic aspects” (91–110); Murray, L. L. “Language and Parkinson’s disease” (113–127); Eigsti, I.-M., & Schuh, J. M. “Neurobiological underpinnings of language in autism spectrum disorders” (128–149); Solomon, O. “Language, autism, and childhood: An ethnographic perspective” (150–169); Burd, L., Christensen, T., & Kerbeshian, J. “Speech, language, and communication in Tourette’s syndrome” (170–190); Hsu, C.-F., & Karmiloff-Smith, A. “Language and Williams syndrome” (191–204).

Applied Linguistics 29 (4). (2008). Blackledge, A., & Creese, A. “Contesting ‘language’ as ‘heritage’: Negotiation of identities in late modernity” (533–554); Björk-Willén, P. “Routine trouble: How preschool children participate in multilingual instruction” (555–577); Muñoz, C. “Symmetries and asymmetries of age effects in naturalistic and instructed L2 learning” (578–596); Han, Z., Park, E. S., & Combs, C. “Textual enhancement of input: Issues and possibilities” (597–618); Talmy, S. “The cultural productions of the ESL student at Tradewinds High: Contingency, multidirectionality, and identity in L2 socialization” (619–644); Kramsch, C., & Whiteside, A. “Language ecology in multilingual settings: Towards a theory of symbolic competence” (645–671); Rühlemann, C. “A register approach to teaching conversation: Farewell to standard English?” (672–693); Laufer, B., & Girsai, N. “Form-focused instruction in second language vocabulary learning: A case for contrastive analysis and translation” (694–716); Vanderplank, R. “The significance of first language development in five to nine year old children for second and foreign language learning” (717–722).

Applied Psycholinguistics 30 (1). (2009). Gutiérrez-Palma, N., Raya-Garcia, M., & Palma-Reyes, A. “Detecting stress patterns is related to children’s performance on reading tasks” (1–21); Caprin, C., & Guasti, M. T. “The acquisition of morphosyntax in Italian: A cross-sectional study” (23–52); Macleod, A. A. N., & Stoel-Gammon, C. “The use of voice onset time by early bilinguals to distinguish homorganic stops in Canadian English and Canadian French” (53–77); Sunderman, G., & Kroll, J. F. “When study-abroad experience fails to deliver: The internal resources threshold effect” (79–99); Metsala, J. L., Stavrinos, D., & Walley, A. C. “Children’s spoken word recognition and contributions to phonological awareness and nonwords repetition: A 1-year follow-up” (101–121); Montgomery, J. W., Evans, J. L., & Gillam, R. B. “Relation of auditory attention and complex sentence comprehension in children with specific language impairment: A preliminary study” (123–151); Jean, M., & Geva, E. “The development of vocabulary in English as a second language children and its role in predicting word recognition ability” (153–185); Emmorey, K., Gertsberg, N., Korpics, F., & Wright, C. E. “The influence of visual feedback and register changes on sign language production: A kinematic study with deaf signers” (187–203).

The Canadian Modern Language Review 65 (2). (2008). Leeser, M. J. “Pushed output, noticing, and development of past tense morphology in content-based instruction” (195–220); Bono, M., & Melo-Pfeifer, S. “Aspects contractuels dans la gestion des intéractions plurilingues en contexte universitaire” (221–248); Rolin-Ianziti, J., & Varshney, R. “Students’ views regarding the use of the first language: An exploratory study in a tertiary context maximizing target language use” (249–273); Basharina, O., Guardado, M., & Morgan, T. “Negotiating differences: Instructors’ reflections on tensions in international telecollaboration” (275–305); Cheng, L., & Fox, J. “Towards a better understanding of academic acculturation: Second language students in Canadian universities” (307–333).

English Today 24 (4). (2008). Coetzee-Van Rooy, A. S. “From the expanding to the outer circle: South Koreans learning English in South Africa” (3–10); Burrows, C. “An evaluation of task-based learning (TBL) in the Japanese classroom” (11–16); Markus, M. “The relevance of spoken features in English as a foreign language (EFL)” (17–25); Yajun, J., & Zaixin, R. “Translated English and universals of translation” (26–33); Xianlong, F. “A changing target language: Trends in American English as viewed from the EFL perspective of China” (34–41); Pillai, S. “Speaking English the Malaysian way—Correct or not?” (42–45); Fang, F. “People mountain, people sea: A study of four Chinese English idioms on the Web” (46–50); Agnihotri, R. K. “Continuing debates over the native speaker: A report on a symposium on English in India and Indian English” (51–57); Tulloch, A. “The thyme is nigh” (59–61).

Guijarro-Fuentes, P., & Geeslin, K. L. (Eds.). (2008). Language acquisition, bilingualism and copula choice in Spanish [Special issue]. Bilingualism: Language and Cognition 11 (3). Guijarro-Fuentes, P., & Geeslin, K. L. “Introduction to language acquisition, bilingualism and copula choice in Spanish” (273–275); Woolsey, D. “From theory to research: Contextual predictors of ‘estar + adjective’ and the study of the SLA of Spanish copula choice” (277–295); Lafford, B. A. “From theory to research: Contextual predictors of ‘estar + adjective’ and the study of the SLA of Spanish copula choice—A response to Woolsey” (297–300); Cheng, A. C., Lu, H.-C., & Giannakouros, P. “The uses of Spanish copulas by Chinese-speaking learners in a free writing task” (301–317); Collentine, J. “The role of discursive features in SLA modeling and grammatical frequency: A response to Cheng, Lu and Giannakouros” (319–321); Bruhn de Garavito, J., & Valenzuela, E. “Eventive and stative passives in Spanish L2 acquisition: A matter of aspect” (323–336); Montrul, S. “Form-meaning mappings in the aspectual domain: What about the L1? A response to Bruhn de Garavito and Valenzuela” (337–339); Silva-Corvalán, C., & Montanari, S. “The acquisition of ser, estar (and be) by a Spanish-English bilingual child: The early stages” (341–360); Sera, M. D. “Commentary on ‘copular acquisition’: A response to Silva-Corvalán and Montanari” (361–363); Geeslin, K. L., & Guijarro-Fuentes, P. “Variation in contemporary Spanish: Linguistic predictors of estar in four cases of language contact” (365–380); Klee, C. A. “The role of language contact in semantic change: Ser and estar—A response to Geeslin and Guijarro-Fuentes” (381–382); Zyzik, E., & Gass, S. “Epilogue: A tale of two copulas” (383–385).

International Journal of Bilingual Education and Bilingualism 11 (6). (2008). Parkes, J. “Who chooses dual language education for their children and why” (635–660); Lavoie, C. “‘Hey, teacher, speak Black please’: The educational effectiveness of bilingual education in Burkina Faso” (661–677); Mueller Gathercole, V. C., Thomas, E. M., & Hughes, E. “Designing a normed receptive vocabulary test for bilingual populations: A model from Welsh” (678–720); Igboanusi, H. “Mother tongue-based bilingual education in Nigeria: Attitudes and practice” (721–734).

International Review of Applied Linguistics in Language Teaching 46 (4). (2008). Scheffler, P. “The natural approach to adult learning and teaching of L2 grammar” (289–313); Spinner, P., & Juffs, A. “L2 grammatical gender in a complex morphological system: The case of German” (315–348); Sasaki, T. “Concurrent think-aloud protocol as a socially situated construct” (349–374); Huang, S.-C. “Raising learner-initiated attention to the formal aspects of their oral production through transcription and stimulated reflection” (375–392).

Journal of Child Language 36 (1). (2009). Tania, Z. S. “The structure and nature of phonological neighbourhoods in children’s early lexicons” (3–21); Spenader, J., Smits, E.-J., & Hendriks, P. “Coherent discourse solves the pronoun interpretation problem” (23–52); Spere, K. A., Evans, M. A., Hendry, C.-A., & Mansell, J. “Language skills in shy and non-shy preschoolers and the effects of assessment context” (53–71); Chen, L.-M., & Kent, R. D. “Development of prosodic patterns in Mandarin-learning infants” (73–84); Krott, A., Gagné, C. L., & Nicoladis, E. “How the parts relate to the whole: Frequency effects on children’s interpretations of novel compounds” (85–112); Stavrakaki, S., & Clahsen, H. “The perfective past tense in Greek child language” (113–142); Mariscal, S. “Early acquisition of gender agreement in the Spanish noun phrase: Starting small” (143–171); Demuth, K., & McCullough, E. “The prosodic (re)organization of children’s early English articles” (173–200); Childers, J. B., & Paik, J. H. “Korean- and English-speaking children use cross-situational information to learn novel predicate terms” (201–224).

Language Testing 26 (1). (2009). Sawaki, Y., Stricker, L. J., & Oranje, A. H. “Factor structure of the TOEFL Internet-based test” (5–30); Jang, E. E. “Cognitive diagnostic assessment of L2 reading comprehension ability: Validity arguments for fusion model application to LanguEdge assessment” (31–73); Matsuno, S. “Self-, peer-, and teacher-assessments in Japanese university EFL writing classrooms” (75–100); Yamada, K. “Lexical patterns in L2 textual gist identification assessment” (101–122); Fulcher, G., & Davidson, F. “Test architecture, test retrofit” (123–144).

The Modern Language Journal 93 (1). (2009). Swain, M., Lapkin, S., Knouzi, I., Suzuki, W., & Brooks, L. “Languaging: University students learn the grammatical concept of voice in French” (5–29); Menard-Warwick, J. “Co-constructing representations of culture in ESL and EFL classrooms: Discursive faultlines in Chile and California” (30–45); Brown, A. V. “Students’ and teachers’ perceptions of effective foreign language teaching: A comparison of ideals” (46–60); Liu, D., & Jiang, P. “Using a corpus-based lexicogrammatical approach to grammar instruction in EFL and ESL contexts” (61–78); Benson, P., Chik, A., Gao, X., Huang, J., & Wang, W. “Qualitative research in language teaching and learning journals, 1997–2006” (79–90); Loewen, S., Li, S., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. “Second language learners’ beliefs about grammar instruction and error correction” (91–104).

Sabourin, L. (Ed.). (2009). Neuroimaging and research into second language acquisition. [Special issue]. Second Language Research 25 (1). Sabourin, L. “Neuroimaging and research into second language acquisition” (5–11); Steinhauer, K., White, E. J., & Drury, J. E. “Temporal dynamics of late second language acquisition: Evidence from event-related brain potentials” (13–41); Mueller, J. L. “The influence of lexical familiarity on ERP responses during sentence comprehension in language learners” (43–76); Reiterer, S., Pereda, E., & Bhattacharya, J. “Measuring second language proficiency with EEG synchronization: How functional cortical networks and hemispheric involvement differ as a function of proficiency level in second language speakers” (77–106); Mondt, K., Balériaux, D., Paquier, T. M. P., Van de Craen, P., Van den Noort, M., & Denolin, V. “An fMRI study of level of proficiency as a predictor of neurocognitive convergence for L1/L2 during a lexicosemantic task in a paediatric population” (107–134); Schmidt, G. L., & Roberts, T. P. L. “Second language research using magnetoencephalography: A review” (135–166).

TESOL Quarterly 42 (4). (2008). Molle, D., & Prior, P. “Multimodal genre systems in EAP writing pedagogy: Reflecting on a needs analysis” (541–566); DaSilva Iddings, A. C., & Jang, E.-Y. “The mediational role of classroom practices during the silent period: A new-immigrant student learning the English language in a mainstream classroom” (567–590); Suzuki, A., Sato, T., & Awazu, S. “Graphic display of linguistic information in English as a foreign language reading” (591–616); Menard-Warwick, J. “The cultural and intercultural identities of transnational English teachers: Two case studies from the Americas” (617–640); Akbari, R. “Postmethod discourse and practice” (641–652); Edge, J. “Interested theory and theorising as goal: A reader responds to ‘Symposium: Theory in TESOL’” (653–654); Phairee, C., Sanitchon, N., Suphanangthong, I., Graham, S., Prompruang, J., de Groot, F. O., & Hopkins, D. “The teaching practicum in Thailand: Three perspectives” (655–659); Thomaš, Z., Farrelly, R., & Haslam, M. “Designing and implementing the TESOL teaching practicum abroad: Focus on interaction” (660–664); Andreou, E., Andreou, G., & Vlachos, F. “Learning styles and performance in second language tasks” (665–674).

World Englishes 28 (1). (2009). Kachru, Y., & Smith, L. E. “The Karmic cycle of world Englishes: Some futuristic constructs” (1–14); Coetzee-Van Rooy, S. “Intelligibility and perceptions of English proficiency” (15–34); Ho, D. G. E. “Exponents of politeness in Brunei English” (35–51); Maxwell, O., & Fletcher, J. “Acoustic and durational properties of Indian English vowels” (52–69); He, D., & Li, D. C. S. “Language attitudes and linguistic features in the ‘China English’ debate” (70–89); Yang, J. “Chinese borrowings in English” (90–106); Chan, B. H.-S. “English in Hong Kong Cantopop: Language choice, code-switching and genre” (107–129).

EDITED VOLUMES

Bowles, M., Foote, R., Perpiñán, S., & Bhatt, R. (Eds.). (2008). Selected proceedings of the 2007 Second Language Research Forum. Somerville, MA: Cascadilla Press. Pp. 262. $270.00 cloth. Bowles, M., Foote, R., Perpiñán, S., & Bhatt, R. “Introduction” (v–vi); Judy, T., Guijarro-Fuentes, P., & Rothman, J. “Adult accessibility to L2 representational features: Evidence from the Spanish DP” (1–21); Tanner, D. “Agreeing that agreement isn’t the problem” (22–34); Slabakova, R., & Gajdos, J. “The combinatorial variability hypothesis in the second language” (35–43); Muntendam, A. “Crosslinguistic influence in Andean Spanish: Word order and focus” (44–57); Dekydtspotter, L., & Lorente Lapole, A. “Ne…que in English-French acquisition: Lexical storage or syntactic calculations?” (58–68); Geeslin, K. L., & Gudmestad, A. “Variable subject expression in second-language Spanish: A comparison of native and non-native speakers” (69–85); Kim, J.-H. “When a local anaphor is not locally bound: Understanding Korean exempt binding by bilinguals” (86–96); Lee, K.-Y. “The role of pragmatics in reflexive interpretation by Korean learners of English” (97–112); Bardovi-Harlig, K., Rose, M., & Nickels, E. L. “The use of conventional expressions of thanking, apologizing, and refusing” (113–130); Miyamoto Caltabiano, Y. “Consequences of shifting styles in Japanese: L2 style-shifting and L1 listeners’ attitudes” (131–143); Sykes, J. M., & Cohen, A. D. “Observed learner behavior, reported use, and evaluation of a website for learning Spanish pragmatics” (144–157); Tremblay, A. “Prosodic constraints in the acquisition of English primary stress by French Canadian L2 learners” (158–170); Darcy, I. “Representation of phonological alternations in a first and a second language: A preliminary report” (171–186); Baker, W. “Social, experiential and psychological factors affecting L2 dialect acquisition” (187–198); Yoshida, M. “Think-aloud protocols and type of reading task: The issue of reactivity in L2 reading research” (199–209); Martínez-Fernández, A. “Revisiting the involvement load hypothesis: Awareness, type of task and type of item” (210–228); Taleghani-Nikazm, C. “Gestures in foreign language classrooms: An empirical analysis of their organization and function” (229–238); Suh, E. “The usage and interpretation of Korean -tul ‘plural’ by heritage language speakers” (239–251); Montrul, S., & Bowles, M. “Negative evidence in instructed heritage language acquisition: A preliminary study of differential object marking” (252–262).

Bruhn de Garavito, J., & Valenzuela, E. (Eds.). (2008). Selected proceedings of the 10th Hispanic Linguistics Symposium. Somerville, MA: Cascadilla Press. Pp. 311. $250.00 cloth. Androutsopoulou, A., Español-Echevarría, M., & Prévost, P. “On the acquisition of the pronominal placement of evaluative adjectives in L2 Spanish” (1–12); Borgonovo, C., Bruhn de Garavito, J., & Prévost, P. “Methodological issues in the L2 acquisition of a syntax/semantics phenomenon: How to assess L2 knowledge of mood in Spanish relative clauses” (13–24); Bowles, M., & Montrul, S. “The role of explicit instruction in the L2 acquisition of the a-personal” (25–35); Chin, D. H.-J. “A cross-linguistic investigation on the acquisition of Spanish aspect” (36–50); Fernández Fuertes, R., Liceras, J. M., Pérez-Tattam, R., Carter, D., Martínez-Sanz, C., & de la Fuente, A. A. “The nature of the pronominal system and verbal morphology in bilingual Spanish/English child data: Linguistic theory and learnability issues” (51–63); Geeslin, K. L., & Gudmestad, A. “Comparing interview and written elicitation tasks in native and non-native data: Do speakers do what we think they do?” (64–77); Iverson, M., & Rothman, J. “The syntax-semantics interface in L2 acquisition: Genericity and inflected infinitive complements in non-native Portuguese” (78–92); Montrul, S., Foote, R., & Perpiñán, S. “Knowledge of wh-movement in Spanish L2 learners and heritage speakers” (93–106); Perpiñán, S. “Acquisition of prepositional relative clauses in two types of Spanish-English bilinguals” (107–119); Pratt, A., & Grinstead, J. “Receptive measures of the optional infinitive stage in child Spanish” (120–133); Thompson, A. S. “Prominent factors in the acquisition of Portuguese: Language aptitude versus previous language experience” (134–145); Almgren, M., Beloki, L., & Manterola, I. “The acquisition of narrative skills by Spanish L1 and L2 speakers” (146–156); de Prada Pérez, A. “The intonation of focused negation and affirmation in Spanish in contact with Catalan” (157–169); González, C. “Assimilation and dissimilation of syllable final /k/ in North-Central Spanish” (170–183); Lord, G. “Second language acquisition and first language phonological modification” (184–193); Alcázar, A., & Saltarelli, M. “Argument structure of participial clauses: The unaccusative phase” (194–205); Chamorro, P. “Ni y ni siquiera: ¿El reverso de incluso y hasta?” (206–214); Franco, J., & Huidobro, S. “Ethical datives, clitic doubling and the theory of pro” (215–224); Gutiérrez-Bravo, R. “Topicalization and preverbal subjects in Spanish wh-interrogatives” (225–236); Rodríguez, J. “The co-pretérito as null tense: Tense anchoring and sequence of tense revisited” (237–250); Lamanna, S. “Usage of imperfect and imperfect progressive verb forms in Spanish as a majority and minority language: Is there an effect for language contact?” (251–264); Rojas-Sosa, D. “The use of past tenses in the Spanish of Lima: Variation in a situation of contact” (265–275); O’Rourke, E. “Correlating speech rhythm in Spanish: Evidence from two Peruvian dialects” (276–287); Armstrong, M. E. “Pragmatic restrictions on affirmative response choice in Brazilian Portuguese” (288–299); Balasch, S. “La conectividad discursiva en el discurso interactivo” (300–311).

Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity and the L2 self. Clevedon, UK: Multilingual Matters. Pp. 352. $69.95 paper. Ushioda, E., & Dörnyei, Z. “Motivation, language identities and the L2 self: A theoretical overview” (1–8); Dörnyei, Z. “The L2 motivational self system” (9–42); MacIntyre, P. D., Mackinnon, S. P., & Clément, R. “The baby, the bathwater, and the future of language learning motivation research” (43–65); Taguchi, T., Magid, M., & Papi, M. “The L2 motivational self system among Japanese, Chinese and Iranian learners of English: A comparative study” (66–97); Csizér, K., & Kormos, J. “Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English” (98–119); Ryan, S. “Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English” (120–143); Yashima, T. “International posture and the ideal L2 self in the Japanese EFL context” (144–163); Al-Shehri, A. S. “Motivation and vision: The relation between the ideal L2 self, imagination and visual style” (164–171); Segalowitz, N., Gatbonton, E., & Trofimovich, P. “Links between ethnolinguistic affiliation, self-related motivation and second language fluency: Are they mediated by psycholinguistic variables?” (172–192); MacIntyre, P. D., Mackinnon, S. P., & Clément, R. “Toward the development of a scale to assess possible selves as a source of language learning motivation” (193–214); Ushioda, E. “A person-in-context relational view of emergent motivation, self and identity” (215–228); Lamb, M. “Situating the L2 self: Two Indonesian school learners of English” (229–247); Lyons, Z. “Imagined identity and the L2 self in the French Foreign Legion” (248–273); Kim, T.-Y. “The sociocultural interface between ideal self and ought-to self: A case study of two Korean students’ ESL motivation” (274–294); Noels, K. A. “The internalisation of language learning into the self and social identity” (295–313); Kubanyiova, M. “Possible selves in language teacher development” (314–332); White, C., & Ding, A. “Identity and self in E-language teaching” (333–349); Dörnyei, Z., & Ushioda, E. “Motivation, language identities and the L2 self: Future research directions” (350–356).

Dziubalska-Kolaczyk, K., & Przedlacka, J. (Eds.). (2009). English pronunciation models: A changing scene. Bern: Peter Lang. Pp. 476. $106.95 paper. Przedlacka, J. “Models and myth: Updating the (non)standard accents” (17–35); Preston, D. R. “How can you learn a language that isn’t there” (37–58); Seidlhofer, B. “Language variation and change: The case of English as a Lingua Franca” (59–75); Trudgill, P. “Native-speaker segmental phonological models and the English Lingua Franca core” (77–98); Wells, J. C. “Goals in teaching English pronunciation” (101–110); Scheuer, S. “Why native speakers are (still) relevant” (111–130); Sobkowiak, W. “Why not LFC?” (131–149); Szpyra-Kozłowska, J. “Lingua Franca core, phonetic universals and the Polish context” (151–176); Schwartz, G. “The Lingua Franca core and the phonetics-phonology interface” (177–198); Jenkins, J. “Misinterpretation, bias and resistance to change: The case of the Lingua Franca core” (199–210); Trudgill, P. “Finding the speaker-listener equilibrium: Segmental phonological models in EFL” (213–228); Waniek-Klimczak, E., & Klimczak, K. “Target in speech development: Learners’ views” (229–249); Janicka, K., Kul, M., & Weckwerth, J. “Polish students’ attitudes to native English accents as models for EFL pronunciation” (251–292); Remiszewski, M. “Lingua Franca core: Picture incomplete” (293–308); Grabe, E., Kochanski, G., & Coleman, J. “The intonation of native accent varieties in the British Isles: Potential for miscommunication?” (311–337); Levis, J. M. “Comparing apples and oranges? Pedagogical approaches to intonation in British and American English” (339–366); Setter, J. “Communicative patterns of intonation in L2 English teaching and learning: The impact of discourse approaches” (367–389); Roach, P. “Representing the English model” (393–399); Wells, J. C. “Abbreviatory conventions in pronunciation dictionaries” (401–408); Upton, C., Davis, L. M., & Houck, C. L. “Modelling RP: A variationist case” (409–420); Wrembel, M. “An overview of English pronunciation teaching materials: Patterns of change—Model accents, goals and priorities” (421–437); Gibbon, D. “Afterword: Navigating pronunciation in search of the golden fleece” (439–465).

Labeau, E., & Myles, F. (Eds.). (2009). The advanced learner variety: The case of French. Bern: Peter Lang. Pp. 298. $75.95 paper. Labeau, E., & Myles, F. “Introduction” (7–10); Bartning, I. “The advanced learner variety: 10 years later” (11–40); Housen, A., Kemps, N., & Pierrard, M. “The use of verb morphology of advanced L2 learners and native speakers of French” (41–61); Labeau, E. “An imperfect mastery: The acquisition of the functions of imparfait by Anglophone learners” (63–92); Howard, M. “Short- versus long-term effects of naturalistic exposure on the advanced instructed learner’s L2 development: A case study” (93–123); Monville-Burston, M., & Kakoyianni-Doa, F. “Aspects of the interlanguage of advanced Greek-speaking Cypriot learners of French: Relative clauses” (125–148); Ågren, M. “The advanced L2 writer of French: A study of number agreement in Swedish learners” (149–172); Forsberg, F. “Formulaic sequences: A distinctive feature at the advanced/very advanced levels of second language acquisition” (173–197); Bolly, C. “The acquisition of phraseological units by advanced learners of French as an L2: High-frequency verbs and learner corpora” (199–220); Klingler, D. “Syntactic complexity and discourse complexity in Japanese L1 and French L2: Three case studies” (221–241); Tyne, H. “Style in L2: The icing on the cake?” (243–268); Leclercq, P. “The influence of L1 French on near-native French learners of English: The case of simultaneity” (269–289); Labeau, E., & Myles, F. “Conclusion” (291).

Leung, Y.-K. I. (Ed.). (2009). Third language acquisition and Universal Grammar. Clevedon, UK: Multilingual Matters. Pp. xviii + 232. $119.95 cloth. Leung, Y.-K. I. “Introduction” (xiii–xviii); Bayona, P. “The acquisition of Spanish middle and impersonal passive constructions from SLA and TLA perspectives” (1–29); Chin, D. H.-J. “Language transfer in the acquisition of the semantic contrast in L3 Spanish” (30–54); Cook, V. “Multilingual Universal Grammar as the norm” (55–70); Flynn, S. “UG and L3 acquisition: New insights and more questions” (71–88); Foote, R. “Transfer in L3 acquisition: The role of typology” (89–114); Jaensch, C. “L3 enhanced feature sensitivity as a result of higher proficiency in the L2” (115–143); Jin, F. “Third language acquisition of Norwegian objects: Interlanguage transfer or L1 influence?” (144–161); Ranong, S. N., & Leung, Y.-K. I. “Null objects in L1 Thai-L2 English-L3 Chinese: An empiricist take on a theoretical problem” (162–191); Tsang, W. L. “The L3 acquisition of Cantonese reflexives” (192–219).

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