BOOKS
Cantos Gómez, P. (2013). Statistical methods in language and linguistic research. Sheffield, UK: Equinox. Pp. xii + 260. $34.85 paper.
Cutler, A. (2012). Native listening: Language experience and the recognition of spoken words. Cambridge, MA: MIT Press. Pp. xvii + 555. $50.00 cloth.
East, M. (2012). Task-based language teaching from the teachers’ perspective: Insights from New Zealand. Amsterdam: Benjamins. Pp. ix + 259. $49.95 paper.
Francis, N. (2013). Bilingual development and literacy learning: East Asian and international perspectives. Kowloon: City University of Hong Kong Press. Pp. xv + 257. $29.00 paper.
Ghia, E. (2012). Subtitling matters: New perspectives on subtitling and foreign language learning. Bern: Peter Lang. Pp. xiv + 220. $68.95 paper.
Grebenyova, L. (2012). Syntax, semantics and acquisition of multiple interrogatives: Who wants what? Amsterdam: Benjamins. Pp. xviii + 191. $149.00 cloth.
Grosjean, F., Li, P., Bialystok, E., Barac, R., de Groot, A. M. B., Manchón, R. M., & Yip, V. (2013). The psycholinguistics of bilingualism. Oxford: Wiley-Blackwell. Pp. viii + 248. $34.95 paper.
Thomas, M. (2012). Universal Grammar in second language acquisition: A history. London: Routledge. Pp. vii + 262. $49.95 paper.
JOURNALS
Annual Review of Applied Linguistics 32. (2012). Bannard, C., & Lieven, E. “Formulaic language in L1 acquisition” (3–16); Ellis, N. C. “Formulaic language and second language acquisition: Zipf and the phrasal teddy bear” (17–44); Conklin, K., & Schmitt, N. “The processing of formulaic language” (45–61); Van Lancker Sidtis, D. “Formulaic language and language disorders” (62–80); Boers, F., & Lindstromberg, S. “Experimental and intervention studies on formulaic sequences in a second language” (83–110); Meunier, F. “Formulaic language and language teaching” (111–129); Paquot, M., & Granger, S. “Formulaic language in learner corpora” (130–149); Hyland, K. “Bundles in academic discourse” (150–169); Burdelski, M., & Minegishi Cook, H. “Formulaic language in language socialization” (173–188); Bell, N. “Formulaic language, creativity, and language play in a second language” (189–205); Bardovi-Harlig, K. “Formulas, routines, and conventional expressions in pragmatics research” (206–227); Wray, A. “What do we (think we) know about formulaic language? An evaluation of the current state of play” (231–254).
Applied Linguistics 33 (5). (2012). McNamara, T. “Poststructuralism and its challenges for applied linguistics” (473–482); Kramsch, C. “Imposture: A late modern notion in poststructuralist SLA research” (483–502); Busch, B. “The linguistic repertoire revisited” (503–523); Harissi, M., Otsuji, E., & Pennycook, A. “The performative fixing and unfixing of subjectivities” (524–543); Freadman, A. “The traps and trappings of genre theory” (544–563); McNamara, T. “Language assessments as shibboleths: A poststructuralist perspective” (564–581); Phipps, A. “Voicing solidarity: Linguistic hospitality and poststructuralism in the real world” (582–602); Scheffler, P. “Theories pass: Learners and teachers remain” (603–607); Halbach, A. “Questions about basic interpersonal communication skills and cognitive language proficiency” (608–613).
Applied Linguistics 34 (1). (2013). Jiang, W. “Measurements of development in L2 written production: The case of L2 Chinese” (1–24); Gardner, S., & Nesi, H. “A classification of genre families in university student writing” (25–52); Gallagher, H. C. “Willingness to communicate and cross-cultural adaptation: L2 communication and acculturative stress as transaction” (53–73); Park, E. S. “Learner-generated noticing behavior by novice learners: Tracing the effects of learners’ L1 on their emerging L2” (74–98); Mahmoud Abdel Latif, M. M. “What do we mean by writing fluency and how can it be validly measured?” (99–105).
Applied Psycholinguistics 34 (1). (2013). Andreu, L., Sanz-Torrent, M., & Trueswell, J. C. “Anticipatory sentence processing in children with specific language impairment: Evidence from eye movements during listening” (5–44); Hao, M., Chen, X., Dronjic, V., Shu, H., & Anderson, R. C. “The development of young Chinese children’s morphological awareness: The role of semantic relatedness and morpheme type” (45–67); Ellis Weismer, S., Venker, C. E., Evans, J. L., & Jones Moyle, M. “Fast mapping in late-talking toddlers” (69–89); Poupart, A., Trudeau, N., & Sutton, A. “Construction of graphic symbol sequences by preschool-aged children: Learning, training, and maintenance” (91–109); Gildersleeve-Neumann, C. E., Davis, B. L., & MacNeilage, P. F. “Syllabic patterns in the early vocalizations of Quichua children” (111–134); Diehl, J. J., & Paul, R. “Acoustic and perceptual measurements of prosody production on the profiling elements of prosodic systems in children by children with autism spectrum disorders” (135–161); Ganushchak, L. Y., Krott, A., Frisson, S., & Meyer, A. S. “Processing words and Short Message Service shortcuts in sentential contexts: An eye movement study” (163–179); Pizzioli, F., & Schelstraete, M.-A. “Real-time sentence processing in children with specific language impairment: The contribution of lexicosemantic, syntactic, and world-knowledge information” (181–120).
Bavin, E. L., & Naigles, L. R. (Eds.). (2013). Atypical development [Special issue]. Journal of Child Language 40 (1). Naigles, L. R., & Bavin, E. L. “Introduction: Special issue on atypical development” (1–10); Kerkhoff, A., De Bree, E., De Klerk, M., & Wijnen, F. “Non-adjacent dependency learning in infants at familial risk of dyslexia” (11–28); Bedford, R., Gliga, T., Frame, K., Hudry, K., Chandler, S., Johnson, M. H., Charman, T., & The Basis Team. “Failure to learn from feedback underlies word learning difficulties in toddlers at risk for autism” (29–46); Rescorla, L., & Safyer, P. “Lexical composition in children with autism spectrum disorder (ASD)” (47–68); Özçalişkan, Ş., Levine, S. C., & Goldin-Meadow, S. “Gesturing with an injured brain: How gesture helps children with early brain injury learn linguistic constructions” (69–105); Levy, Y., & Eilam, A. “Pathways to language: A naturalistic study of children with Williams syndrome and children with Down syndrome” (106–138); Abdalla, F., Aljenaie, K., & Mahfoudhi, A. “Plural noun inflection in Kuwaiti Arabic-speaking children with and without Specific Language Impairment” (139–168); Ott, S., & Höhle, B. “Verb inflection in German-learning children with typical and atypical language acquisition: The impact of subsyllabic frequencies” (169–192); Marshall, C. R., Rowley, K., Mason, K., Herman, R., & Morgan, G. “Lexical organization in deaf children who use British Sign Language: Evidence from a semantic fluency task” (193–220); Mengoni, S. E., Nash, H., & Hulme, C. “The benefit of orthographic support for oral vocabulary learning in children with Down syndrome” (221–243); Finestack, L. H., Sterling, A. M., & Abbeduto, L. “Discriminating Down Syndrome and Fragile X Syndrome based on language ability” (244–265); Plesa Skwerer, D., Ammerman, E., & Tager-Flusberg, H. “Do you have a question for me? How children with Williams syndrome respond to ambiguous referential communication during a joint activity” (266–289).
Bilingualism: Language and Cognition 16 (1). (2013). Albirini, A., Benmamoun, E., & Chakrani, B. “Gender and number agreement in the oral production of Arabic heritage speakers” (1–18); Simard, D., Fortier, V., & Foucambert, D. “Measuring metasyntactic ability among heritage language children” (19–31); Byers-Heinlein, K. “Parental language mixing: Its measurement and the relation of mixed input to young bilingual children’s vocabulary size” (32–48); Hayashi, Y., & Murphy, V. A. “On the nature of morphological awareness in Japanese-English bilingual children: A cross-linguistic perspective” (49–67); Barlow, J. A., Branson, P. E., & Nip, I. S. B. “Phonetic equivalence in the acquisition of /l/ by Spanish-English bilingual children” (68–85); Unsworth, S. “Assessing the role of current and CUMULATIVE exposure in simultaneous bilingual acquisition: The case of Dutch gender” (86–110); Muntendam, A. G. “On the nature of cross-linguistic transfer: A case study of Andean Spanish” (111–131); Morett, L. M., & MacWhinney, B. “Syntactic transfer in English-speaking Spanish learners” (132–151); Trenkic, D., & Pongpairoj, N. “Referent salience affects second language article use” (152–166); Pliatsikas, C., & Marinis, T. “Processing empty categories in a second language: When naturalistic exposure fills the (intermediate) gap” (167–182); Boada, R., Sánchez-Casas, R., Gavilán, J. M., García-Albea, J. E., & Tokowicz, N. “Effect of multiple translations and cognate status on translation recognition performance of balanced bilinguals” (183–197); Byers-Heinlein, K., Fennell, C. T., & Werker, J. F. “The development of associative word learning in monolingual and bilingual infants” (198–205); Liu, C., & Jin, S.-H. “Intelligibility of American English vowels of native and non-native speakers in quiet and speech-shaped noise” (206–218); Kang, S.-G. “The role of language dominance in cross-linguistic syntactic influence: A Korean child’s use of null subjects in attriting English” (219–230); Dewaele, J.-M., & Wei, L. “Is multilingualism linked to a higher tolerance of ambiguity?” (231–240).
Bilingualism: Language and Cognition 16 (2). (2013). Tanner, D., McLaughlin, J., Herschensohn, J., & Osterhout, L. “Individual differences reveal stages of L2 grammatical acquisition: ERP evidence” (367–382); Jared, D., Pei Yun Poh, R., & Paivio, A. “L1 and L2 picture naming in Mandarin-English bilinguals: A test of Bilingual Dual Coding Theory” (383–396); Ulbrich, C., “German pitches in English: Production and perception of cross-varietal differences in L2” (397–419); Coderre, E. L., van Heuven, W. J. B., & Conklin, K. “The timing and magnitude of Stroop interference and facilitation in monolinguals and bilinguals” (420–441); Eddington, C. M., & Tokowicz, N. “Examining English-German translation ambiguity using primed translation recognition” (442–457); Prior, A., Kroll, J. F., & MacWhinney, B. “Translation ambiguity but not word class predicts translation performance” (458–474).
Canadian Modern Language Review 69 (1). (2013). Ranta, L., & Meckelborg, A. “How much exposure to English do international graduate students really get? Measuring language use in a naturalistic setting” (1–33); Aguilar Río, J. I. “L’assouplissement du schéma IRF en classe de langue comme principe d’un agir professoral: Une initiative individuelle, un accomplissement collectif” (34–64); Hummel, K. M. “Target-language community involvement: Second-language linguistic self-confidence and other perceived benefits” (65–90); Poupore, G. “Task motivation in process: A complex systems perspective” (91–116).
Dollinger, S., & Clarke, S. (Eds.). (2012). Symposium on Canadian English [Special issue]. World Englishes 31 (4). Dollinger, S., & Clarke, S. “On the autonomy and homogeneity of Canadian English” (449–466); Chambers, J. K. “Homogeneity as a sociolinguistic motive in Canadian English” (467–477); Roeder, R. “The Canadian shift in two Ontario cities” (478–492); Boberg, C. “English as a minority language in Quebec” (493–502); Clarke, S. “Phonetic change in Newfoundland English” (503–518); Dollinger, S. “The western Canada-US border as a linguistic boundary: The roles of L1 and L2 speakers” (519–533); Sadlier-Brown, E. “Homogeneity and autonomy of Canadian Raising” (534–548).
English Today 28 (4). (2012). Durkin, P. “Variation in the lexicon: The ‘Cinderella’ of sociolinguistics?” (3–9); Beal, J., & Burbano-Elizondo, L. “‘All the Lads and Lasses’: Lexical variation in Tyne and Wear” (10–22); Robinson, J. “Lexical variation in the BBC Voices Recordings” (23–37); Robinson, J. A. “A gay paper: Why should sociolinguistics bother with semantics?” (38–54); Poole, B. “Characteristic lexical choices in Singaporean English” (55–59); Ruano García, J. “Late Modern Lancashire English in lexicographical context: Representations of Lancashire speech and the English Dialect Dictionary” (60–68).
English Today 29 (1). (2013). Bekker, I. “The formation of South African English” (3–9); van Rooy, B. “Corpus linguistic work on Black South African English” (10–15); Botha, Y. “Corpus evidence of anti-deletion in Black South African English noun phrases” (16–21); McKinney, C. “Orientations to English in post-apartheid schooling” (22–27); Anthonissen, C. “‘With English the world is more open to you’—language shift as marker of social transformation” (28–35); Mesthrie, R. “Where does a New English dictionary stop? On the making of the Dictionary of South African Indian English” (36–43); Deumert, A., & Mabandla, N. “‘Every day a new shop pops up’—South Africa’s ‘new’ Chinese diaspora and the multilingual transformation of rural towns” (44–52); Minter, L. “Translation and South African English literature: Van Niekerk and Heyns’ Agaat” (53–57); Murray, J. “Review article: Homer the South Africa” (61–58).
Hopp, H. (Ed.). (2013). Morphology in L2 acquisition [Special issue]. Second Language Research 29 (1). Hopp, H. “The development of L2 morphology” (3–6); Clahsen, H., Balkhair, L., Schutter, J.-S., & Cunnings, I. “The time course of morphological processing in a second language” (7–31); Hopp, H. “Grammatical gender in adult L2 acquisition: Relations between lexical and syntactic variability” (33–56); Hwang, S. H., & Lardiere, D. “Plural-marking in L2 Korean: A feature-based approach” (57–86); Montrul, S., de la Fuente, I., Davidson, J., & Foote, R. “The role of experience in the acquisition and production of diminutives and gender in Spanish: Evidence from L2 learners and heritage speakers” (87–118); Ionin, T. “Review article: Recent publications in research methods in second language acquisition” (119–128).
Journal of Child Language 40 (2). (2013). Vázquez, M. D., DeLisle, S. S., & Saylor, M. M. “Four- and six-year-olds use pragmatic competence to guide word learning” (291–306); McKean, C., Letts, C., & Howard, D. “Functional reorganization in the developing lexicon: Separable and changing influences of lexical and phonological variables on children’s fast-mapping” (307–335); Stolt, S., Matomäki, J., Haataja, L., Lapinleimu, H., Lehtonen, L., & The Pipari Study Group. “The emergence of grammar in very-low-birth-weight Finnish children at two years of age” (336–357); Sethuraman, N., & Smith, L. B. “Verbs and attention to relational roles in English and Tamil” (358–390); Ramírez, N. F., Lieberman, A. M., & Mayberry, R. I. “The initial stages of first-language acquisition begun in adolescence: When late looks early” (391–414); Southwood, F. “Towards a dialect-neutral assessment instrument for the language skills of Afrikaans-speaking children: The role of socioeconomic status” (415–437); Crutchley, A. “Structure of child and adult past counterfactuals, and implications for acquisition of the construction” (438–468); Salomo, D., Lieven, E., & Tomasello, M. “Children’s ability to answer different types of questions” (469–491); Chetail, F., & Mathey, S. “Interaction between phonemic abilities and syllable congruency effect in young readers” (492–508).
Journal of Pidgin and Creole Languages 28 (1). (2013). Mather, P.-A. “Creoles and educational policy” (1–11); Syea, A. “Serial verb constructions in Indian Ocean French Creoles (IOCs): Substrate, universal, or an independent diachronic development?” (13–64); Velázquez-Castillo, M., & Hudgens Henderson, M. “Quiero para mi novio: Aspectual uses of para in Paraguayan Spanish” (65–102); Mesthrie, R., & Hurst, E. “Slang registers, code-switching and restructured urban varieties in South Africa: An analytic overview of tsotsitaals with special reference to the Cape Town variety” (103–130); McWhorter, J. “Language turned off? The legacy of the bioprogram hypothesis” (131–136); Dupré, F. “TXT MSG’ing among French Reunion 18- to 25-year-olds: A pilot study of mobile-mediated communication in a diglossic context” (137–153); Jacobs, B. “Reassessment of the Portuguese contribution to the Papiamentu lexicon” (154–165); McWhorter, J. “Why noncompositional derivation isn’t boring: A second try on the ‘other’ part of the Creole prototype hypothesis” (167–179).
Language in Society 42 (1). (2013). Alarcón, A., & Heyman, J. McC. “Bilingual call centers at the US-Mexico border: Location and linguistic markers of exploitability” (1–21); Piller, I., & Cho, J. “Neoliberalism as language policy” (23–44); Haworth, K. “Audience design in the police interview: The interactional and judicial consequences of audience orientation” (45–69); Maryns, K. “Procedures without borders: The language-ideological anchorage of legal-administrative procedures in translocal institutional settings” (71–92).
Language Testing 30 (1). (2013). van Steensel, R., Oostdam, R., & van Gelderen, A. “Assessing reading comprehension in adolescent low achievers: Subskills identification and task specificity” (3–21); Jin, T., & Mak, B. “Distinguishing features in scoring L2 Chinese speaking performance: How do they work?” (23–47); Xie, Q., & Andrews, S. “Do test design and uses influence test preparation? Testing a model of washback with Structural Equation Modeling” (49–70); Tillema, M., van den Bergh, H., Rijlaarsdam, G., & Sanders, T. “Quantifying the quality difference between L1 and L2 essays: A rating procedure with bilingual raters and L1 and L2 benchmark essays” (71–97); Lee, H., & Winke, P. “The differences among three-, four-, and five-option-item formats in the context of a high stakes English-language listening test” (99–123); Attali, Y., Lewis, W., & Steier, M. “Scoring with the computer: Alternative procedures for improving the reliability of holistic essay scoring” (125–141).
Language Testing 30 (2). (2013). Rutger Bosker, H., Pinget, A.-F., Quené, H., Sanders, T., & de Jong, N. H. “What makes speech sound fluent? The contributions of pauses, speed and repairs” (159–175); Cai, H. “Partial dictation as a measure of EFL listening proficiency: Evidence from confirmatory factor analysis” (177–199); Guanfang Zhao, C. “Measuring authorial voice strength in L2 argumentative writing: The development and validation of an analytic rubric” (201–230); Winke, P., Gass, S., & Myford, C. “Raters’ L2 background as a potential source of bias in rating oral performance” (231–252); Elgort, I. “Effects of L1 definitions and cognate status of test items on the Vocabulary Size Test” (253–272); Li, H., & Suen, H. K. “Detecting native language group differences at the subskills level of reading: A differential skill functioning approach” (273–298).
Language Variation and Change 24 (3). (2012). Poplack, S., & Dion, N. “Myths and facts about loanword development” (279–315); Brown, E. L., & Rivas, J. “Grammatical relation probability: How usage patterns shape analogy” (317–341); D’Arcy, A. “The diachrony of quotation: Evidence from New Zealand English” (343–369); Mesthrie, R. “Ethnicity, substrate and place: The dynamics of Coloured and Indian English in five South African cities in relation to the variable (t) (371–395); Walker, J. A. “Form, function, and frequency in phonological variation” (397–415).
Li, P. (Ed.). (2013). Computational modeling of bilingualism [Special issue]. Bilingualism: Language and Cognition 16 (2). Li, P. “Computational modeling of bilingualism: How can models tell us more about the bilingual mind?” (241–245); Monner, D., Vatz, K., Morini, G., Hwang, S.-O., & DeKeyser, R. “A neural network model of the effects of entrenchment and memory development on grammatical gender learning” (246–265); Cuppini, C., Magosso, E., & Ursino, M. “Learning the lexical aspects of a second language at different proficiencies: A neural computational study” (266–287); Zhao, X., & Li, P. “Simulating cross-language priming with a dynamic computational model of the lexicon” (288–303); Shook, A., & Marian, V. “The Bilingual Language Interaction Network for Comprehension of Speech” (304–324); Kiran, S., Grasemann, U., Sandberg, C., & Miikkulainen, R. “A computational account of bilingual aphasia rehabilitation” (325–342); Roelofs, A., Dijkstra, T., & Gerakaki, S. “Modeling of word translation: Activation flow from concepts to lexical items” (343–353); Yang, J., Shu, H., McCandliss, B. D., & Zevin, J. D. “Orthographic influences on division of labor in learning to read Chinese and English: Insights from computational modeling” (354–366).
Smit, U., & Dafouz, E. (Eds.). (2012). Integrating content and language in higher education: Gaining insights into English-medium instruction at European universities [Special issue]. AILA Review 25. Smit, U., & Dafouz, E. “Integrating content and language in higher education: An introduction to English-medium policies, conceptual issues and research practices across Europe” (1–12); Hynninen, N. “ICL at the micro level: L2 speakers taking on the role of language experts” (13–29); Costa, F. “Focus on form in the ICLHE lectures in Italy: Evidence from English-medium science lectures by native speakers of Italian” (30–47); Fortanet-Gómez, I. “Academics’ beliefs about language use and proficiency in Spanish multilingual higher education” (48–63); Airey, J. “‘I don’t teach language’: The linguistic attitudes of physics lecturers in Sweden” (64–79); Unterberger, B. “English-medium programmes at Austrian business faculties: A status quo survey on national trends and a case study on programme design and delivery” (80–100); Dalton-Puffer, C. “A postscript on institutional motivations, research concerns and professional implications” (101–103).
World Englishes 31 (4). (2012). Mai Chi Lok, I. “World Englishes and postcolonialism: Reading Kachru and Said” (419–433); Sundkvist, P. “Pulmonic ingressive speech in Shetland English” (434–448).
World Englishes 32 (1). (2013). Hall, C. J., Schmidtke, D., & Vickers, J. “Countability in world Englishes” (1–22); Wahid, R. “Definite article usage across varieties of English” (23–41); Malcolm, I. G., “The ownership of Aboriginal English in Australia” (42–53); Chan, J. Y. H. “Contextual variation and Hong Kong English” (54–74); Jones, R. H. “Verbal hygiene in the Hong Kong gay community” (75–92); Makalela, L. “Black South African English on the radio” (93–107); Durham, M. “Was/were alternation in Shetland English” (108–128).
EDITED VOLUMES
Alcón Soler, E., & Safont-Jordà, M.-P. (Eds.). (2012). Discourse and language learning across L2 instructional settings. Amsterdam: Rodopi. Pp. 319. $95.00 paper. Alcón Soler, E., & Safont-Jordá, M.-P. “Introduction” (1–6); Tragant, E., & Muñoz, C. “Primary school teachers’ language practices: A four-year longitudinal study of three FL classes” (7–30); Blanc, N., Carol, R., Griggs, P., & Lyster, R. “Lexical scaffolding in immersion classroom discourse” (31–51); Tognini, R., & Oliver, R. “L1 use in primary and secondary foreign language classrooms and its contribution to learning” (53–77); Tateyama, Y. “Repair in Japanese request sequences during student-teacher interactions” (79–104); Llinares, A., & Morton, T. “Social perspectives on interaction and language learning in CLIL classrooms” (105–131); Nikula, T. “On the role of peer discussions in the learning of subject-specific language use in CLIL” (133–153); Smit, U. “English as a Lingua Franca (ELF) and its role in integrating content and language in higher education: A longitudinal study of question-initiated exchanges” (155–186); House, J. “Identity and face in institutional English as Lingua Franca discourse” (187–204); Cots, J. M., & Espelt, L. “The voices of immigrant students in the classroom: Discourse practices and language learning in a Catalan-Spanish bilingual environment” (205–222); Félix-Brasdefer, C. “Email openings and closings: Pragmalinguistics and gender variation in learner-instructor cyber consultations” (223–248); Azkarai, A., & García Mayo, M. d. P. “Does gender influence task performance in EFL? Interactive tasks and language related episodes” (249–278); Salazar, P. “Exploring learners’ reaction to corrective feedback from stimulated recall interviews” (279–293); Portolés-Falomir, L., & Martín-Laguna, S. “Code switching in classroom discourse: A multilingual approach” (295–319).
Boulton, A., Carter-Thomas, S., & Rowley-Jolivet, E. (Eds.). (2012). Corpus-informed research and learning in ESP: Issues and applications. Amsterdam: Benjamins. Pp. ix + 306. $143.00 cloth. Boulton, A., Carter-Thomas, S., & Rowley-Jolivet, E. “Issues in corpus-informed research and learning in ESP” (1–14); Carter-Thomas, S., & Chambers, A. “From text to corpus: A contrastive analysis of first person pronouns in economics article introductions in English and French” (17–44); Saber, A. “Phraseological patterns in a large corpus of biomedical articles” (45–81); Maniez, F. “A corpus-based study of adjectival vs nominal modification in medical English” (83–101); Kübler, N., & Volanschi, A. “Semantic prosody and specialised translation, or how a lexico-grammatical theory of language can help with specialised translation” (103–133); Rowley-Jolivet, E. “Oralising text slides in scientific conference presentations: A multimodal corpus analysis” (137–165); Poudat, C., & Follette, P. “Corpora and academic writing: A contrastive analysis of research articles in biology and linguistics” (167–191); Dressen-Hammouda, D. “Measuring the construction of discoursal expertise through corpus-based genre analysis” (193–213); Williams, G., “Bringing data and dictionary together: Real science in real dictionaries” (217–238); Birch-Béccas, S., & Cooke, R. “Raising collective awareness of rhetorical strategies: Using an online writing tool to demonstrate discourse moves in the ESP classroom” (239–260); Boulton, A. “Corpus consultation for ESP: A review of empirical research” (261–291).
Braunmüller, K., & Gabriel, C. (Eds.). (2012). Multilingual individuals and multilingual societies. Amsterdam: Benjamins. Pp. xiii + 474. $113.00 cloth. Schönenberger, M., Rothweiler, M., & Sterner, F. “Case marking in child L1 and early child L2 German” (3–21); Carroll, S. E. “First exposure learners make use of top-down lexical knowledge when learning words” (23–45); Strik, N. “Wh-questions in Dutch: Bilingual and trilingual acquisition compared” (47–61); Ringblom, N. “The emergence of a new variety of Russian in a language contact situation: The case of a Russian-Swedish bilingual child” (63–80); Brehmer, B., & Rothweiler, M. “The acquisition of gender agreement marking in Polish: A study of bilingual Polish-German-speaking children” (81–100); Gagarina, N. “Discourse cohesion in the elicited narratives of early Russian-German sequential bilinguals” (101–119); Żaba, A., & Lleó, C. “German segments in the speech of German-Spanish bilingual children” (121–135); Pierantozzi, C. “Agreement within early mixed DP: What mixed agreement can tell us about the bilingual language faculty” (137–152); Stöhr, A., Akpinar, D., Bianchi, G., & Kupisch, T. “Gender marking in L2 learners and Italian-German bilinguals with German as the weaker language” (153–169); Pirvulescu, M., Pérez-Leroux, A. T., & Roberge, Y. “A bidirectional study of object omissions in French-English bilinguals” (171–188); Hoti, A. H., & Heinzmann, S. “Foreign language reforms in Swiss primary schools: Potentials and limitations” (189–205); Festman, J. “‘Multilingual brains’: Individual differences in multilinguals—a neuro-psycholinguistic perspective” (207–220); Elsig, M. “Subject-verb inversion in 13th century German and French: A comparative view” (223–239); Höder, S. “Multilingual constructions: A diasystematic approach to common structures” (241–257); Heycock, C., & Peterson, H. P. “Pseudo-coordinations in Faroese” (259–280); Szabó, C.-A. “Toward a fused lect: Mixed German-Hungarian concessive conditionals in a German dialect in Romania” (281–295); Brehmer, B., & Czachór, A. “The formation and distribution of the analytic future tense in Polish-German bilinguals” (297–314); Kranich, S., House, J., & Becher, V. “Changing conventions in English-German translations of popular scientific texts” (315–334); Zerbian, S. “Perception and interpretation of intonational prominence in varieties of South African English” (335–348); Sichel-Bazin, R., Buthke, C., & Meisenburg, T. “The prosody of Occitan-French bilinguals” (349–364); Pešková, A., Feldhausen, I., Kireva, E., & Gabriel, C. “Diachronic prosody of a contact variety: Analyzing Porteño Spanish spontaneous speech” (365–389); Benet, A., Cortés, S., & Lleó, C. “Devoicing of sibilants as a segmental cue to the influence of Spanish into current Catalan phonology” (391–404); Bührig, K., Kliche, O., Meyer, B., & Pawlack, B. “Explaining the interpreter’s unease: Conflicts and contradictions in bilingual communication in clinical settings” (407–417); Prys, M., Deuchar, M., & Roberts, G. “Measuring bilingual accommodation in Welsh rural pharmacies” (419–435); Vettori, C., Wisniewski, K., & Abel, A. “Becoming bilingual in a multilingual context: A snapshot view of L2 competences in South Tyrol” (437–455).
Cabrelli Amaro, J., Flynn, S., & Rothman, J. (Eds.). (2012). Third language acquisition in adulthood. Amsterdam: Benjamins. Pp. vii + 312. $135.00 cloth. Cabrelli Amaro, J., Flynn, S., & Rothman, J. “Third language (L3) acquisition in adulthood” (1–6); García Mayo, M. d. P., & Rothman, J. “L3 morphosyntax in the generative tradition: The initial stages and beyond” (9–32); Cabrelli Amaro, J. “L3 phonology: An understudied domain” (33–60); Bardel, C., & Falk, Y. “The L2 status factor and the declarative/procedural distinction” (61–78); de Bot, K. “Rethinking multilingual processing: From a static to a dynamic approach” (79–94); Singleton, D. “Multilingual lexical operations: Keeping it all together . . . and apart” (95–113); Slabakova, R. “L3/Ln acquisition: A view from the outside” (115–139); Berkes, É., & Flynn, S. “Further evidence in support of the Cumulative-Enhancement Model: CP structure development” (143–164); Jaensch, C. “Acquisition of L3 German: Do some learners have it easier?” (165–193); Kulundary, V., & Gabriele, A. “Examining the role of L2 syntactic development in L3 acquisition: A look at relative clauses” (195–222); Dewaele, J.-M., “Variation in self-perceived proficiency in two ‘local’ and two foreign languages among Galician students” (223–253); Lindqvist, C. “Advanced learners’ word choices in French L3” (255–279); Wrembel, M. “Foreign accentedness in third language acquisition: The case of L3 English” (281–309).
Colletta, J.-M., & Guidetti, M. (Eds.). (2012). Gesture and multimodal development. Amsterdam: Benjamins. Pp. xii + 223. $135.00 cloth. Guidetti, M., & Colletta, J.-M. “Gesture and multimodal development” (1–6); Cochet, H., & Vauclair, J. “Pointing gesture in young children: Hand preference and language development” (7–26); Vallotton, C. D. “Support or competition? Dynamic development of the relationship between manual pointing and symbolic gestures from 6 to 18 months of age” (27–48); Morgenstern, A., Caët, S., Collombel-Leroy, M., Limousin, F., & Blondel, M. “From gesture to sign and from gesture to word: Pointing in deaf and hearing children” (49–78); de Villiers Rader, N., & Zukow-Goldring, P. “How the hands control attention during early word learning” (79–98); Fais, L., Leibowich, J., Hamadani, L., & Ohira, L. “Infant movement as a window into language processing” (99–127); Grimminger, A., Rohlfing, K. J., & Stenneken, P. “Children’s lexical skills and task demands affect gestural behavior in mothers of late-talking children and children with typical language development” (129–155); Puccini, D., Hassemer, M., Salomo, D., & Liszkowski, U. “The type of shared activity shapes caregiver and infant communication” (157–174); Millet, A., & Estève, I. “Transcribing and annotating multimodality: How deaf children’s productions call into the question the analytical tools” (175–197); Gerofsky, S. “Mathematical learning and gesture: Character viewpoint and observer viewpoint in students’ gestured graphs of functions” (199–220).
Economidou-Kogetsidis, M., & Woodfield, H. (Eds.) (2012). Interlanguage request modification. Amsterdam: Benjamins. Pp. ix + 318. $143.00 cloth. Woodfield, H., & Economidou-Kogetsidis, M. “Modification in interlanguage requests: Introduction” (1–8); Woodfield, H. “‘I think maybe I want to lend the notes from you’: Development of request modification in graduate learners” (9–49); Göy, E., Zeyrek, D., & Otcu, B. “Developmental patterns in internal modification of requests: A quantitative study on Turkish learners of English” (51–86); Félix-Brasdefer, J. C. “E-mail requests to faculty: E-politeness and internal modification” (87–118); Pan, P. C. “Interlanguage requests in institutional e-mail discourse: A study in Hong Kong” (119–161); Economidou-Kogetsidis, M. “Modifying oral requests in a foreign language: The case of Greek Cypriot learners of English” (163–201); Hassall, T. “Request modification by Australian learners of Indonesian” (203–242); Martínez-Flor, A. “Examining EFL learners’ long-term instructional effects when mitigating requests” (243–274); Safont-Jordá, M.-P., & Alcón-Soler, E. “Teachability of request act peripheral modification devices in third language learning contexts” (275–313).
Frankenberg-Garcia, A., Flowerdew, L., & Aston, G. (Eds.). (2011). New trends in corpora and language learning. New York: Continuum. Pp. xxxiv + 268. $140.00 cloth. Tono, Y. “TaLC in action: Recent innovations in corpus-based English language teaching in Japan” (3–25); Charles, M. “Using hands-on concordancing to teach rhetorical functions: Evaluation and implications for EAP writing classes” (26–43); Kettemann, B. “Tracing the Emo side of life: Using a corpus of an alternative youth culture discourse to teach cultural studies” (44–61); Kübler, N. “Working with corpora for translation teaching in a French-speaking setting” (62–80); Kaszubski, P. “IFAConc—a pedagogic tool for online concordancing with EFL/EAP learners” (81–104); Liu, A. L.-E., Wible, D., & Tsao, N.-L. “A corpus-based approach to automatic feedback for learners’ miscollocations” (107–120); Coccetta, F. “Multimodal function-notional concordancing” (121–138); Curado Fuentes, A. “Academic corpus integration in MT and application to LSP teaching” (139–152); Warren, M. “Using corpora in the learning and teaching of phraseological variation” (153–166); Widmann, J., Kohn, K., & Ziai, R. “The SACODEYL search tool—exploiting corpora for language learning purposes” (167–178); Osborne, J. “Oral learner corpora and the assessment of fluency in the Common European Framework” (181–197); De Cock, S. “Preferred patterns of use of positive and negative evaluative adjectives in native and learner speech: An ELT perspective” (198–212); Nesi, H. “BAWE: An introduction to a new resource” (213–228); Hatzitheodorou, A.-M., & Mattheoudakis, M. “The impact of culture on the use of stance exponents as persuasive devices: The case of GRICLE and English native speaker corpora” (229–246); McKenny, J., & Bennett, K. “Polishing papers for publication: Palimpsests or procrustean beds?” (247–262).
García Mayo, M. d. P., Gutierrez Mangado, M. J., & Martínez Adrián, M. (Eds.) (2013). Contemporary approaches to second language acquisition. Amsterdam: Benjamins. Pp. xiii + 265. $143.00 cloth. García Mayo, M. d. P., Gutierrez Mangado, M. J., & Martínez Adrián, M. “Introduction” (1–3); Slabakova, R. “What is easy and what is hard to acquire in a second language: A generative perspective” (5–28); Llinares, A. “Systemic functional approaches to second language acquisition in school settings” (29–47); Pica, T. “From input, output and comprehension to negotiation, evidence, and attention: An overview of theory and research on learner interaction and SLA” (49–69); Lyster, R., & Sato, M. “Skill Acquisition Theory and the role of practice in L2 development” (71–91); Benati, A. “The Input Processing Theory in second language acquisition” (93–110); Håkansson, G. “Processability Theory: Explaining developmental sequences” (111–127); Gánem-Gutiérrez, G. A. “Sociocultural Theory and second language development: Theoretical foundations and insights from research” (129–152); Weinert, R., Basterrechea, M., & García Mayo, M. d. P. “Investigating L2 spoken syntax: A usage-based perspective” (153–176); Li, P., & Zhao, X. “Connectionist models of second language acquisition” (177–198); de Bot, K., Lowie, W., Thorne, S. L., & Verspoor, M. “Dynamic Systems Theory as a comprehensive theory of second language development” (199–220); Sabourin, L., Brien, C., & Tremblay, M.-C. “Electrophysiology of second language processing: The past, present and future” (221–241); Rothman, J., & VanPatten, B. “On multiplicity and mutual exclusivity: The case for different SLA theories” (243–256).
Gries, S. Th., & Divjak, D. (Eds.). (2012). Frequency effects in language learning and processing. Berlin: De Gruyter Mouton. Pp. 243. $140.00 cloth. Gries, S. Th. “Introduction” (1–6); Ellis, N. C. “What can we count in language, and what counts in language acquisition, cognition, and use?” (7–33); Raymond, W. D., & Brown, E. L. “Are effects of word frequency effects of context of use? An analysis of initial fricative reduction in Spanish” (35–52); Kapatsinksi, V. “What statistics do learners track? Rules, constraints and schemas in (artificial) grammar learning” (53–82); Antić, E. “Relative frequency effects in Russian morphology” (83–107); De Vogelaer, G. “Frequency, conservative gender systems, and the language-learning child: Changing systems of pronominal reference in Dutch” (109–144); Huang, P.-Y., Wible, D., & Ko, H.-W. “Frequency effects and transitional probabilities in L1 and L2 speakers’ processing of multiword expressions” (145–175); Caines, A. “You talking to me? Corpus and experimental data on the zero auxiliary interrogative in British English” (177–205); Mos, M., van den Bosch, A., & Berck, P. “The predictive value of word-level perplexity in human sentence processing: A case study on fixed adjective-preposition constructions in Dutch” (207–239).
Herschensohn, J., & Young-Scholten, M. (Eds.). (2013). The Cambridge handbook of second language acquisition. New York: Cambridge University Press. Pp. xiv + 823. $195.00 cloth. Herschensohn, J., & Young-Scholten, M. “Introduction” (1–3); Koster, J. “Theories of language from a critical perspective” (9–25); Thomas, M. “History of the study of second language acquisition” (26–45); Myles, F. “Theoretical approaches” (46–70); Whong, M., & Wright, C. “Scope and research methodologies” (71–91); Foley, C., & Flynn, S. “The role of the native language” (97–113); Towell, R. “Learning mechanisms and automatization” (114–136); Schwartz, B. D., & Sprouse, R. A. “Generative approaches and the poverty of the stimulus” (137–158); Dewaele, J.-M. “Learner-internal psychological factors” (159–179); Tarone, E., Hansen, K., & Bigelow, M. “Alphabetic literacy and adult SLA” (180–203); García Mayo, M. d. P., & Alcón Soler, E. “Negotiated input and output/interaction” (209–229); Miller, E. R., & Kubota, R. “Second language identity construction” (230–250); Véronique, G. D. “Socialization” (251–271); Regan, V. “Variation” (272–291); Ensslin, A., & Krummes, C. “Electronic interaction and resources” (292–312); Herschensohn, J. “Age-related effects” (317–337); Haznedar, B., & Gavruseva, E. “Childhood second language acquisition” (338–352); Montrul, S. “Incomplete L1 acquisition” (353–371); Rothman, J., Cabrelli Amaro, J., & de Bot, K. “Third language acquisition” (372–393); Foucart, A., & Frenck-Mestre, C. “Language processing” (394–416); Mates, A. W., & Joaquin, A. D. L. “Affect and the brain” (417–435); Milton, J., & Donzelli, G., “The lexicon” (441–460); Dekydtspotter, L. “Semantics” (461–481); Slabakova, R. “Discourse and pragmatics” (482–504); Ionin, T. “Morphosyntax” (505–528); Broselow, E., & Kang, Y. “Phonology and speech” (529–553); Sharwood Smith, M., Truscott, J., & Hawkins, R. “Explaining change in transition grammars” (560–580); Vainikka, A., & Young-Scholten, M. “Stagelike development and Organic Grammar” (581–604); Holme, R. “Emergentism, connectionism and complexity” (605–626); Barcroft, J., & Wong, W. “Input, input processing and focus on form” (627–647); Snyder Ohta, A. “Sociocultural theory and the zone of proximal development” (648–669); Lardiere, D. “Nativelike and non-nativelike attainment” (670–691).
Mackey, A., & Gass, S. M. (Eds.). (2012). Research methods in second language acquisition: A practical guide. Oxford: Wiley-Blackwell. Pp. vii + 326. $44.95 paper. Mackey, A., & Gass, S. M., “Introduction” (1–4); Granger, S. “How to use foreign and second language learner corpora” (7–29); Ionin, T. “Formal theory-based methodologies” (30–52); Loewen, S., & Philp, J. “Instructed second language acquisition” (53–73); Dörnyei, Z., & Csizér, K. “How to design and analyze surveys in second language acquisition research” (74–94); Duff, P. A. “How to carry out case study research” (95–116); McDonough, K., & Trofimovich, P. “How to use psycholinguistic methodologies for comprehension and production” (117–138); Polio, C. “How to research second language writing” (139–157); Koda, K. “How to do research on second language reading” (158–179); Friedman, D. A. “How to collect and analyze qualitative data” (180–200); Révész, A. “Coding second language data validly and reliably” (203–221); Baralt, M. “Coding qualitative data” (222–244); Larson-Hall, J. “How to run statistical analyses” (245–274); Plonsky, L., & Oswald, F. L. “How to do a meta-analysis” (275–295); Abbuhl, R. “Why, when, and how to replicate research” (296–312).
McDonough, K., & Mackey, A. (Eds.). (2013). Second language interaction in diverse educational contexts. Amsterdam: Benjamins. Pp. xiv + 318. $54.00 paper. Kim, Y. “Promoting attention to form through task repetition in a Korean EFL context” (3–24); Basterrechea, M., & García Mayo, M. d. P. “Language-related episodes during collaborative tasks: A comparison of CLIL and EFL learners” (25–43); Gilabert, R., & Barón, J. “The impact of increasing task complexity on L2 pragmatic moves” (45–69); Mackey, A., Fujii, A., Biesenbach-Lucas, S., Weger, H., Dolgova Jacobsen, N., Fogle, L., et al. “Tasks and traditional practice activities in a foreign language context” (71–87); Wagner, E., & Toth, P. “Building explicit L2 Spanish knowledge through guided interaction in small-group and whole-class interaction” (89–108); Batstone, R., & Philp, J. “Classroom interaction and learning opportunities across time and space” (109–125); Sauro, S. “The cyber language exchange: Cross-national computer-mediated interaction” (129–145); Smith, B., & Renaud, C. “Using eye tracking as a measure of foreign language learners’ noticing of recasts during computer-mediated writing conferences” (147–165); Collentine, J., & Collentine, K. “A corpus approach to studying structural convergence in task-based Spanish L2 interactions” (167–187); Heift, T. “Preemptive feedback in CALL” (189–207); Johnson Serafini, E. “Learner perceptions of clickers as a source of feedback in the classroom” (209–224); Isaacs, T. “International engineering graduate students’ interactional patterns on a paired speaking test: Interlocutors’ perspectives” (227–245); Winke, P. “The effectiveness of interactive group orals for placement testing” (247–268); Ziegler, N., Seals, C., Ammons, S., Lake, J., Hamrick, P., & Rebuschat, P. “Interaction in conversation groups: The development of L2 conversational styles” (269–292); McDonough, K., & Hernández González, T. “Language production opportunities during whole-group interaction in conversation group settings” (293–314).
