BOOKS

González Àlvarez, E. (2004). Interlanguage lexical innovation. Munich: Lincom Europa. Pp. 218. €74.20 paper.

Hahn, A. (2007). Learning and teaching processes: Teachers’ learning and teaching strategies for tense and aspect. Berlin: Langenscheidt. Pp. 252. €29.00 paper.

Jiang, W. (2009). Acquisition of word order in Chinese as a foreign language. Berlin: Mouton de Gruyter. Pp. 320. $140.00 cloth.

Meara, P. (2009). Connected words: Word associations and second language vocabulary acquisition. Amsterdam: Benjamins. Pp. 174. $49.95 paper.

Menard-Warwick, J. (2009). Gendered identities and immigrant language learning. Clevedon, UK: Multilingual Matters. Pp. 211. $34.95 paper.

Milton, J. (2009). Measuring second language vocabulary acquisition. Clevedon, UK: Multilingual Matters. Pp. 278. $54.95 paper.

JOURNALS

Anthropological Linguistics 50 (3–4). (2008). Dixon, R. M. W. “Language contact in the Cairns rainforest region” (223–248); Jones, M. C. “Identity planning in an obsolescent variety: The case of Jersey Norman French” (249–265); Everett, C. “Aspects of Karitiâna vowels” (266–291); Holton, G., & Lovick, O. “Evidentiality in Dena’ina Athabaskan” (292–323); Gerdts, D. B., & Hukari, T. E. “The expression of noun phrases in Halkomelem texts” (324–364); Edmondson, J. A., Silva, D. J., & Willis, M. S. “The impact of anterior dental extraction and restoration on the articulation of affricates by Dinka refugees in Nebraska” (365–387).

Applied Linguistics 30 (3). (2009). Gan, Z., Davison, C., & Hamp-Lyons, L. “Topic negotiation in peer group oral assessment situations: A conversation analytic approach” (315–334); Eskildsen, S. W. “Constructing another language: Usage-based linguistics in second language acquisition” (335–357); Borg, S. “English language teachers’ conceptions of research” (358–388); Park, J. S.-Y., & Wee, L. “The three circles redux: A market-theoretic perspective on world Englishes” (389–406); Webb, S., & Rodgers, M. P. H. “The lexical coverage of movies” (407–427); Simpson, J. “A critical stance in language education: A reply to Alan Waters” (428–434); Kim, Y.-H. “A g-theory analysis of rater effect in ESL speaking assessment” (435–440).

Applied Psycholinguistics 30 (4). (2009). Hulstijn, J. H., Van Gelderen, A., & Schoonen, R. “Automatization in second language acquisition: What does the coefficient of variation tell us?” (555–582); Cuetos, F., & Suárez-Coalla, P. “From grapheme to word in reading acquisition in Spanish” (583–601); Jackson, C. N., & Bobb, S. C. “The processing and comprehension of wh-questions among second language speakers of German” (603–636); Bi, Y., Xu, Y., & Caramazza, A. “Orthographic and phonological effects in the picture-word interference paradigm: Evidence from a logographic language” (637–658); James, D., Rajput, K., Brinton, J., & Goswami, U. “Orthographic influences, vocabulary development, and phonological awareness in deaf children who use cochlear implants” (659–684); Bouchard, C., Trudeau, N., Sutton, A., Boudreault, M.-C., & Deneault, J. “Gender differences in language development in French Canadian children between 8 and 30 months of age” (685–707); Asfaha, Y. M., Kurvers, J., & Kroon, S. “Grain size in script and teaching: Literacy acquisition in Ge’ez and Latin” (709–724); Sparks, R. L., Patton, J., Ganschow, L., & Humbach, N. “Long-term relationships among early first language skills, second language aptitude, second language affect, and later second language proficiency” (725–755); Bassetti, B. “Effects of adding interword spacing on Chinese reading: A comparison of Chinese native readers and English readers of Chinese as a second language” (757–775).

Bilingualism: Language and Cognition 12 (2). (2009). Hyltenstam, K., Bylund, E., Abrahamsson, N., & Park, H.-S. “Dominant-language replacement: The case of international adoptees” (121–140); Buchweitz, A., Mason, R. A., Hasegawa, M., & Just, M. A. “Japanese and English sentence reading comprehension and writing systems: An fMRI study of first and second language effects on brain activation” (141–151); Wolff, P., & Ventura, T. “When Russians learn English: How the semantics of causation may change” (153–176); Bonnesen, M. “The status of the ‘weaker’ language in unbalanced French/German bilingual acquisition” (177–192); van Dulm, O. “English-Afrikaans intrasentential code-switching: Testing a feature checking account” (193–212); Mueller Gathercole, V. C., & Thomas, E. M. “Bilingual first-language development: Dominant language takeover, threatened minority language take-up” (213–237); Serratrice, L., Sorace, A., Filiaci, F., & Baldo, M. “Bilingual children’s sensitivity to specificity and genericity: Evidence from metalinguistic awareness” (239–257); Gildersleeve-Neumann, C. E., Peña, E. D., Davis, B. L., & Kester, E. S. “Effects on L1 during early acquisition of L2: Speech changes in Spanish at first English contact” (259–272).

Bilingualism: Language and Cognition 12 (3). (2009). Dunn, A. L., & Fox Tree, J. E. “A quick, gradient bilingual dominance scale” (273–289); Ayçiçegi-Dinn, A., & Caldwell-Harris, C. L. “Emotion-memory effects in bilingual speakers: A levels-of-processing approach” (291–303); Bylund, E. “Effects of age of L2 acquisition on L1 event conceptualization patterns” (305–322); Yan, S., & Nicoladis, E. “Finding le mot juste: Differences between bilingual and monolingual children’s lexical access in comprehension and production” (323–335); Ionin, T., Zubizarreta, M. L., & Philippov, V. “Acquisition of article semantics by child and adult L2-English learners” (337–361); Montrul, S., & Bowles, M. “Back to basics: Incomplete knowledge of differential object marking in Spanish heritage speakers” (363–383); Golestani, N., Rosen, S., & Scott, S. K. “Native-language benefit for understanding speech-in-noise: The contribution of semantics” (385–392).

Bilingualism: Language and Cognition 12 (4). (2009). Thompson, R. L., Emmorey, K., & Kluender, R. “Learning to look: The acquisition of eye gaze agreement during the production of ASL verbs” (393–409); Foroodi-Nejad, F., & Paradis, J. “Crosslinguistic transfer in the acquisition of compound words in Persian-English bilinguals” (411–427); Chen, L., & Pan, N. “Development of English referring expressions in the narratives of Chinese-English bilinguals” (429–445); Broersma, M. “Triggered codeswitching between cognate languages” (447–462); Hopp, H. “The syntax-discourse interface in near-native acquistion: Off-line and on-line performance” (463–483); Felser, C., Sato, M., & Bertenshaw, N. “The on-line application of binding Principle A in English as a second language” (485–502); Montanari, S. “Multi-word combinations and the emergence of differentiated ordering patterns in early trilingual development” (503–519).

Cenoz, J., & Gorter, D. (Eds.). (2008). Multilingualism and minority languages: Achievements and challenges in education [Special issue]. AILA Review 21. Cummins, J. “Foreword” (1–3); Cenoz, J., & Gorter, D. “Applied linguistics and the use of minority languages in education” (5–12); Cenoz, J. “Achievements and challenges in bilingual and multilingual education in the Basque Country” (13–30); Vila i Moreno, F. X. “Language-in-education policies in the Catalan language area” (31–48); Harris, J. “The declining role of primary schools in the revitalisation of Irish” (49–68); Lewis, W. G. “Current challenges in bilingual education in Wales” (69–86); Gorter, D., & van der Meer, C. “Developments in bilingual Frisian-Dutch education in Friesland” (87–103); Baker, C. “Postlude” (104–110).

Davison, C., & Leung, C. (Eds.). (2009). Teacher based assessment: An international perspective on theory and practice [Special issue]. TESOL Quarterly 43 (3). Davison, C., & Leung, C. “Current issues in English language teacher-based assessment” (393–415); Butler, Y. G. “How do teachers observe and evaluate elementary school students’ foreign language performance? A case study from South Korea” (417–444); Ishihara, N. “Teacher-based assessment for foreign language pragmatics” (445–470); Poehner, M. E. “Group dynamic assessment: Mediation for the L2 classroom” (471–491); Xu, Y., & Liu, Y. “Teacher assessment knowledge and practice: A narrative inquiry of a Chinese college EFL teacher’s experience” (493–513); Cumming, A. “What needs to be developed to facilitate classroom-based assessment?” (515–519); Black, P. “Formative assessment issues across the curriculum: The theory and the practice” (519–524); Hamp-Lyons, L. “Principles for large-scale classroom-based teacher assessment of English language: An initial framework from school-based assessment in Hong Kong” (524–530); Scott, C. “Issues in the development of a descriptive framework for classroom-based teacher assessment of English as an additional language” (530–535); Hill, K., & Sabet, M. “Dynamic speaking assessments” (537–545); Troudi, S., Coombe, C., & Al-Hamly, M. “EFL teachers’ views of English language assessment in higher education in the United Arab Emirates and Kuwait” (546–555).

Duff, P. A., & Li, D. (Eds.). (2009). Indigenous, minority, and heritage language education in Canada [Special issue]. The Canadian Modern Language Review 66 (1). Duff, P. A., & Li, D. “Indigenous, minority, and heritage language education in Canada: Policies, contexts, and issues” (1–8); Duff, P. A., & Li, D. “L’enseignement des langues autochtones, des langues officielles minoritaires et des langues d’origine au Canada: Politiques, contextes et enjeux” (9–17); Ball, J. “Supporting young indigenous children’s language development in Canada: A review of research on needs and promising practices” (19–47); Sarkar, M., & A’n Metallic, M. “Indigenizing the structural syllabus: The challenge of revitalizing Mi’gmaq in Listuguj” (49–71); Brogden, L. M. “François, f / Fransask-qui? Franco-quoi? Constructions identitaires d’un enseignant en formation en situation linguistique minoritaire” (73–99); Guardado, M. “Speaking Spanish like a boy scout: Language socialization, resistance, and reproduction in a heritage language scout troup” (101–129); Comanaru, R., & Noels, K. A. “Self-determination, motivation, and the learning of Chinese as a heritage language” (131–158).

English Today 25 (3). (2009). Smith, R. “J. R. R. Tolkien and the art of translating English into English” (3–10); McCormick, K., & Agnihotri, R. K. “Forms and functions of English in multilingual signage” (11–17); Fischer-Hornung, D., Brosius, C., Hundt, M., & Mesthrie, R. “Moodling beyond Bollywood: E-teaching the language, literature and culture of the Indian diaspora” (18–28); Berry, R. “You could say that: The generic second-person pronoun in modern English” (29–34); Queiroz de Barros, R. “Expanding the tomato controversy: An exploratory study of the perception of standard British and American English in Portugal” (35–40); Li, T. B., & Moreira, G. “Learning English in corporate China” (41–48); Fandrych, I. “The importance of English communication skills in multilingual settings in Southern Africa” (49–55); Tulloch, A. “There’s no easy way” (56–58).

International Journal of Bilingual Education and Bilingualism 12 (5). (2009). Parsons, C., & Lyddy, F. “The sequencing of formal reading instruction: Reading development in bilingual and English-medium schools in Ireland” (493–512); Toloa, M., McNaughton, S., & Lai, M. “Biliteracy and language development in Samoan bilingual classrooms: The effects of increasing English reading comprehension” (513–531); Gabriele, A., Troseth, E., Martohardjono, G., & Otheguy, R. “Emergent literacy skills in bilingual children: Evidence for the role of L1 syntactic comprehension” (533–547); Tsung, L. T. H., & Cruickshank, K. “Mother tongue and bilingual minority education in China” (549–563); Castilla, A. P., Restrepo, M. A., & Perez-Leroux, A. T. “Individual differences and language interdependence: A study of sequential bilingual development in Spanish-English preschool children” (565–580); Letsholo, R. “Language maintenance or shift? Attitudes of Bakalanga youth towards their mother tongue” (581–595).

Journal of Child Language 36 (4). (2009). Hickmann, M., Taranne, P., & Bonnet, P. “Motion in first language acquisition: Manner and path in French and English child language” (705–741); Valian, V., Solt, S., & Stewart, J. “Abstract categories or limited-scope formulae: The case of children’s determiners” (743–778); Stolt, S., Haataja, L., Lapinleimu, H., & Lehtonen, L. “Associations between lexicon and grammar at the end of the second year in Finnish children” (779–806); Mcgregor, K. K., Rohlfing, K. J., Bean, A., & Marschner, E. “Gesture as a support for word learning: The case of under” (807–828); Evers-Vermeul, J., & Sanders, T. “The emergence of Dutch connectives: How cumulative cognitive complexity explains the order of acquisition” (829–854); Salonen, T., & Laakso, M. “Self-repair of speech by four-year-old Finnish children” (855–882); Chetail, F., & Mathey, S. “Activation of syllable units during visual recognition of French words in Grade 2” (883–894); Styles, S., & Plunkett, K. “What is ‘word understanding’ for the parent of a one-year-old? Matching the difficulty of a lexical comprehension task to parental CDI report” (895–908); Liu, H.-M., Tsao, F.-M., & Kuhl, P. K. “Age-related changes in acoustic modifications of Mandarin maternal speech to preverbal infants and five-year-old children: A longitudinal study” (909–922).

Language Testing 26 (3). (2009). Taylor, L., & Wigglesworth, G. “Are two heads better than one? Pair work in L2 assessment contexts” (325–339); Brooks, L. “Interacting in pairs in a test of oral proficiency: Co-constructing a better performance” (341–366); Davis, L. “The influence of interlocutor proficiency in a paired oral assessment” (367–396); May, L. “Co-constructed interaction in a paired speaking test: The rater’s perspective” (397–421); Ducasse, A. M., & Brown, A. “Assessing paired orals: Raters’ orientation to interaction” (423–443); Wigglesworth, G., & Storch, N. “Pair versus individual writing: Effects on fluency, complexity and accuracy” (445–466); Macqueen, S., & Harding, L. “Review of the Certificate of Proficiency in English (CPE) Speaking Test” (467–475).

Language Testing 26 (4). (2009). Johnson, J. S., & Lim, G. S. “The influence of rater language background on writing performance assessment” (485–505); Gebril, A. “Score generalizability of academic writing tasks: Does one test method fit it all?” (507–531); di Gennaro, K. “Investigating differences in the writing performance of international and Generation 1.5 students” (533–559); Plakans, L. “Discourse synthesis in integrated second language writing assessment” (561–587); Sinharay, S., Powers, D. E., Feng, Y., Saldivia, L., Giunta, A., Simpson, A., & Weng, V. “Appropriateness of the TOEIC^®Bridge test for students in three countries of South America” (589–619).

The Modern Language Journal 93 (4). (2009). Kato, S. “Suppressing inner speech in ESL reading: Implications for developmental changes in second language word recognition processes” (471–488); Zheng, D., Young, M. F., Wagner, M. M., & Brewer, R. A. “Negotiation for action: English language learning in game-based virtual worlds” (489–511); O’Donnell, M. E. “Finding middle ground in second language reading: Pedagogic modifications that increase comprehensibility and vocabulary acquisition while preserving authentic text features” (512–533); Brown, N. A. “Argumentation and debate in foreign language instruction: A case for the traditional classroom facilitating advanced-level language uptake” (534–549); Polio, C., & Zyzik, E. “Don Quixote meets ser and estar: Multiple perspectives on language learning in Spanish literature classes” (550–569); Bown, J. “Self-regulatory strategies and agency in self-instructed language learning: A situated view” (570–583); Etienne, C., & Sax, K. “Stylistic variation in French: Bridging the gap between research and textbooks” (584–606).

Second Language Research 25 (3). (2009). Dyson, B. “Processability theory and the role of morphology in English as a second language development: A longitudinal study” (355–376); Simon, E. “Acquiring a new second language contrast: An analysis of the English laryngeal system of native speakers of Dutch” (377–408); Lardiere, D. “Further thoughts on parameters and features in second language acquisition: A reply to peer comments on Lardiere’s ‘Some thoughts on the contrastive analysis of features in second language acquisition’ in SLR 25 (2)” (409–422).

Second Language Research 25 (4). (2009). Duffield, N., Matsuo, A., & Roberts, L. “Factoring out the parallelism effect in VP-ellipsis: English vs. Dutch contrasts” (427–467); Jiang, L. “A referential/quantified asymmetry in the second language acquisition of English reflexives by Chinese-speaking learners” (469–491); Thomas, M. “Ethical issues in the study of second language acquisition: Resources for researchers” (493–511).

Vandergrift, L., & Churchill, S. (Eds.). (2009). Bilingualism in a plurilingual Canada: Research and implications [Special issue]. The Canadian Modern Language Review 65 (5). Churchill, S. “Le bilinguisme au sein d’un Canada plurilingue: Recherches et incidences” (683–692); Churchill, S. “Bilingualism in a plurilingual Canada: Research and implications” (693–701); Mady, C. J., Arnott, S., & Lapkin, S. “Assessing AIM: Case study of grade 8 students in an Ontario school board” (703–729); Bourdages, J., & Vignola, M.-J. “AIM: La communication orale chez les élèves de l’élémentaire en français de base” (731–755); Netten, J., & Germain, C. “The future of intensive French in Canada” (757–786); Carr, W. “Intensive French in British Columbia: Costs, benefits, and connections to Canada’s bilingualism ideal” (787–815); Cormier, M., & Turnbull, M. “Une approche littératiée: Apprendre les sciences et la langue en immersion tardive” (817–840); Gentil, G., O’Connor, M., & Bigras, J. “Le maintien du français chez les fonctionnaires fédéraux anglophones: Impact d’un programme de formation linguistique” (841–867); Peters, M., Weinberg, A., & Sarma, N. “To like or not to like! Student perceptions of technological activities for learning French as a second language at five Canadian universities” (869–896).

World Englishes 28 (4). (2009). Xiao, R. “Multidimensional analysis and the study of world Englishes” (421–450); Imm, T. S. “Lexical borrowing from Chinese languages in Malaysian English” (451–484); Balasubramanian, C. “Circumstance adverbials in registers of Indian English” (485–508); Leung, G. A. E. “Negotiation of Trinidadian identity in ragga soca music” (509–531); Glass, T. “Why Thais write to other Thais in English” (532–543); Ouafeu, Y. T. S. “Thanking responders in Cameroon English” (544–551).

EDITED VOLUMES

Abraham, L. B., & Williams, L. (Eds.). (2009). Electronic discourse in language learning and language teaching. Amsterdam: Benjamins. Pp. x + 346. $143.00 cloth. Abraham, L. B., & Williams, L. “Introduction: Analyzing and exploring electronic discourse” (1–8); Lotherington, H., Neville-Verardi, D., & Ronda, N. S. “English in cyberspace: Negotiating digital literacies in a climate of educational accountability” (11–41); Williams, L. “Navigating and interpreting hypertext in French: New literacies and new challenges” (43–64); Abraham, L. B. “Web-based translation for promoting language awareness: Evidence from Spanish” (65–83); Sotillo, S. M. “Learner noticing, negative feedback, and uptake in synchronous computer-mediated environments” (87–110); van Compernolle, R. A., & Pierozak, I. “Teaching language variation in French through authentic chat discourse” (111–126); Lee, L. “Exploring native and nonnative interactive discourse in text-based chat beyond classroom settings” (127–150); McBride, K. “Podcasts and language learning: Promoting listening comprehension and intercultural competence” (153–167); Guikema, J. P. “Discourse analysis of podcasts in French: Implications for foreign language listening development” (169–189); van Compernolle, R. A. “Interactional and discursive features of English-language weblogs for language learning and teaching” (193–211); Douglass, K. “Second-person pronoun use in French-language blogs: Developing L2 sociopragmatic competence” (213–239); Negueruela-Azarola, E. “Blogs in Spanish beyond the classroom: Sociocultural opportunities for second language development” (241–259); Blattner, G., & Williams, L. “Linguistic and social dimensions of French-language discussion forums” (263–289); Whitworth, K. F. “The discussion forum as a locus for developing L2 pragmatic awareness” (291–317); Abraham, L. B., & Williams, L. “The discussion forum as a component of a technology-enhanced integrated performance assessment” (319–343).

Barfield, A., & Gyllstad, H. (Eds.) (2009). Researching collocations in another language: Multiple interpretations. New York: Palgrave Macmillan. Pp. 296. £55.00 paper. Barfield, A., & Gyllstad, H. “Introduction: Researching L2 collocation knowledge and development” (1–18); Groom, N. “Effects of second language immersion on second language collocational development” (21–33); Lin, P. M. S., & Adolphs, S. “Sound evidence: Phraseological units in spoken corpora” (34–48); Reppen, R. “Exploring L1 and L2 writing development through collocations: A corpus-based look” (49–59); Granger, S. “Commentary on part I: Learner corpora—A window onto the L2 phrasicon” (60–65); Handl, S. “Towards collocational webs for presenting collocations in learners’ dictionaries” (69–85); Komuro, Y. “Japanese learners’ collocation dictionary retrieval performance” (86–98); Jiang, J. “Designing pedagogic materials to improve awareness and productive use of L2 collocations” (99–113); Nesi, H. “Commentary on part II: Exploring materials for the study of L2 collocations” (114–121); Revier, R. L. “Evaluating a new test of whole English collocations” (125–138); Eyckmans, J. “Toward an assessment of learners’ receptive and productive syntagmatic knowledge” (139–152); Gyllstad, H. “Designing and evaluating tests of receptive collocation knowledge: COLLEX and COLLMATCH” (153–170); Shillaw, J. “Commentary on part III: Developing and validating tests of L2 collocation knowledge” (171–177); Ying, Y., & O’Neill, M. “Collocation learning through an ‘AWARE’ approach: Learner perspectives and learning process” (181–193); Peters, E. “Learning collocations through attention-drawing techniques: A qualitative and quantitative analysis” (194–207); Barfield, A. “Following individuals’ L2 collocation development over time” (208–223); Henriksen, B., & Stæhr, L. S. “Commentary on part IV: Processes in the development of L2 collocational knowledge—A challenge for language learners, researchers and teachers” (224–231); Wray, A. “Conclusion: Navigating L2 collocation research” (232–244).

Ortega, L., & Byrnes, H. (Eds.). (2008). The longitudinal study of advanced L2 capacities. London: Routledge. Pp. 311. $95.00 cloth. Ortega, L., & Byrnes, H. “The longitudinal study of advanced L2 capacities: An introduction” (3–20); Harklau, L. “Developing qualitative longitudinal case studies of advanced language learners” (23–35); Achugar, M., & Colombi, M. C. “Systemic functional linguistic explorations into the longitudinal study of advanced capacities: The case of Spanish heritage learners” (36–57); Myles, F. “Investigating learner language development with electronic longitudinal corpora: Theoretical and methodological issues” (58–72); Skiba, R., Dittmar, N., & Bressem, J. “Planning, collecting, exploring, and archiving longitudinal L2 data: Experiences from the P-MoLL project” (73–88); Rees, J., & Klapper, J. “Issues in the quantitative longitudinal measurement of second language progress in the study abroad context” (89–105); Byrnes, H., & Sinicrope, C. “Advancedness and the development of relativization in L2 German: A curriculum-based longitudinal study” (109–138); Sprang, K. A. “Advanced learners’ development of systematic vocabulary knowledge: Learning German vocabulary with inseparable prefixes” (139–162); Liamkina, O. “Teaching grammatical meaning to advanced learners: A cognitive-semantic perspective” (163–181); Källkvist, M. “L1-L2 translation versus no translation: A longitudinal study of focus-on-forms within a meaning-focused curriculum” (182–202); Taguchi, N. “Longitudinal gain of higher-order inferential abilities in L2 English: Accuracy, speed, and conventionality” (203–222); Kinginger, C., & Blattner, G. “Histories of engagement and sociolinguistic awareness in study abroad: Colloquial French” (223–246); Spenader, A. J. “Acquiring oral language skills over the course of a high school year abroad: What’s in it for absolute beginners?” (247–263); Angelelli, C. V. “An ethnographic longitudinal approach to the development of assessment for advanced competencies of medical interpreters” (264–278); Ortega, L., & Byrnes, H. “Theorizing advancedness, setting up the longitudinal research agenda” (281–300).

Pires, A., & Rothman, J. (Eds.). (2009). Minimalist inquiries into child and adult language acquistion: Case studies across Portuguese. Berlin: Mouton de Gruyter. Pp. 354. $168.00 cloth. Pires, A., & Rothman, J. “Child and adult language acquisition, linguistic theory and (microparametric) variation” (5–34); Sicuro Corrêa, L. “Bootstrapping language acquisition from a minimalist standpoint: On the identification of φ-features in Brazilian Portuguese” (35–62); Costa, J., & Lobo, M. “Clitic omission in the acquisition of European Portuguese: Data from comprehension” (63–84); Grolla, E. “Speculations about the acquisition of wh-questions in Brazilian Portuguese” (85–103); Vasconcellos Lopes, R. “Aspect and the acquisition of null objects in Brazilian Portuguese” (105–128); Pires, A., & Rothman, J. “Acquisition of Brazilian Portuguese in late childhood: Implications for syntactic theory and language change” (129–154); Santos, A. L. “Early VP ellipsis: Production and comprehension evidence” (155–175); Cabrelli-Amaro, J., Iverson, M., & Judy, T. “Informing adult acquisition debates: N-drop at the initial state of L3 Brazilian Portuguese” (177–195); Bell, M. F. “Divergence at the syntax-discourse interface: Evidence from the L2 acquisition of contrastive focus in European Portuguese” (197–219); Iverson, M. “Competing SLA hypotheses assessed: Comparing heritage and successive Spanish bilinguals of L3 Brazilian Portuguese” (221–243); Kato, M. A., Cyrino, S. L., & Reche Corrêa, V. “Brazilian Portuguese and the recovery of lost clitics through schooling” (245–271); Madeira, A. M., & Xavier, M. F. “The acquisition of clitic pronouns in L2 European Portuguese” (273–299); Montrul, S., Dias, R., & Thomé-Williams, A. “Subject expression in the non-native acquisition of Brazilian Portuguese” (301–325); Quicoli, A. C. “Afterword” (327–339).

Taguchi, N. (Ed.). (2009). Pragmatic competence. Berlin: Mouton de Gruyter. Pp. xxi + 364. $140.00 cloth. Kasper, G. “(Instead of a) foreword” (xiii–xxi); Taguchi, N. “Pragmatic competence in Japanese as a second language: An introduction” (1–18); Yoshimi, D. R. “From a! to zo: Japanese pragmatics and its contribution to JSL/JFL pedagogy” (19–39); Ishida, K. “Indexing stance in interaction with the Japanese desu/masu and plain forms” (41–67); Ikeda, K. “Advanced learners’ honorific styles in emails and telephone calls” (69–100); Ishihara, N., & Tarone, E. “Subjectivity and pragmatic choice in L2 Japanese: Emulating and resisting pragmatic norms” (101–128); Tateyama, Y. “Requesting in Japanese: The effect of instruction on JFL learners’ pragmatic competence” (129–166); Shimizu, T. “Influence of learning context on L2 pragmatic realization: A comparison between JSL and JFL learners’ compliment responses” (167–198); Kawate-Mierzejewska, M. “Refusals in Japanese telephone conversations” (199–226); Hagiwara, A. “Comprehending utterances in Japanese as a foreign language: Formulaicity and literality” (227–248); Taguchi, N. “Comprehension of indirect opinions and refusals in L2 Japanese” (249–273); Utashiro, T., & Kawai, G. “Blended learning for Japanese reactive tokens: Effects of computer-led, instructor-led, and peer-based instruction” (275–299); Kakegawa, T. “Development of the use of Japanese sentence-final particles through email correspondence” (301–333); Mori, J. “Commentary: The social turn in second language acquisition and Japanese pragmatics research—Reflection on ideologies, methodologies and instructional implications” (335–358).

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