BOOKS

Swan, M. (2012). Thinking about language teaching: Selected articles 1982–2011. Oxford: Oxford University Press. Pp. xi + 230. $20.00 paper.

JOURNALS

Applied Linguistics33 (2). (2012). Chan, A. Y. W. “The use of a monolingual dictionary for meaning determination by advanced Cantonese ESL learners in Hong Kong” (115–140); Tambulukani, G., & Bus, A. G. “Linguistic diversity: A contributory factor to reading problems in Zambian schools” (141–160); Carlsen, C. “Proficiency level—A fuzzy variable in computer learner corpora” (161–183); Van Campernolle, R. A., & Williams, L. “Teaching, learning, and developing L2 French sociolinguistic competence: A sociocultural perspective” (184–205); Hashemi, M. R. “Reflections on mixing methods in applied linguistics research” (206–212).

Applied Psycholinguistics33 (2). (2012). Troche, M. S., & Altmann, L. J. P. “Sentence production in Parkinson disease: Effects of conceptual and task complexity” (225–251); Sasisekaran, J., & Weber-Fox, C. “Cross-sectional study of phoneme and rhyme monitoring abilities in children between 7 and 13 years” (253–279); Ketelaars, M. P., Jansonius, K., Cuperus, J., & Verhoeven, L. “Narrative competence and underlying mechanisms in children with pragmatic language impairment” (281–303); Leonard, L. B., Lukács, A., & Kas, B. “Tense and aspect in childhood language impairment: Contributions from Hungarian” (305–328); Chee So, W., & Lim, J. L. “Point to a referent, and say, ‘what is this?’ Gesture as a potential cue to identify referents in a discourse” (329–342); Kahn-Horwitz, J., Sparks, R. L., & Goldstein, Z. “English as a foreign language spelling development: A longitudinal study” (343–363); Apel, K., Thomas-Tate, S., Wilson-Fowler, E. B., & Brimo, D. “Acquisition of initial mental graphemic representations by children at risk for literacy development” (365–391); Kidd, E. “Individual differences in syntactic priming in language acquisition” (393–418); Witzel, J., Witzel, N., & Nicol, J. “Deeper than shallow: Evidence for structure-based parsing biases in second-language sentence processing” (419–456).

Bilingualism: Language and Cognition15 (2). (2012). Poplack, S., Zentz, L., & Dion, N. “Phrase-final prepositions in Quebec French: An empirical study of contact, code-switching and resistance to convergence” (203–225); Otheguy, R. “Concurrent models and cross-linguistic analogies in the study of prepositional stranding in French in Canada” (226–229); Elsig, M. “Benchmark varieties and the individual speaker: Indispensable touchstones in studies on language contact” (230–232); Torres Cacoullos, R. “A milestone study: Structured variability as the key to unraveling (contact-induced) language change” (233–236); Muysken, P. “Another icon of language contact shattered” (237–239); Kaiser, G. A. “Preposition stranding and orphaning: The case of bare prepositions in French” (240–242); Roberge, Y. “On the distinction between preposition stranding and orphan prepositions” (243–246); Poplack, S., Zentz, L., & Dion, N. “What counts as (contact-induced) change” (247–254); Ingvalson, E. M., Holt, L. L., & McClelland, J. “Can native Japanese listeners learn to differentiate /r-l/ on the basis of F3 onset frequency?” (255–274); Lee, S. A. S., & Iverson, G. K. “Stop consonant productions of Korean-English bilingual children” (275–287); Ormel, E., Hermans, D., Knoors, H., & Verhoeven, L. “Cross-language effects in written word recognition: The case of bilingual deaf children” (288–303); Gauthier, K., Genesee, F., & Kasparian, K. “Acquisition of complement clitics and tense morphology in internationally adopted children acquiring French” (304–319); Nicoladis, E. “Cross-linguistic influence in French-English bilingual children’s possessive constructions” (320–328); Yudes, C., Macizo, P., & Bajo, T. “Coordinating comprehension and production in simultaneous interpreters: Evidence from the Articulatory Suppression Effect” (329–339); van Dijk, R., Christoffels, I., Postma, A., & Hermans, D. “The relation between the working memory skills of sign language interpreters and the quality of their interpretation” (340–350); Kormi-Nouri, R., Moradi, A.-R., Moradi, S., Akbari-Zardkhaneh, S., & Zahedian, H. “The effect of bilingualism on letter and category fluency tasks in primary school children: Advantage or disadvantage?” (351–364); Runnqvist, E., & Costa, A. “Is retrieval-induced forgetting behind the bilingual disadvantage in word production?” (365–377); O’Shannessy, C., & Meakins, F. “Comprehension of competing argument marking systems in two Australian mixed languages” (378–396); Bialystok, E., & Luk, G. “Receptive vocabulary differences in monolingual and bilingual adults” (397–401); Brentari, D., Nadolske, M. A., & Wolford, G. “Can experience with co-speech gesture influence the prosody of sign language? Sign language prosodic cues in bimodal bilinguals” (402–412); Chen, J.-Y., Su, J.-J., Lee, C.-Y., & O’Seaghdha, P. G. “Linguistically directed attention to the temporal aspect of action events in monolingual English speakers and Chinese-English bilingual speakers with varying English proficiency” (413–421); Hulstijn, J. H. “The construct of language proficiency in the study of bilingualism from a cognitive perspective” (422–433).

Canadian Modern Language Review68 (1). (2012). Weinberg, A., Boukacem, D., & Burger, S. “L’enseignement d’un vocabulaire disciplinaire dans deux contextes d’immersion universitaire: Quelle approche favoriser?” (1–27); Marshall, S., Hayashi, H., & Yeung, P. “Negotiating the multi in multilingualism and multiliteracies: Undergraduate students in Vancouver, Canada” (28–53); Hsueh-Chao, M. H., & Nassaji, H. “Ease of inferencing, learner inferential strategies, and their relationship with the retention of word meanings inferred from context” (54–77); Swanson, P. “Second/foreign language teacher efficacy and its relationship to professional attrition” (78–101).

Canadian Modern Language Review68 (2). (2012). Dewey, D. P., Bown, J., & Eggett, D. “Japanese language proficiency, social networking, and language use during study abroad: Learners’ perspectives” (111–137); Serrano, R., Tragant, E., & Llanes, A. “A longitudinal analysis of the effects of one year abroad” (138–163); Wong, W., & Pyun, D. O. “The effects of sentence writing on second language French and Korean lexical retention” (164–189); Prasad, G. “Multiple minorities or culturally and linguistically diverse (CLD) plurilingual learners? Re-envisioning Allophone immigrant children and their inclusion in French-language schools in Ontario” (190–215).

English Today 28 (1). (2012). Aarts, B., Clayton, D., & Wallis, S. “Bridging the grammar gap: Teaching English grammar to the iPhone generation” (3–8); Balteiro, I. “When Spanish owns English words” (9–14); Varughese, E. “New departures, new worlds: World Englishes literature” (15–19); González Cruz, I. “English in the Canaries: Past and present” (20–28); Kang, H.-S. “English-only instruction at Korean universities: Help or hindrance to higher learning?” (29–34); Bulley, M. “Why no mips?” (35–49); Groom, C. “Non-native attitudes towards teaching English as a lingua franca in Europe” (50–57); Davidson, K. “English, ‘so to say’” (58–61); Graddol, D. “Notes from East Asia: English in the Pearl River Delta” (62–64).

Journal of Child Language 39 (2). (2012). Prieto, P., Estrella, A., & Vanrell, M. “Is prosodic development correlated with grammatical and lexical development? Evidence from emerging intonation in Catalan and Spanish” (221–257); Vasilyeva, M., & Waterfall, H. “Beyond syntactic priming: Evidence for activation of alternative syntactic structures” (258–283); Stoll, S., Bickel, B., Lieven, E., Paudyal, N. P., Banjade, G., Bhatta, T. N., et al. “Nouns and verbs in Chintang: Children’s usage and surrounding adult speech” (284–321); Koenig, M., & Woodward, A. L. “Toddlers learn words in a foreign language: The role of native vocabulary knowledge” (322–337); Foster, E. K., & Hund, A. M. “The impact of scaffolding and overhearing on young children’s use of spatial terms between and middle” (338–364); Xing Tan, T., Loker, T., Dedrick, R. F., & Marfo, K. “Second-first language acquisition: Analysis of expressive language skills in a sample of girls adopted from China” (365–382); Berger, F., & Höhle, B. “Restrictions on addition: Children’s interpretation of the focus particles auch ‘also’ and nur ‘only’ in German” (383–410); Gábor, B., & Lukács, A. “Early morphological productivity in Hungarian: Evidence from sentence repetition and elicited production” (411–442); Hahn, E. R., & Cantrell, L. “The shape-bias in Spanish-speaking children and its relationship to vocabulary” (443–455).

Journal of Child Language39 (3). (2012). Boyd, J. K., & Goldberg, A. E. “Young children fail to fully generalize a novel argument structure construction when exposed to the same input as older learners” (457–481); Notley, A., Zhou, P., Jensen, B., & Crain, S. “Children’s interpretation of disjunction in the scope of ‘before’: A comparison of English and Mandarin” (482–522); Molemans, I., van den Berg, R., van Severen, L., & Gillis, S. “How to measure the onset of babbling reliably?” (523–552); Mykhaylyk, R. “Factors contributing to child scrambling: Evidence from Ukranian” (553–579); Kruk, R. S., & Reynolds, K. A. A. “French immersion experience and reading skill development in at-risk readers” (580–610); Pye, C. “The poverty of the Mayan stimulus” (611–636); Matsuo, A., Kita, S., Shinya, Y., Wood, G., & Naigles, L. “Japanese two-year-olds use morphosyntax to learn novel verb meanings” (637–663); Schults, A., Tulviste, T., & Konstabel, K. “Early vocabulary and gestures in Estonian children” (664–686).

Language in Society41 (3). (2012). Fleming, L. “Gender indexicality in the Native Americas: Contributions to the typology of social indexicality” (295–320); Hachimi, A. “The urban and the urbane: Identities, language ideologies, and Arabic dialects in Morocco” (321–341); Pritzker, S. E., “Living translation in US Chinese medicine” (343–363); Matoesian, G. “Gesture’s community: Social organization in multimodal conduct” (365–391).

Language Testing29 (2). (2012). Harding, L. “Accent listening assessment and the potential for a shared-L1 advantage: A DIF perspective” (163–180); Haug, T. “Methodological and theoretical issues in the adaptation of sign language tests: An example from the adaptation of a test to German Sign Language” (181–201); Hulstijn, J. H., Schoonen, R., de Jong, N. H., Steinel, M. P., & Florijn, A. “Linguistic competences of learners of Dutch as a second language at B1 and B2 levels of speaking proficiency of the Common European Framework of Reference for Languages (CEFR)” (203–221); Sato, T. “The contribution of test-takers’ speech content to scores on an English oral proficiency test” (223–241); Crossley, S. A., Salsbury, T., & McNamara, D. S. “Predicting the proficiency level of language learners using lexical indices” (243–263); Goodwin, A. P., Huggins, A. C., Carlo, M., Malabonga, V., Kenyon, D., Louguit, M., & August, D. “Development and validation of Extract the Base: An English derivational morphology test for third through fifth grade monolingual students and Spanish-speaking English language learners” (265–289); Kokhan, K. “Investigating the possibility of using TOEFL scores for university ESL decision-making: Placement trends and effect of time lag” (291–308).

Language Variation and Change24 (1). (2012). Nokes, J., & Hay, J. “Acoustic correlates of rhythm in New Zealand English: A diachronic study” (1–31). Levon, E. “Gender, prescriptivism, and language change: Morphological variation in Hebrew animate reference” (33–58); Drager, K., & Hay, J. “Exploiting random intercepts: Two case studies in sociophonetics” (59–78); Jin, W. “Variation and change in Chinese Korean: The case of vowel /y/” (79–106); Drummond, R. “Aspects of identity in a second language: ING variation in the speech of Polish immigrants living in Manchester, UK” (107–133).

Second Language Research28 (2). (2012). Macizo, P., Bajo, T., & Paolieri, D. “Language switching and language competition” (131–149); Tsukada, K. “Non-native Japanese listeners’ perception of vowel length contrasts in Japanese and Modern Standard Arabic (MSA)” (151–168); Zhao, L. X. “Interpretation of Chinese overt and null embedded arguments by English-speaking learners” (169–190); Grüter, T., Lew-Williams, C., & Fernald, A. “Grammatical gender in L2: A production or a real-time processing problem?” (191–215); Pladevall Ballester, E. “Child L2 English acquisition of subject properties in an immersion bilingual context” (217–241); González López, V. “Spanish and English word-initial voiceless stop production in code-switched vs. monolingual structures” (243–263).

Sekali, M. (Ed.). (2012). First language acquisition of French grammar (from 10 months to 4 years old) [Special issue]. Journal of French Language Studies22 (1). Sekali, M. “First language acquisition of French grammar (from 10 months to 4 years old): Introduction” (1–6); Morgenstern, A., & Parisse, C. “The Paris corpus” (7–12); Martel, K., & Dodane, C. “Le rôle de la prosodie dans les premières constructions grammaticales: Etude de cas d’un enfant français monolingue” (13–35); Rossi, C., & Parisse, C. “Categories in the making: Assessing the role of semantics in the acquisition of noun and verb categories” (37–56); Leroy-Collombel, M., & Morgenstern, A. “Rising grammatical awareness in a French-speaking child from 18 to 36 months: Uses and misuses of possession markers” (57–75); Caët, S. “Développement de la référence à soi chez une enfant de 1;05 à 3;00: De l’influence de l’input à la reconstruction du système” (77–93); Parisse, C., & Morgenstern, A. “The unfolding of the verbal temporal system in French children’s speech between 18 and 36 months” (95–114); Sekali, M. “The emergence of complex sentences in a French child’s language from 0;10 to 4;01: Causal adverbial clauses and the concertina effect” (115–141).

World Englishes 31 (2). (2012). Hardy, J. A., & Friginal, E. “Filipino and American online communication and linguistic variation” (143–161); Grant, L. E. “Culturally motivated lexis in New Zealand English” (162–176); Sharbawi, S. “Revisiting the vowels of Brunei English” (177–197); Hiramoto, M., & Sato, Y. “Got-interrogatives and answers in colloquial Singapore English” (198–207); Asante, M. Y. “Variation in subject-verb concord in Ghanian English” (208–225); Parviainen, H. “Focus particles in Indian English and other varieties” (226–247); Nejjari, W., Gerritsen, M., Van Der Haagen, M., & Korzilius, H. “Responses to Dutch-accented English” (248–267).

EDITED VOLUMES

Hansen, L. (Ed.). (2012). Second language acquisition abroad: The LDS missionary experience. Amsterdam: Benjamins. Pp. x + 268. $135.00 cloth. Hansen, L. “Introduction: Investigating mission languages” (1–9); Graham, C. R. “Language learning and teaching in the Church of Jesus Christ of Latter-day Saints” (13–28); Dewey, D., & Clifford, R. T. “The development of speaking proficiency of LDS missionaries” (29–49); Larson-Hall, J., & Dewey, D. “An examination of the effects of input, aptitude, and motivation on the language proficiency of missionaries learning Japanese as a second language” (51–88); Hansen, L., Lam, K., Orikasa, L., Rama, P., Schwaller, G., & Mellado Miller, R. “In the beginning was the word: Vocabulary learning in six mission languages” (89–108); Hansen, L., Colver, A., Chong, W., Pereira, H., Robinson, J., Sawada, A., et al. “The lost word: Vocabulary attrition in six mission languages” (111–134); Graham, C. R. “Vocabulary attrition in adult speakers of Spanish as a second language” (135–184); Hansen, L., McKinney, M., & Umeda, Y. “Savings in the relearning of mission vocabulary: The effects of time and proficiency” (185–202); Hansen, L., & Chen, Y.-L. “What counts in the retention of numeral classifiers in Japanese and Chinese?” (203–220); Russell, R. A. “Syntactic attrition in L2 Japanese missionary language” (221–244); Hansen, L., Gardner, J., Pollard, J., Rowe, J., & Tsukayama, J. “The measurement of oral fluency in mission languages” (245–258).

Jarvis, S., & Crossley, S. A. (Eds.). (2012). Approaching language transfer through text classification: Explorations in the detection-based approach. Bristol, UK: Multilingual Matters. Pp. viii + 189. $49.95 paper. Jarvis, S. “The detection-based approach: An overview” (1–33); Jarvis, S., Castañeda-Jiménez, G., & Nielsen, R. “Detecting L2 writers’ L1s on the basis of their lexical styles” (34–70); Jarvis, S., & Paquot, M. “Exploring the role of n-grams in L1 identification” (71–105); Crossley, S. A., & McNamara, D. S. “Detecting the first language of second language writers using automated indices of cohesion, lexical sophistication, syntactic complexity and conceptual knowledge” (106–126); Bestgen, Y., Granger, S., & Thewissen, J. “Error patterns and automatic L1 identification” (127–153); Jarvis, S., Bestgen, Y., Crossley, S. A., Granger, S., Paquot, M., Thewissen, J., et al. “The comparative and combined contributions of n-grams, Coh-Metrix indices and error types in the L1 classification of learner texts” (154–177); Crossley, S. A. “Detection-based approaches: Methods, theories and applications” (178).

Tang, R. (Ed.). (2012). Academic writing in a second or foreign language: Issues and challenges facing ESL/EFL academic writers in higher education contexts. New York: Continuum. Pp. xii + 250. $140.00 cloth. Tang, R. “The issues and challenges facing academic writers from ESL/EFL contexts: An overview” (1–18); Cargill, M., & O’Conner, P. “Identifying and addressing challenges to international publication success for EFL science researchers: Implementing an integrated training package in China” (21–44); Diani, G. “Text and corpus work, EAP writing and language learners” (45–66); Hu, G., & Ren, H. “The impact of experience and beliefs on Chinese EFL student writers’ feedback preferences” (67–87); Paltridge, B., & Woodrow, L. “Thesis and dissertation writing: Moving beyond the text” (88–104); Lewkowicz, J. “The challenges of writing a successful thesis conclusion” (107–125); Nesi, H., & Moreton, E. “EFL/ESL writers and the use of shell nouns” (126–145); Leedham, M. “Writing in tables and lists: A study of Chinese students’ undergraduate assignments in UK universities” (146–165); Okada, H., & Pearson Casanave, C. “Writing and researching between and beyond the labels” (167–185); John, S. “Identity without the ‘I’: A study of citation sequences and writer identity in literature review sections of dissertations” (186–203); Tang, R. “Two sides of the same coin: Challenges and opportunities for scholars from EFL backgrounds” (204–232); Lillis, T. “English medium writing for academic purposes: Foundational categories, certainty and contingency” (235–247).