BOOKS

de Bot, K., & Makoni, S. (2005). Language and aging in multilingual contexts. Clevedon, UK: Multilingual Matters. Pp. vi + 162. $99.95 cloth, $39.95 paper.

Dodigovic, M. (2005). Artificial intelligence in second language learning: Raising error awareness. Clevedon, UK: Multilingual Matters. Pp. viii + 304. $69.95 paper.

Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Erlbaum. Pp. xii + 270. $69.95 cloth.

Hegarty, M. (2005). A feature-based syntax of functional categories: The structure, acquisition and specific impairment of functional systems. Berlin: Mouton de Gruyter. Pp. xiii + 348. $109.20 cloth.

Kiss-Gulyás, J. (2004). The acquisition of English restrictive relative clauses by Hungarian learners of English. Budapest: Akadémiai Kiadó. Pp. 169. $26.00 paper.

Swaffar, J., & Arens, K. (2005). Remapping the foreign language curriculum: An approach through multiple literacies. New York: The Modern Language Association. Pp. xv + 217. $40.00 cloth, $22.00 paper.

JOURNALS

Anthropological Linguistics 46 (4). (2004). Rudes, B. A. “Place names of Cofitachequi” (359–426); Forth, G. “A ‘cock’ and ‘bull’ story: Nage sex terms and their implications for ethnozoological classification” (427–449); Messineo, C. “Toba discourse as verbal art” (450–479).

Applied Linguistics 26 (3). (2005). Hauser, E. “Coding ‘corrective recasts’: The maintenance of meaning and more fundamental problems” (293–316); Ross, S. J. “The impact of assessment method on foreign language proficiency growth” (317–342); Harwood, N. “‘We do not seem to have a theory … the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing” (343–375); Swan, M. “Legislation by hypothesis: The case of task-based instruction” (376–401); Foster, P., & Ohta, A. S. “Negotiation for meaning and peer assistance in second language classrooms” (402–430); North, S. “Disciplinary variation in the use of theme in undergraduate essays” (431–452); O'Grady, W., Yamashita, Y., & Lee, S.-Y. “A note on canonical word order” (453–458).

Applied Linguistics 26 (4). (2005). Cameron, D. “Language, gender, and sexuality: Current issues and new directions” (482–502); Eades, D. “Applied linguistics and language analysis in asylum seeker cases” (503–526); Myers, G. “Applied linguists and institutions of opinion” (527–544); Kramsch, C. “Post 9/11: Foreign languages between knowledge and power” (545–567); Bygate, M. “Applied linguistics: A pragmatic discipline, a generic discipline?” (568–581); Laufer, B. “Lexical frequency profiles: From Monte Carlo to the real world—A response to Meara (2005)” (582–588).

Applied Psycholinguistics 26 (4). (2005). Trofimovich, P. “Spoken-word processing in native and second languages: An investigation of auditory word priming” (479–504); Chu, M. M.-K., & Leung, M.-T. “Reading strategy of Hong Kong school-aged children: The development of word-level and character-level processing” (505–520); Pretorius, E. J. “English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context” (521–539); Wittek, A., & Tomasello, M. “Young children's sensitivity to listener knowledge and perceptual context in choosing referring expressions” (541–558); Lafrance, A., & Gottardo, A. “A longitudinal study of phonological processing skills and reading in bilingual children” (559–578); Hardison, D. M. “Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment” (579–596); Horton-Ikard, R., & Weismer, S. E. “Distinguishing African American English from developmental errors in the language production of toddlers” (597–620); Anderson, R. T., & Souto, S. M. “The use of articles by monolingual Puerto Rican Spanish-speaking children with specific language impairment” (621–647).

English Today 21 (3). (2005). Smith, R. “Why the film version of The Lord of the Rings betrays Tolkien's novel [Part 1]” (3–7); Seaton, A. “Explaining oneself” (8–15); Lan, L. “The growing prosperity of on-line dictionaries” (16–21); Abbott, G. “Calling people names” (22–23); Rastall, P. “The nippy postie plays a nifty game of footie” (24–26); Xiaoqiong, H. “China English, at home and in the world” (27–38); Jin, J. “Which is better in China, a local or a native English-speaking teacher?” (39–46); Bulley, M. “Dyooty or jyooty? Back to the beginnings” (47–48); Davidson, K. “très SHOW” (49); Blaisdell, B. “The Soup Kitchen Writing Workshop” (50–54); McArthur, T. “Chinese, English, Spanish—and the rest” (55–61).

English Today 21 (4). (2005). Hassan, A. “Language planning in Malaysia: The first hundred years” (3–12); Smith, R. “Timeless Tolkien [Part 2]” (13–20); Adamo, G. E. “Globalization, terrorism, and the English language in Nigeria” (21–26); Ouafeu, Y. T. S. “Lexical vestiges of English in the

language” (27–29); Jones, L. “Logla takna mi” (30–31); Poole, B. “‘Quality’ problems” (32–34); Ross, N. J. “MS and the EU: Naming a non-starter” (36–38); Bulley, M. “I mightn't have had to have been writing this” (39–43); Blaisdell, B. “Death sentences” (44–47); Shao, X. Z. “Practising my English in China” (48–54); Qiang, N., & Wolff, M. “Is EFL a modern Trojan horse?” (55–60); McArthur, T. “Teaching and using English in Hong Kong, China, and the world” (61–64).

Foreign Language Annals 38 (3). (2005). Aski, J. M. “Alternatives to mechanical drills for the early stages of language practice in foreign language textbooks” (333–343); Schuster, B. G. “Did a foreign language in the elementary schools (FLES) program in a Kansas school district affect students' academic achievement in English?” (344–356); Savignon, S. J., & Sysoyev, P. V. “Cultures and comparisons: Strategies for learners” (357–365); Houston, T. “Outcomes assessment for beginning and intermediate Spanish: One program's process and results” (366–376); Moyer, A. “Formal and informal experiential realms in German as a foreign language: A preliminary investigation” (377–387); Gregersen, T. S. “Nonverbal cues: Clues to the detection of foreign language anxiety” (388–400); Castro, O., & Peck, V. “Learning styles and foreign language learning difficulties” (401–409); Ducate, L. C., & Lomicka, L. L. “Exploring the blogosphere: Use of web logs in the foreign language classroom” (410–421); Taylor, G. “Perceived processing strategies of students watching captioned video” (422–427); Spodark, E. “Technoconstructivism for the undergraduate foreign language classroom” (428–435).

Hogan-Brun, G. (Ed.). (2005). Language and social processes in the Baltic republics surrounding their EU accession [Special Issue]. Journal of Multilingual & Multicultural Development 26 (5). Hogan-Brun, G. “The Baltic republics and language ideological debates surrounding European Union accession” (367–377); Verschik, A. “Research into multilingualism in Estonia” (378–390); Rouillard, R. “Between east and west is north: The loyalties and allegiances of Russian authors and painters living in EU Estonia” (391–408); Priedıte, A. “Surveying language attitudes and practices in Latvia” (409–424); Hogan-Brun, G., &

, M. “Perspectives on language attitudes and use in Lithuania's multilingual setting” (425–441);

, I., &

, V. “Cultural and linguistic diversity of the Baltic states in a new Europe” (442–452); Adrey, J.-B. “Minority language rights before and after the 2004 EU enlargement: The Copenhagen criteria in the Baltic states” (453–468); Dini, P. U. “Towards a Baltic linguistics historiography?” (469–473).

IRAL 43 (3). (2005). Camps, J. “The emergence of the imperfect in Spanish as a foreign language: The association between imperfective morphology and state verbs” (163–192); Herschensohn, J., Stevenson, J., & Waltmunson, J. “Children's acquisition of L2 Spanish morphosyntax in an immersion setting” (193–217); Yuan, B., & Zhao, Y. “Resumptive pronouns in English-Chinese and Arabic-Chinese interlanguages” (219–237); Lorenzo-Dus, N., & Meara, P. “Examiner support strategies and test-taker vocabulary” (239–258).

Journal of Child Language 32 (3). (2005). Özçaliskan, S., & Goldin-Meadow, S. “Do parents lead their children by the hand?” (481–505); Chen, L.-M., & Kent, R. D. “Consonant-vowel co-occurrence patterns in Mandarin-learning infants” (507–534); Blackwell, A. A. “Acquiring the English adjective lexicon: Relationships with input properties and adjectival semantic typology” (535–562); McGregor, K. K., Sheng, L., & Smith, B. “The precocious two-year-old: Status of the lexicon and links to the grammar” (563–585); Theakston, A., & Lieven, E. V. M. “The acquisition of auxiliaries BE and HAVE: An elicitation study” (587–616); Valian, V., & Aubry, S. “When opportunity knocks twice: Two-year-olds' repetition of sentence subjects” (617–641); Saxton, M., Backley, P., & Gallaway, C. “Negative input for grammatical errors: Effects after a lag of 12 weeks” (643–672).

Kecskes, I. (Ed.). (2005). Cognitive approaches to bilingualism [Special Issue]. International Journal of Bilingualism 9 (1). Kecskes, I. “Introduction” (1–6); Wierzbicka, A. “Universal human concepts as a tool for exploring bilingual lives” (7–26); Kroll, J. F., Sumutka, B. M., & Schwartz, A. I. “A cognitive view of the bilingual lexicon: Reading and speaking words in two languages” (27–48); Kecskes, I., & Cuenca, I. M. “Lexical choice as a reflection of conceptual fluency” (49–67); MacWhinney, B. “Extending the Competition Model” (69–84); Ervin-Tripp, S., & Reyes, I. “Child codeswitching and adult content contrasts” (85–102); Bialystok, E., Martin, M. M., & Viswanathan, M. “Bilingualism across the lifespan: The rise and fall of inhibitory control” (103–119).

Language Testing 22 (4). (2005). Lumley, T., & O'Sullivan, B. “The effect of test-taker gender, audience and topic on task performance in tape-mediated assessment of speaking” (415–437); Stansfield, C. W., & Hewitt, W. E. “Examining the predictive ability of a screening test for court interpreters” (438–462); Xi, X. “Do visual chunks and planning impact performance on the graph description task in the SPEAK exam?” (463–508); Al-Hamly, M., & Coombe, C. “To change or not to change: Investigating the value of MCQ answer changing for Gulf Arab students” (509–531).

Language Variation and Change 17 (3). (2005). Tseng, S.-C. “Monosyllabic word merger in Mandarin” (231–256); Warner, A. “Why DO dove: Evidence for register variation in Early Modern English negatives” (257–280); Tagliamonte, S., & Temple, R. “New perspectives on an ol' variable: (t, d) in British English” (281–302); Mesthrie, R. “Assessing representations of South African Indian English in writing: An application of variation theory” (303–326); D'Arcy, A. “The development of linguistic constraints: Phonological innovations in St. John's English” (327–355).

Second Language Research 21 (4). (2005). Dekydtspotter, L., & Hathorn, J. C. “Quelque chose … de remarquable in English-French acquisition: Mandatory, informationally encapsulated computations in second language interpretation” (291–323); Altenberg, E. P. “The perception of word boundaries in a second language” (325–358); Wilks, C., Meara, P., & Wolter, B. “A further note on simulating word association behaviour in a second language” (359–372).

TESOL Quarterly 39 (3). (2005). Levis, J. M. “Changing contexts and shifting paradigms in pronunciation teaching” (369–377); Derwing, T. M., & Munro, M. J. “Second language accent and pronunciation teaching: A research-based approach” (379–397); Field, J. “Intelligibility and the listener: The role of lexical stress” (399–423); Deterding, D. “Listening to Estuary English in Singapore” (425–440); Riney, T. J., Takagi, N., & Inutsuka, K. “Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners” (441–466); Sifakis, N. C., & Sougari, A.-M. “Pronunciation issues and EIL pedagogy in the periphery: A survey of Greek state school teachers' beliefs” (467–488); Gatbonton, E., Trofimovich, P., & Magid, M. “Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation” (489–511); Golombek, P., & Jordan, S. R. “Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity” (513–533); Jenkins, J. “Implementing an international approach to English pronunciation: The role of teacher attitudes and identity” (535–543); Dauer, D. M. “The Lingua Franca core: A new model for pronunciation instruction?” (543–550); Walker, R. “Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice” (550–558).

Treffers-Daller, J., & Mougeon, R. (2005). The role of transfer in language variation and change: Evidence from contact varieties of French [Special Issue]. Bilingualism: Language and Cognition 8 (2). Treffers-Daller, J., & Mougeon, R. “The role of transfer in language variation and change: Evidence from contact varieties of French” (93–98); Mougeon, R., Nadasdi, T., & Rehner, K. “Contact-induced linguistic innovations on the continuum of language use: The case of French in Ontario” (99–115); Bullock, B. E., & Gerfen, C. “The preservation of schwa in the converging phonological system of Frenchville (PA) French” (117–130); Dubois, S., & Noetzel, S. “Intergenerational pattern of interference and internally-motivated changes in Cajun French” (131–143); Treffers-Daller, J. “Brussels French une fois: Transfer-induced innovation or system-internal development?” (145–157); Jones, M. C. “Transfer and changing linguistic norms in Jersey Norman French” (159–175).

EDITED VOLUMES

Ayoun, D., & Salaberry, M. R. (Eds.). (2005). Tense and aspect in Romance languages: Theoretical and applied perspectives. Amsterdam: Benjamins. Pp. x + 316. $138.00 cloth. Salaberry, M. R., & Ayoun, D. “The development of L2 tense-aspect in the Romance languages” (1–33); Comajoan, L. “The acquisition of perfective and imperfective morphology and the marking of discourse grounding in Catalan” (35–77); Ayoun, D. “The acquisition of tense and aspect in L2 French from a Universal Grammar perspective” (79–127); Rocca, S. “Italian tense-aspect morphology in child L2 acquisition” (129–178); Salaberry, M. R. “Evidence for transfer of knowledge of aspect from L2 Spanish to L3 Portuguese” (179–210); Blyth, C. “From empirical findings to the teaching of aspectual distinctions” (211–252); Ayoun, D., & Salaberry, M. R. “Towards a comprehensive model of the acquisition of L2 tense-aspect in the Romance languages” (253–281).

Bruthiaux, P., Atkinson, D., Eggington, W. G., Grabe, W., & Ramanathan, V. (2005). Directions in applied linguistics. Clevedon, UK: Multilingual Matters. Pp. xiii + 327. $129.95 cloth. Widdowson, H. G. “Applied linguistics, interdisciplinarity, and disparate realities” (12–25); Spolsky, B. “Is language policy applied linguistics?” (26–36); Clyne, M. “Sharing community languages: Utopian dream or realistic vision?” (42–55); Domínguez, R., Tucker, G. R., & Donato, R. “Documenting curricular reform: Innovative foreign language education in elementary school” (56–71); Kamhi-Stein, L. “Research perspectives on non-native English-speaking educators” (72–83); Ferris, D. R. “Reflections of a ‘blue collar linguist’: Analysis of written discourse, classroom research, and EAP pedagogy” (91–100); Johns, A. M. “English for academic purposes: Issues in undergraduate writing and reading” (101–116); Reid, J. “‘Ear’ learners and error in US college writing” (117–130); Zimmerman, C. B. “Teachers' perceptions of lexical anomalies: A pilot study” (131–145); Connor, U. M., & Moreno, A. I. “Tertium comparationis: A vital component in contrastive rhetoric research” (153–164); Daubney-Davis, A., & Patthey-Chavez, G. “Structure and style in the narrative writings of Mexican-American and African-American adolescents” (165–185); Hinkel, E. “Functions of personal examples and narratives in L1 and L2 academic prose” (186–200); Poole, D. “Cross-cultural variation in classroom turn-taking practices” (201–219); Baldauf, R. B., Jr. “Micro language planning” (227–239); Baumgardner, R. J. “The Englishization of Spanish in Mexico” (240–254); Lo Bianco, J. “Including discourse in language planning theory” (255–263); Medgyes, P. “World-language: Foreign language policy in Hungary” (264–278).

Han, Z., & Odlin, T. (Eds.). (2005). Studies of fossilization in second language acquisition. Clevedon, UK: Multilingual Matters. Pp. vii + 224. $119.95 cloth, $49.95 paper. Han, Z., & Odlin, T. “Introduction” (1–20); Nakuma, C. K. “Researching fossilization and second language (L2) attrition: Easy questions, difficult answers” (21–34); Lardiere, D. “Establishing ultimate attainment in a particular second language grammar” (35–55); Han, Z. “Fossilization: Can grammaticality judgment be a reliable source of evidence?” (56–82); Odlin, T., Alonso Alonso, R., & Alonso-Vázquez, C. “Fossilization in L2 and L3” (83–99); Lakshmanan, U. “Child second language acquisition and the fossilization puzzle” (100–133); MacWhinney, B. “Emergent fossilization” (134–156); Tarone, E. “Fossilization, social context and language play” (157–172); Birdsong, D. “Why not fossilization” (173–188); Larsen-Freeman, D. “Second language acquisition and the issue of fossilization: There is no end, and there is no state” (189–200); Selinker, L. “Afterword: Fossilization ‘or’ does your mind mind?” (201–210).

Hendriks, H. (Ed.). (2005). The structure of learner varieties. Berlin: Mouton de Gruyter. Pp. vi + 515. $151.20 cloth. Hendriks, H. “The ‘Structure of Learner Varieties’: Introduction to the volume” (1–17); Ahrenholz, B. “Reference to persons and objects in the function of subject in learner varieties” (19–64); Chini, M. “Reference to person in learner discourse” (65–110); Hendriks, H. “Structuring space in discourse: A comparison of Chinese, English, French and German L1 and English, French and German L2 acquisition” (111–156); Noyau, C., de Lorenzo, C., Kihlstedt, M., Paprocka, U., Espinar, G. S., & Schneider, R. “Two dimensions of the representation of complex events structures: Granularity and condensation—Towards a typology of textual production in L1 and L2” (157–201); von Stutterheim, C., & Lambert, M. “Cross-linguistic analysis of temporal perspectives in text production” (203–230); Hickmann, M. “Determinants in first and second language acquisition: Person, space, and time in discourse across languages” (231–262); Becker, A. “The semantic knowledge base for the acquisition of negation and the acquisition of finiteness” (263–314); Bernini, G. “The acquisition of negation in Italian L2” (315–353); Giuliano, P., & Véronique, D. “The acquisition of negation in French L2: An analysis of Moroccan Arabic and Spanish ‘learner varieties’” (355–404); Andorno, C. “Additive and restrictive particles in Italian as a second language: Embedding in the verbal utterance structure” (405–444); Watorek, M., & Dimroth, C. “Additive scope particles in advanced learner and native speaker discourse” (445–488); Ricca, D. “Reading from outside: Acquisitional patterns in a cross-linguistic approach” (489–503).

Lin, A. M. Y., & Martin, P. W. (Eds.). (2005). Decolonisation, globalisation: Language-in-education policy and practice. Clevedon, UK: Multilingual Matters. Pp. xix + 204. $89.95 cloth, $39.95 paper. Luke, A. “Foreword: On the possibilities of a post-postcolonial language education” (xiv–xix); Lin, A. M. Y., & Martin, P. “From a critical deconstruction paradigm to a critical construction paradigm: An introduction to decolonisation, globalisation and language-in-education policy and practice” (1–19); Annamalai, E. “Nation-building in a globalised world: Language choice and education in India” (20–37); Lin, A. M. Y. “Critical, transdisciplinary perspectives on language-in-education policy and practice in postcolonial contexts: The case of Hong Kong” (38–54); Rubdy, R. “Remaking Singapore for the new age: Official ideology and the realities of practice in language-in-education” (55–73); Martin, P. “‘Safe’ language practices in two rural schools in Malaysia: Tensions between policy and practice” (74–97); Riazi, A. “The four language stages in the history of Iran” (98–114); Reagan, T., & Schreffler, S. “Higher education language policy and the challenge of linguistic imperialism: A Turkish case study” (115–130); Bunyi, G. W. “Language classroom practices in Kenya” (131–152); Probyn, M. “Language and the struggle to learn: The intersection of classroom realities, language policy, and neocolonial and globalisation discourses in South African schools” (153–172); Brock-Utne, B. “Language-in-education policies and practices in Africa with a special focus on Tanzania and South Africa—Insights from research in progress” (173–193); Suresh Canagarajah, A. “Accommodating tensions in language-in-education policies: An afterword” (194–201).

Llurda, E. (Ed.). (2005). Non-native language teachers: Perceptions, challenges and contributions to the profession. New York: Springer. Pp. xi + 314. $129.00 paper. Llurda, E. “Looking at the perceptions, challenges, and contributions … or the importance of being a non-native teacher” (1–9); Braine, G. “A history of research on non-native speaker English teachers” (13–23); Modiano, M. “Cultural studies, foreign language teaching and learning practices, and the NNS practitioner” (25–43); Cook, V. “Basing teaching on the L2 user” (47–61); Macaro, E. “Codeswitching in the L2 classroom: A communication and learning strategy” (63–84); Cots, J. M., & Díaz, J. M. “Constructing social relationships and linguistic knowledge through non-native-speaking teacher talk” (85–105); McNeill, A. “Non-native speaker teachers and awareness of lexical difficulty in pedagogical texts” (107–128); Llurda, E. “Non-native TESOL students as seen by practicum supervisors” (131–154); Liu, J. “Chinese graduate teaching assistants teaching freshman composition to native English speaking students” (155–177); Derwing, T. M., & Munro, M. J. “Pragmatic perspectives on the preparation of teachers of English as a second language: Putting the NS/NNS debate in context” (179–191); Benke, E., & Medgyes, P. “Differences in teaching behaviour between native and non-native speaker teachers: As seen by the learners” (195–215); Lasagabaster, D., & Sierra, J. M. “What do students think about the pros and cons of having a native speaker teacher?” (217–241); Pacek, D. “‘Personality not nationality’: Foreign students' perceptions of a non-native speaker lecturer of English at a British university” (243–262); Inbar-Lourie, O. “Mind the gap: Self and perceived native speaker identities of EFL teachers” (265–281); Rajagopalan, K. “Non-native speaker teachers of English and their anxieties: Ingredients for an experiment in action research” (283–303).

Sanz, C. (Ed.). (2005). Mind and context in adult second language acquisition: Methods, theory, and practice. Washington, DC: Georgetown University Press. Pp. xii + 344. $44.95 paper. Sanz, C. “Adult SLA: The interaction between external and internal factors” (3–20); Chen, R. “Research methodology: Quantitative approaches” (21–68); Adams, R., Fujii, A., & Mackey, A. “Research methodology: Qualitative research” (69–101); Bowden, H. W., Sanz, C., & Stafford, C. A. “Individual differences: Age, sex, working memory, and prior knowledge” (105–140); Ullman, M. T. “A cognitive neuroscience perspective on second language acquisition: The declarative/procedural model” (141–178); Leow, R. P., & Bowles, M. A. “Attention and awareness in SLA” (179–203); Mackey, A., & Abbuhl, R. “Input and interaction” (207–233); Sanz, C., & Morgan-Short, K. “Explicitness in pedagogical interventions: Input, practice, and feedback” (234–263); VanPatten, B. “Processing instruction” (267–281); Byrnes, H. “Content-based foreign language instruction” (282–302).