BOOKS

Adamson, H. D. (2005). Language minority students in American schools: An education in English. Mahwah, NJ: Erlbaum. Pp. xviii + 249. $34.50 paper.

Farley, A. P. (2005). Structured input: Grammar instruction for the acquisition-oriented classroom. Boston: McGraw-Hill. Pp. xv + 123. $50.00 paper.

Hornby, A. S., Wehmeier, S., McIntosh, C., Turnbull, J., & Ashby, M. (Eds.). (2005). Oxford advanced learner's dictionary of current English (7th ed.). Oxford: Oxford University Press. Pp. xii + 1780. $50.79 paper.

Mackey, A., & Gass, S. M. (2005). Second language research: Methodology and design. Mahwah, NJ: Erlbaum. Pp. xv + 405. $41.95 paper.

Möllering, M. (2004). The acquisition of German modal particles: A corpus-based approach. Bern: Peter Lang. Pp. 290. $52.95 paper.

Nesselhauf, N. (2005). Collocations in a learner corpus. Amsterdam: Benjamins. Pp. xii + 331. $126.00 cloth.

Portner, P. H. (2005). What is meaning? Fundamentals of formal semantics. Oxford: Blackwell. Pp. ix + 235. $29.95 paper.

Ramanathan, V. (2005). The English-vernacular divide: Postcolonial language politics and practice. Clevedon, UK: Multilingual Matters. Pp. xii + 143. $29.95 paper.

Safont Jordà, M. P. (2005). Third language learners: Pragmatic production and awareness. Clevedon, UK: Multilingual Matters. Pp. viii + 186. $49.95 paper.

Williams, J. (2005). Teaching writing in second and foreign language classrooms. Boston: McGraw-Hill. Pp. xv + 209. $40.31 paper.

Wong, W. (2005). Input enhancement: From theory and research to the classroom. Boston: McGraw-Hill. Pp. xx + 130. $41.88 paper.

JOURNALS

Applied Linguistics 26 (1). (2005). Márquez Reiter, R., Rainey, I., & Fulcher, G. “A comparative study of certainty and conventional indirectness: Evidence from British English and Penninsular Spanish” (1–31); Meara, P. “Lexical frequency profiles: A Monte Carlo analysis” (32–47); Wee, L. “Intra-language discrimination and linguistic human rights: The case of Singlish” (48–69); Vandergrift, L. “Relationships among motivation orientations, metacognitive awareness, and proficiency in L2 listening” (70–89); Takahashi, S. “Pragmalinguistic awareness: Is it related to motivation and proficiency?” (90–120).

Applied Psycholinguistics 26 (2). (2005). Lehtonen, A., & Bryant, P. “Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography” (137–155); Munson, B., & Babel, M. E. “The sequential cueing effect in children's speech production” (157–174); Bishop, D. V. M., Adams, C. V., Nation, K., & Rosen, S. “Perception of transient nonspeech stimuli is normal in specific language impairment: Evidence from glide discrimination” (175–194); Bedore, L. M., & Leonard, L. B. “Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment” (195–225); Lambacher, S. G., Martens, W. L., Kakehi, K., Marasinghe, C. A., & Molholt, G. “The effects of identification training on the identification and production of American English vowels by native speakers of Japanese” (227–247); Juul, H. “Knowledge of context sensitive spellings as a component of spelling competence: Evidence from Danish” (249–265); Jiménez, J. E., García, E., Ortiz, R., Hernández-Valle, I., Guzmán, R., Rodrigo, M., Estévez, A., Díaz, A., & Hernández, S. “Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure?” (267–283); Goetry, V., Urbain, S., Morais, J., & Kolinsky, R. “Paths to phonemic awareness in Japanese: Evidence from a training study” (285–309).

de Bot, K. (Ed.). (2005). Language attrition [Special issue]. International Journal of Bilingualism 8 (3). de Bot, K. “Introduction” (233–237); Schmid, M. S. “First language attrition: The methodology revised” (239–255); Tsimpli, I., Sorace, A., Heycock, C., & Filiaci, F. “First language attrition and syntactic subjects: A study of Greek and Italian near-native speakers of English” (257–277); Murtagh, L., & van der Slik, F. “Retention of Irish skills: A longitudinal study of a school-acquired second language” (279–302); Bullock, B., & Gerfen, C. “Frenchville French: A case study in phonological attrition” (303–320); Ecke, P. “Language attrition and theories of forgetting” (321–354); Dussias, P. E. “Parsing a first language like a second: The erosion of L1 parsing strategies in Spanish-English bilinguals” (355–371); de Bot, K., Martens, V., & Stoessel, S. “Finding residual lexical knowledge: The ‘savings’ approach to testing vocabulary” (373–387).

English Today 21 (1). (2005). McArthur, T. “Lexicography on an epic scale: Robert Burchfield, 1923–2004” (3–5); Chattopadhyay, C. “Xu Bing: Calligraphy, language, and interpretation” (5–10); Dong, N. “Failures of intercultural communication caused by translating from Chinese into English” (11–16); Norton, D. “‘Never perfectly printed’: The authorized version of the Bible” (17–20); Fraser Gupta, A. “Baths and becks” (21–27); Rees, D. K. “The American sitcom in a Brazilian setting” (28–33); Hosali, P. “Butler English” (34–39); Erling, E. J. “The many names of English” (40–44); Yeh, A. “Poetry from the heart” (45–51); Aremo, W. B. “On some uses of singular collective nouns” (52–55); Bulley, M. “Intellectual franglais” (56–57); Davidson, K. “Lacking consonance?” (58–59); McArthur, T. “The first English learner's dictionary: The Chinese dimension” (60–64).

Felser, C. (Ed.). (2005). Experimental psycholinguistic approaches to second language acquisition [Special issue]. Second Language Research 21 (2). Felser, C. “Experimental psycholinguistic approaches to second language acquisition” (95–97); Papadopoulou, D. “Reading-time studies of second language ambiguity resolution” (98–120); Juffs, A. “The influence of first language on the processing of wh-movement in English as a second language” (121–151); Mueller, J. L. “Electrophysiological correlates of second language processing” (152–174); Frenck-Mestre, C. “Eye-movement recording as a tool for studying syntactic processing in a second language: A review of methodologies and experimental findings” (175–198).

Foreign Language Annals 38 (1). (2005). Paesani, K. “Literary texts and grammar instruction: Revisiting the inductive presentation” (15–24); Edstrom, A. M. “Female, nonnative perspectives on second language conversation: Connecting participation with intercultural sensitivity” (25–34); Leeman, J. “Engaging critical pedagogy: Spanish native speakers” (35–45); Tsou, W. “Improving speaking skills through instruction in oral classroom participation” (46–55); Horwitz, E. K. “Classroom management for teachers of Japanese and other foreign languages” (56–68); Dhonau, S., & McAlpine, D. “An electronic portfolio for the ACTFL/NCATE teacher program standards in the second language methods course” (69–76); Hood Cisar, S. “Collaborative teacher research: Learning with students” (77–89); Woodrow, L. “The challenge of measuring language learning strategies” (90–99); Nisbet, D. L., Tindall, E. R., & Arroyo, A. A. “Language learning strategies and English proficiency of Chinese university students” (100–107); Khalil, A. “Assessment of language learning strategies used by Palestinian EFL learners” (108–119).

Hendriks, H. (Ed.). (2004). Analyse comparative des processus d'acquisition en L1 et L2 [Special Issue]. Acquisition et Interaction en Language Étrangère 20. Hendriks, H. “Présentation” (3–11); Lazarova-Nikoska, A. “Différence de rythme: L'adulte acquiert-il plus rapidement que l'enfant?” (13–49); Jin, L., & Hendriks, H. “Le marquage de l'aspect en chinois LM et LE” (51–85); Tsimpli, I. A. “Interprétabilité des traits et acquisition des langues maternelle et seconde: Clitiques et déterminants en grec” (87–127); Watorek, M. “Construction du discours par des apprenants de langues, enfants et adultes” (129–171); Gayraud, F. “Émergence et développement du placement des particules de portée” (173–196).

Journal of Child Language 32 (1). (2005). Behrens, H., & Gut, U. “The relationship between prosodic and syntactic organization in early multiword speech” (1–34); Ninio, A. “Testing the role of semantic similarity in syntactic development” (35–61); Masur, E. F., Flynn, V., & Eichorst, D. L. “Maternal responsive and directive behaviors and utterances as predictors of children's lexical development” (63–91); Rispoli, M. “When children reach beyond their grasp: Why some children make pronoun case errors and others don't” (93–116); Nation, K., Snowling, M. J., & Clarke, P. “Production of the English past tense by children with language comprehension impairments” (117–137); Krott, A., & Nicoladis, E. “Large constituent families help children parse compounds” (139–158); Ballem, K. D., & Plunkett, K. “Phonological specificity in children at 1;2” (159–173); Houston-Price, C., Plunkett, K., & Harris, P. “‘Word-learning wizardry’ at 1;6” (175–189); Dabrowska, E. “Productivity and beyond: Mastering the Polish genitive inflection” (191–205); Graham, S. A., Turner, J. N., & Henderson, A. M. E. “The influence of object pre-exposure on two-year-olds' disambiguation of novel labels” (207–222); Jones, S. S., & Smith, L. B. “Object name learning and object perception: A deficit in late talkers” (223–240).

Journal of Multilingual & Multicultural Development 26 (1). (2005). Chiswick, B. R., & Miller, P. W. “Linguistic distance: A quantitative measure of the distance between English and other languages” (1–11); Kheimets, N. G., & Epstein, A. D. “Languages of science in the era of nation-state formation: The Israeli universities and their (non)participation in the revival of Hebrew” (12–36); Sonck, G. “Language of instruction and instructed languages in Mauritius” (37–51); Vari-Bogiri, H. “A sociolinguistic survey of Araki: A dying language of Vanuatu” (52–66).

Language 81 (1). (2005). Cowper, E. “The geometry of interpretable features: Infl in English and Spanish” (10–46); Crowhurst, M. J., & Michael, L. D. “Iterative footing and prominence-driven stress in Nanti (Kampa)” (47–95); Farrell, P. “English verb-preposition constructions: Constituency and order” (96–137); Baker, M. C., Aranovich, R., & Golluscio, L. A. “Two types of syntactic noun incorporation: Noun incorporation in Mapudungun and its typological implications” (138–176); Foulkes, P., Docherty, G., & Watt, D. “Phonological variation in child-directed speech” (177–206).

Language in Society 34 (1). (2005). Agar, M. “Local discourse and global research: The role of local knowledge” (1–22); Cameron, R. “Aging and gendering” (23–61); Paugh, A. L. “Multilingual play: Children's code-switching, role play, and agency in Dominica, West Indies” (63–86); Poveda, D., Cano, A., & Palomares-Valera, M. “Religious genres, entextualization, and literacy in Gitano children” (87–115).

Language Problems and Language Planning 29 (1). (2005). Mühlhäusler, B. S., & Mühlhäusler, P. “Simple English in the South Seas Evangelical Mission: Social context and linguistic attributes” (1–30); de la Campa Portela, R. “Problemas de comunicación derivados de la lengua en el ámbito marítimo” (31–45); Tan, P. K. W. “The medium-of-instruction debate in Malaysia: English as a Malaysian language?” (47–66); Scott, R. A. “Many calls, little action: Global illiteracy in the United States” (67–82).

Language Testing 22 (2). (2005). Broadfoot, P. M. “Dark alleys and blind bends: Testing the language of learning” (123–141); Luxia, Q. “Stakeholders' conflicting aims undermine the washback function of a high-stakes test” (142–173); Trites, L., & McGroarty, M. “Reading to learn and reading to integrate: New tasks for reading comprehension tests?” (172–210); Uiterwijk, H., & Vallen, T. “Linguistic sources of item bias for second generation immigrants in Dutch tests” (211–234).

Language Variation and Change 17 (1). (2005). Walker, J. A. “The ain't constraint: Not-contraction in early African American English” (1–17); Zilles, A. M. S. “The development of a new pronoun: The linguistic and social embedding of a gente in Brazilian Portuguese” (19–53); Raumolin-Brunberg, H. “The diffusion of subject you: A case study in historical sociolinguistics” (55–73); Tagliamonte, S., Smith, J., & Lawrence, H. “No taming the vernacular! Insights from the relatives in northern Britain” (75–112).

Love, K. (Ed.). (2005). Language and social life: Functional perspectives [Special issue]. Australian Review of Applied Linguistics Series S (19). Love, K. “Introduction” (1–8); Christie, F. “Using the functional grammar to understand children's written texts” (9–22); Hood, S. “The co-patterning of attitude and field in academic writing: What gets evaluated how?” (23–40); Coffin, C., Painter, C., & Hewings, A. “Argumentation in a multiparty asynchronous computer mediated conference: A generic analysis” (41–63); Love, K. “Framing in online school discussions: A new mode of educational inequity?” (64–86); Mortensen, L. “Grammatical complexity in letters written by people with acquired brain impairment” (87–102); Moore, A. “Modeling agency in HIV treatment decision-making” (103–122); Matthiessen, C. M. I. M., Lukin, A., Butt, D., Cleirigh, C., & Nesbitt, C. “A case study of multistratal analysis” (123–150); Rose, D. “Narrative and the origins of discourse: Patterns of discourse in stories around the world” (151–173).

Manz, S., Musolff, A., Long, J. J., & šarić, L. (Eds.). (2004). Discourses of intercultural identity in Britain, Germany, and Eastern Europe [Special issue]. Journal of Multilingual & Multicultural Development 25 (5 & 6). Manz, S., Musolff, A., Long, J. J., & šarić, L. “Introduction: Discourses of intercultural identity in Britain, Germany, and Eastern Europe” (361–368); Hudabiunigg, I. “The otherness of Eastern Europe” (369–388); šarić, L. “Balkan identity: Changing self-images of the south Slavs” (389–407); Zbierska-Sawala, A. “The conceptualization of the European Union in Polish public discourse, 2002–2003” (408-423); Zinken, J. “Metaphor practices in the German wende discourse” (424–436); Musolff, A. “The heart of the European body politic: British and German perspectives on Europe's central organ” (437–452); Wittlinger, R. “Perceptions of Germany and the Germans in post-war Britain” (453–465); Panayi, P. “The evolution of multiculturalism in Britain and Germany: An historical survey” (466–480); Manz, S. “Constructing a normative national identity: The Leitkultur debate in Germany, 2000–2001” (481–496); Kämper, H. “Americanization and the discourse of guilt in Germany, 1945–1955” (497–511); Long, J. J. “Intercultural identities in W. G. Sebald's The emigrants and Norbert Gstrein's Die englischen Jahre” (512–528); Jung, V. “Writing Germany in exile: The bilingual author as cultural mediator—Klaus Mann, Stefan Heym, Rudolf Arnheim, and Hannah Arendt” (529–546).

The Modern Language Journal 89 (1). (2005). Rifkin, B. “A ceiling effect in traditional classroom foreign language instruction: Data from Russian” (3–18); Csizér, K., & Dörnyei, Z. “The internal structure of language learning motivation and its relationship with language choice and learning effort” (19–36); Brantmeier, C. “Effects of reader's knowledge, text type, and test type on L1 and L2 reading comprehension in Spanish” (37–53); Fukkink, R. G., Hulstijn, J., & Simis, A. “Does training in second language word recognition skills affect reading comprehension? An experimental study” (54–75); Nakatani, Y. “The effects of awareness-raising training on oral communication strategy use” (76–91); Oller, J. W., Jr. “Common ground between form and content: The pragmatic solution to the bootstrapping problem” (92–114); Akinyemi, A. “Integrating culture and second language teaching through Yorùbá personal names” (115–126).

Myles, F., & Towell, R. (Eds.). (2004). The acquisition of French as a second language [Special issue] Journal of French Language Studies 14 (3). Myles, F. “French second language acquisition research: Setting the scene” (211–232); Hawkins, R. “The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language” (233–255); Véronique, D. “The development of referential activities and clause-combining as aspects of the acquisition of discourse in French as L2” (257–280); Bartning, I. “Itineraires acquisitionnels et stades de développement en français L2” (281–299); Dewaele, J.-M. “The acquisition of sociolinguistic competence in French as a foreign language: An overview” (301–319); Lyster, R. “Research on form-focused instruction in immersion classrooms: Implications for theory and practice” (321–341); Rule, S. “French interlanguage oral corpora: Recent developments” (343–356); Towell, R. “Research into the second language acquisition of French: Achievements and challenges” (357–375).

Revue PArole 28. (2003). Berre, M. “Où va la didactique? Pour un renouvellement des ‘lieux de réflexion’ sur l'enseignement des langues” (237–257); Dumonceau, T. “L'orthographe aujourd'hui: réflexions sur quelques concepts fondamentaux préalables à la mise en œuvre d'une recherche” (259–335).

Second Language Research 21 (1). (2005). Chen, M. Y. “English prototyped small clauses in the interlanguage of Chinese/Taiwanese adult learners” (1–33); Hopp, H. “Constraining second language word order optionality: Scrambling in advanced English-German and Japanese-German interlanguage” (34–71); Antrim, N. M. “A survey of SLA doctoral programs in Canada and the USA” (72–94).

TESOL Quarterly 39 (1). (2005). Allwright, D. “From teaching points to learning opportunities and beyond” (9–31); Smith, B. “The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication” (33–58); Hawkins, M. R. “Becoming a student: Identity work and academic literacies in early schooling” (59–82); Xu, Y., Gelfer, J., & Perkins, P. “Using peer tutoring to increase social interactions in early schooling” (83–106).

World Englishes 24 (1). (2005). Coetzee-Van Rooy, S., & Van Rooy, B. “South African English: Labels, comprehensibility, and status” (1–19); Tickoo, A. “Text building, language learning, and the emergence of local varieties in world Englishes” (21–38); Yihong, G., Ying, C., Yuan, Z., & Yan, Z. “Self-identity changes and English learning among Chinese undergraduates” (39–51); Hilgendorf, S. K. “Brain Gain statt [instead of] Brain Drain: The role of English in German education” (53–67).

EDITED VOLUMES

Berman, R. A. (Ed.). (2004). Language development across childhood and adolescence. Amsterdam: Benjamins. Pp. xiv + 307. $102.00 cloth. Nippold, M. A. “Research on later language development: International perspectives” (1–8); Berman, R. A. “Between emergence and mastery: The long developmental route of language acquisition” (9–34); Dockrell, J. E., & Messer, D. “Lexical acquisition in the early school years” (35–52); Ravid, D. “Derivational morphology revisited: Later lexical development in Hebrew” (53–81); Khorounjaia, E., & Tolchinsky, L. “Discursive constraints on the lexical realization of arguments in Spanish” (83–109); Scott, C. M. “Syntactic ability in children and adolescents with language and learning disabilities” (111–133); Jisa, H. “Growing into academic French” (135–161); Pacton, S., & Fayol, M. “Learning to spell in a deep orthography: The case of French” (163–176); Wengelin, A., & Strömqvist, S. “Text-writing development viewed through online pausing in Swedish” (177–190); Blum-Kulka, S. “The role of peer interaction in later pragmatic development: The case of speech representation” (191–210); Peskin, J., & Olson, D. “On reading poetry: Expert and novice knowledge” (211–232); Tolchinsky, L. “The nature and scope of later language development” (233–247).

Connor, U., & Upton, T. A. (Eds.). (2004). Discourse in the professions: Perspectives from corpus linguistics. Amsterdam: Benjamins. Pp. 333. $119.00 cloth. Connor, U., & Upton, T. A. “Introduction” (1–8); Flowerdew, L. “The argument for using English specialized corpora to understand academic and professional language” (11–33); Simpson, R. C. “Stylistic features of academic speech: The role of formulaic expressions” (37–64); Reppen, R. “Academic language: An exploration of university classroom and textbook language” (65–86); Hyland, K. “A convincing argument: Corpus analysis and academic persuasion” (87–112); Warren, M. “// [nearr ] so what have YOU been WORking on REcently //: Compiling a specialized coprus of spoken business English” (115–140); Cheng, W. “// → did you TOOK // [searr ] from the miniBAR //: What is the practical relevance of a corpus-driven language study to practitioners in Hong Kong's hotel industry?” (141–166); McCarthy, M., & Handford, M. “‘Invisible to us’: A preliminary corpus-based study of spoken business English” (167–201); Bhatia, V. K., Langton, N. N., & Lung, J. “Legal discourse: Opportunities and threats for corpus linguistics” (203–231); Connor, U., & Upton, T. A. “The genre of grant proposals: A corpus linguistic analysis” (235–255); Connor, U., & Gladkov, K. “Rhetorical appeals in fundraising direct mail letters” (257–286); Goering, E. M. “Framing matters: Communicating relationships through metaphor in fundraising texts” (287–306); Crismore, A. “Pronouns and metadiscourse as interpersonal rhetorical devices in fundraising letters: A corpus linguistic analysis” (307–330).

Dewaele, J.-M. (Ed.). (2005). Focus on French as a foreign language: Multidisciplinary approaches. Clevedon, UK: Multilingual Matters. Pp. x + 242. $99.95 cloth, $44.95 paper. Watorek, M., & Perdue, C. “Psycholinguistic studies on the acquisition of French as a second language: The ‘learner variety’ approach” (1–16); Hancock, V., & Kirchmeyer, N. “Discourse structuring in advanced L2 French: The relative clause” (17–35); Schlyter, S. “Adverbs and functional categories in L1 and L2 acquisition of French” (36–62); Howard, M. “The emergence and use of the plus-que-parfait in advanced French interlanguage” (63–87); Myles, F. “The emergence of morphosyntactic structure in French L2” (88–113); Véronique, D. “Syntactic and semantic issues in the acquisition of negation in French” (114–134); Prodeau, M. “Gender and number in French L2: Can we find out more about the constraints on production in L2?” (135–163); Granfeldt, J. “The development of gender attribution and gender agreement in French: A comparison of bilingual first and second language learners” (164–190); Regan, V. “From speech community back to classroom: What variation analysis can tell us about the role of context in the acquisition of French as a foreign language” (191–209); Towell, R., & Dewaele, J.-M. “The role of psycholinguistic factors in the development of fluency amongst advanced learners of French” (210–239).

Ellis, R. (Ed.). (2005). Planning and task performance in a second language. Amsterdam: Benjamins. Pp. vii + 213. $42.95 paper, $126.00 cloth. Ellis, R. “Planning and task-based performance: Theory and research” (3–34); Bygate, M., & Samuda, V. “Integrative planning through the use of task-repetition” (37–74); Ortega, L. “What do learners plan? Learner-driven attention to form during pretask planning” (77–109); Sangarun, J. “The effects of focusing on meaning and form in strategic planning” (111–141); Kawauchi, C. “The effects of strategic planning on the oral narratives of learners with low and high intermediate L2 proficiency” (143–164); Ellis, R., & Yuan, F. “The effects of careful within-task planning on oral and written task performance” (167–192); Skehan, P., & Foster, P. “Strategic and online planning: The influence of surprise information and task time on second language performance” (193–216); Elder, C., & Iwashita, N. “Planning for test performance: Does it make a difference” (219–238); Tavakoli, P., & Skehan, P. “Strategic planning, task structure, and performance testing” (239–273); Batstone, R. “Planning as discourse activity: A sociocognitive view” (277–295).

Hickey, L., & Stewart, M. (Eds.). (2005). Politeness in Europe. Clevedon, UK: Multilingual Matters. Pp. xi + 334. $59.95 paper. Hickey, L., & Stewart, M. “Introduction” (1–12); House, J. “Politeness in Germany: Politeness in Germany?” (13–28); Kerbrat-Orecchioni, C. “Politeness in France: How to buy bread politely” (29–44); Danblon, E., de Clerck, B., & van Noppen, J.-P. “Politeness in Belgium: Face, distance, and sincerity in service-exchange rituals” (45–57); Kramer, J. “Politeness in Luxemburg: Greetings from foreign parts” (58-65); le Pair, R. “Politeness in The Netherlands: Indirect requests” (66–81); Haumann, S., Koch, U., & Sornig, K. “Politeness in Austria: Politeness and impoliteness” (82–99); Manno, G. “Politeness in Switzerland: Between respect and acceptance” (100–115); Stewart, M. “Politeness in Britain: ‘It's only a suggestion…’” (116–129); Kallen, J. L. “Politeness in Ireland: ‘… In Ireland, it's done without being said’” (130–144); Fretheim, T. “Politeness in Norway: How can you be polite and sincere?” (145–158); Fredsted, E. “Politeness in Denmark: Getting to the point” (159–173); Ilie, C. “Politeness in Sweden: Parliamentary forms of address” (174–188); Yli-Vakkuri, V. “Politeness in Finland: Evasion at all costs” (189–202); Keevallik, L. “Politeness in Estonia: A matter-of-fact style” (203–217); Huszcza, R. “Politeness in Poland: From ‘titlemania’ to grammaticalized honorifics” (218–233); Bencze, L. “Politeness in Hungary: Uncertainty in a changing society” (234–246); Nekvapil, J., & Neustupny, J. V. “Politeness in the Czech Republic: Distance, levels of expression, management of intercultural contact” (247–262); Sifianou, M., & Antonopoulou, E. “Politeness in Greece: The politeness of involvement” (263–276); Terkourafi, M. “Politeness in Cyprus: A coffee or a small coffee?” (277–291); Held, G. “Politeness in Italy: The art of self-representation in requests” (292–305); Araújo Carreira, M. H. “Politeness in Portugal: How to address others” (306–316); Hickey, L. “Politeness in Spain: Thanks but no ‘thanks’” (317–330).

Hinkel, E. (Ed.). (2005). Handbook of research in second language teaching and learning. Mahwah, NJ: Erlbaum. Pp. xxii + 1144. $99.00 paper. Brisk, M. E. “Bilingual education” (7–24); Hawkins, M. R. “ESL in elementary education” (25–43); Duff, P. A. “ESL in secondary schools: Programs, problematics, and possibilities” (45–63); Murray, D. E. “ESL in adult education” (65–84); Carkin, S. “English for academic purposes” (85–98); Master, P. “Research in English for specific purposes” (99–115); Roberts, C. “English in the workplace” (117–135); Tomlinson, B. “English as a foreign language: Matching procedures to the context of learning” (137–153); Kachru, Y. “Teaching and learning of world Englishes” (155–173); Harklau, L. “Ethnography and ethnographic research on second language teaching and learning” (179-194); van Lier, L. “Case study” (195-208); Lazaraton, A. “Quantitative research methods” (209–224); Nunan, D. “Classroom research” (225–240); Burns, A. “Action research” (241–256); Pica, T. “Second language acquisition research and applied linguistics” (263–280); McKay, S. L. “Sociolinguistics and second language learning” (281–299); Zuengler, J., & Cole, K. “Language socialization and second language learning” (301–316); Kasper, G., & Roever, C. “Pragmatics in second language learning” (317–334); Lantolf, J. P. “Sociocultural and second language learning research: An exegesis” (335–353); Markee, N. “Conversation analysis for second language acquisition” (355–374); Kaplan, R. B. “Contrastive rhetoric” (375–391); Conrad, S. “Corpus linguistics and L2 teaching” (393–409); Ioup, G. “Age in second language development” (419–435); DeKeyser, R., & Juffs, A. “Cognitive considerations in L2 learning” (437–454); Han, Z., & Selinker, L. “Fossilization in L2 learners” (455–470); Swain, M. “The output hypothesis: Theory and research” (471–483); Tarone, E. “Speaking in a second language” (485–502); Rost, M. “L2 listening” (503–527); Wiley, T. G. “Second language literacy and biliteracy” (529–544); Byrd, P. “Instructed grammar” (545–561); Eskey, D. E. “Reading in a second language” (563–579); Nation, I. S. P. “Teaching and learning vocabulary” (581–595); Hedgcock, J. S. “Taking stock of research and pedagogy in L2 writing” (597–613); Hinkel, E. “Analyses of second language texts and what can be learned from them” (615–628); Savignon, S. J. “Communicative language teaching: Strategies and goals” (635–651); Fotos, S. “Traditional and grammar translation methods for second language teaching” (653–670); Williams, J. “Form-focused instruction” (671–691); Snow, M. A. “A model of academic literacy for integrated language and content instruction” (693–712); Ellis, R. “Instructed language learning and task-based teaching” (713–728); Celce-Murcia, M., & Olshtain, E. “Discourse-based approaches: A new framework for second language teaching and learning” (729–741); Chapelle, C. A. “Computer-assisted language learning” (743–755); Anderson, N. J. “L2 learning strategies” (757–771); Kunnan, A. J. “Language assessment from a wider context” (779–794); Davies, A., & Elder, C. “Validity and validation in language testing” (795–813); Chalhoub-Deville, M., & Deville, C. “A look back at and forward to what language testers measure” (815–831); Lumley, T., & Brown, A. “Research methods in language testing” (833–855); Douglas, D. “Testing languages for specific purposes” (857–868); Leung, C. “Classroom teacher assessment of second language development: Construct as practice” (869–888); Ricento, T. “Considerations of identity in L2 learning” (895–910); Byram, M., & Feng, A. “Teaching and researching intercultural competence” (911–930); Canagarajah, S. “Critical pedagogy in L2 learning and teaching” (931–949); Baldauf, R. B., Jr. “Language planning and policy research: An overview” (957–970); van Els, T. “Status planning for learning and teaching” (971–991); Liddicoat, A. J. “Corpus planning: Syllabus and materials development” (993–1011); Baldauf, R. B., Jr., & Kaplan, R. B. “Language-in-education policy and planning” (1013–1034); Ager, D. E. “Prestige and image planning” (1035–1054); May, S. “Language policy and minority language rights” (1055–1073).

Matsuda, P. K., & Silva, T. (Eds.). (2005). Second language writing research: Perspectives on the process of knowledge construction. Mahwah, NJ: Erlbaum. Pp. xv + 254. $29.95 paper. Silva, T. “On the philosophical bases of inquiry in second language writing: Metaphysics, inquiry paradigms, and the intellectual zeitgeist” (3–15); Pearson Casanave, C. “Uses of narrative in L2 writing research” (17–32); Matsuda, P. K. “Historical inquiry in second language writing” (33–46); Atkinson, D. “Situated qualitative research and second language writing” (49–64); Flowerdew, J. “A multimethod approach to research into processes of scholarly writing for publication” (65–77); Sasaki, M. “Hypothesis generation and hypothesis testing: Two complementary studies of EFL writing processes” (79–92); Weissberg, R. “Talking about writing: Cross-modality research and second language speaking/writing connections” (93–104); Haswell, R. “Researching teacher evaluation of second language writing via prototype theory” (105–120); Li, X. “Composing culture in a fragmented world: The issue of representation in cross-cultural research” (121–131); Parks, S. “Qualitative research as heuristic: Investigating documentation practices in a medical setting” (135–148); Blanton, L. L. “Mucking around in the lives of others: Reflections on qualitative research” (149–158); Brice, C. “Coding data in qualitative research on L2 writing: Issues and implications” (159–175); Hyland, K. “Digging up texts and transcripts: Confessions of a discourse analyst” (177–189); Manchón, R. M., Murphy, L., & Roca de Larios, J. “Using concurrent protocols to explore L2 writing processes: Methodological issues in the collection and analysis of data” (191–205); Hudelson, S. “Taking on English writing in a bilingual program: Revisiting, reexamining, reconceptualizing the data” (207–220); Ferris, D. “Tricks of the trade: The nuts and bolts of L2 writing research” (223–234).