BOOKS

Ellis, R. R. (2012). Language teaching research and language pedagogy. New York: Wiley. Pp. xiii + 387. $49.95 paper.

Lacoste, V. (2012). Phonological variation in rural Jamaican schools. Amsterdam: Benjamins. Pp. xiv + 293. $158.00 cloth.

JOURNALS

Applied Linguistics 33 (3). (2012). Fernández Dobao, A. “Collaborative dialogue in learner-learner and learner-native speaker interaction” (229–256); Levey, S. “General extenders and grammaticalization: Insights from London preadolescents” (257–281); Barton, D., & Lee, C. K. M. “Redefining vernacular literacies in the age of Web 2.0” (282–298); Martinez, R., & Schmitt, N. “A phrasal expressions list” (299–320); Migdadi, F., Badarneh, M. A., & Momani, K. “Public complaints and complaint responses in calls to a Jordanian radio phone-in program” (321–341); Lin, P. M. S. “Sound evidence: The missing piece of the jigsaw in formulaic language research” (342–347).

Applied Psycholinguistics 33 (3). (2012). Nicoladis, E., Song, J., & Marentette, P. “Do young bilinguals acquire past tense morphology like monolinguals, only later? Evidence from French-English and Chinese-English bilinguals” (457–479); Zamuner, T. S., Kerkhoff, A., & Fikkert, P. “Phonotactics and morphophonology in early child language: Evidence from Dutch” (481–499); Tsukada, K. “Comparison of native versus nonnative perception of vowel length contrasts in Arabic and Japanese” (501–516); Han, Z., Song, L., & Bi, Y. “Cognitive mechanism of writing to dictation of logographic characters” (517–537); Ankerstein, C. A., Varley, R. A., & Cowell, P. E. “Feature types and object categories: Is sensorimotoric knowledge different for living and nonliving things?” (539–569); Felser, C., & Cunnings, I. “Processing reflexives in a second language: The timing of structural and discourse-level constraints” (571–603); Kissling, E. M. “Cross-linguistic differences in the immediate serial recall of consonants versus vowels” (605–621); Wu, X., Tu, J.-Y., & Wang, Y. “Native and nonnative processing of Japanese pitch accent” (623–641); Bundgaard-Nielsen, R. L., Best, C. T., Kross, C., & Tyler, M. D. “Second language learners’ vocabulary expansion is associated with improved second language vowel intelligibility” (643–644).

Bilingualism: Language and Cognition 15 (3). (2012). Lawrence, J. F., Capotosto, L., Branum-Martin, L., White, C., & Snow, C. E. “Language proficiency, home-language status, and English vocabulary development: A longitudinal follow-up of the Word Generation program” (437–451); Kan, P. F., & Kohnert, K. “A growth curve analysis of novel word learning by sequential bilingual preschool children” (452–469); Kaushanskaya, M. “Cognitive mechanisms of word learning in bilingual and monolingual adults: The role of phonological memory” (470–489); Stamer, M. K., & Vitevitch, M. S. “Phonological similarity influences word learning in adults learning Spanish as a foreign language” (490–502); Bernolet, S., Hartsuiker, R. J., & Pickering, M. J. “Effects of phonological feedback on the selection of syntax: Evidence from between-language syntactic priming” (503–516); Amengual, M. “Interlingual influence in bilingual speech: Cognate status effect in a continuum of bilingualism” (517–530); Grüter, T., & Crago, M. “Object clitics and their omission in child L2 French: The contributions of processing limitations and L1 transfer” (531–549); Flores, C. “Differential effects of language attrition in the domains of verb placement and object expression” (550–567); Fleischer, Z., Pickering, M. J., & McLean, J. F. “Shared information structure: Evidence from cross-linguistic priming (568–579); Festman, J. “Language control abilities of late bilinguals” (580–593); Gollan, T. H., Weissberger, G. H., Runnqvist, E., Montoya, R. I., & Cera, C. “Self-ratings of spoken language dominance: A Multilingual Naming Test (MINT) and preliminary norms for young and aging Spanish-English bilinguals” (594–615); Bedore, L. M., Peña, E. D., Summers, C. L., Boerger, K. M., Resendiz, M. D., Greene, K., Bohman, T. M., & Gillam, R. B. “The measure matters: Language dominance profiles across measures in Spanish-English bilingual children” (616–629); Stammers, J. R., & Deuchar, M. “Testing the nonce borrowing hypothesis: Counter-evidence from English-origin verbs in Welsh” (630–643); Poplack, S. “What does the Nonce Borrowing Hypothesis hypothesize?” (644–648); Deuchar, M., & Stammers, J. R. “What is the ‘Nonce Borrowing Hypothesis’ anyway?” (649–650); Linck, J. A., Schwieter, J. W., & Sunderman, G. “Inhibitory control predicts language switching performance in trilingual speech production” (651–662); Tse, C.-S., & Altarriba, J. “The effects of first- and second-language proficiency on conflict resolution and goal maintenance in bilinguals: Evidence from reaction time distributional analyses in a Stroop task” (663–676).

Canadian Modern Language Review 68 (3). (2012). Derwing, T. M., Thomson, R. I., Foote, J. A., & Munro, M. J. “A longitudinal study of listening perception in adult learners of English: Implications for teachers” (247–266); Webb, S., & Chang, A. C.-S. “Vocabulary learning through assisted and unassisted repeated reading” (267–290); Fortier, V., Simard, D., & French, L. “L’utilisation d’une mesure de la mémoire phonologique auprès d’une population d’enfants linguistiquement hétérogène” (291–315); Harvey, K., & Brown, B. “Health communication and psychological distress: Exploring the language of self-harm” (316–340).

Journal of Child Language 39 (4). (2012). Zhou, P., Su, Y., Crain, S., Gao, L., & Zhan, L. “Children’s use of phonological information in ambiguity resolution: A view from Mandarin Chinese” (687–730); Olson, J., & Masur, E. F. “Mothers respond differently to infants’ familiar versus non-familiar verbal imitations” (731–752); Lindsey, B. A., & Gerkin, L. “The role of morphophonological regularity in young Spanish-speaking children’s production of gendered noun phrases” (753–776); Bergmann, C., Paulus, M., & Fikkert, P. “Preschoolers’ comprehension of pronouns and reflexives: The impact of the task” (777–803); Gierut, J. A., & Morrisette, M. L. “Density, frequency and the expressive phonology of children with phonological delay” (804–834); Hoover, J. R., Storkel, H. L., & Rice, M. L. “The interface between neighborhood density and optional infinitives: Normal development and Specific Language Impairment” (835–862); Dispaldro, M., & Benelli, B. “Putting singular and plural morphology in context” (863–884).

Journal of French Language Studies 22 (2). (2012). Bolly, C. “Du verbe de perception visuelle au marquer parenthétique ‘tu vois’: Grammaticalisation et changement linguistique” (143–164); Knittel, M. L. “Détermination et modification dans les expressions N à N en français” (165–187); de Saussure, L. “Le passé composé en usage futur et la pertinence au présent” (189–206); de Saussure, L., & Morency, P. “A cognitive-pragmatic view of the French epistemic future” (207–223); Saugera, V. “The inflectional behavior of English-origin adjectives in French” (225–250); Stewart, C. M. “On the socio-indexicality of a Parisian French intonation contour” (251–271); Vanderbauwhede, G. “Les emplois référentiels du SN démonstratif en français et en néerlandais: pas du pareil au même” (273–294).

Language Problems and Language Planning 36 (2). (2012). Sayers, D. “Standardising Cornish: The politics of a new minority language” (99–119); Bernard-Béziade, M., & Attali, M. “L’évidence des anglicismes dans les discours journalistiques français: Le cas de sport” (120–135); Faingold, E. D. “Official English in the constitutions and statutes of the fifty states in the United States” (136–148); Medina-Rivera, A. “Officialization and linguistic acculturation of Spanish in the United States Catholic Church” (149–165); Cristoph, K. G. “Esperanto and minority languages: A sociolinguistic comparison” (167–181).

Language Testing 29 (3). (2012). Van Moere, A. “A psycholinguistic approach to oral language assessment” (325–344); Frost, C., Elder, C., & Wigglesworth, G. “Investigating the validity of an integrated listening-speaking task: A discourse-based analysis of test takers’ oral performances” (345–369); Xi, X., Higgins, D., Zechner, K., & Williamson, D. “A comparison of two scoring methods for an automated speech scoring system” (371–394); Hill, K., & McNamara, T. “Developing a comprehensive, empirically based research framework for classroom-based assessment” (395–420); Cho, Y., & Bridgeman, B. “Relationship of TOEFL iBT^®scores to academic performance: Some evidence from American universities” (421–442); He, L., & Shi, L. “Topical knowledge and ESL writing” (443–464).

Language Variation and Change 24 (2). (2012). Tagliamonte, S. A., & Baayen, R. H. “Models, forests, and trees of York English: Was/were variation as a case study for statistical practice” (135–178); Wagner, S. E. “Real-time evidence for age grad(ing) in late adolescence” (179–202); Holmquist, J. “Frequency rates and constraints on subject personal pronoun expression: Findings from the Puerto Rican highlands” (203–220); Dodsworth, R., & Kohn, M. “Urban rejection of the vernacular: The SVS undone” (221–245); Stanford, J. N. “One size fits all? Dialectometry in a small clan-based indigenous society” (247–278).

Modern Language Journal 96 (2). (2012). Moeller, A. J., Theiler, J. M., & Wu, C. “Goal setting and student achievement: A longitudinal study” (153–169); Hewitt, E., & Stephenson, J. “Foreign language anxiety and oral exam performance: A replication of Phillip’s MLJ study” (170–189); Lu, X. “The relationship of lexical richness to the quality of ESL learners’ oral narratives” (190–208); Hammer, J., & Swaffar, J. “Assessing strategic cultural competency: Holistic approaches to student learning through media” (209–233); van Compernolle, R. A., & Williams, L. “Reconceptualizing sociolinguistic competence as mediated action: Identity, meaning-making, agency” (234–250); Cammarata, L., & Tedick, D. J. “Balancing context and language in instruction: The experience of immersion teachers” (251–269); Liamkina, O., & Ryshina-Pankova, M. “Grammar dilemma: Teaching grammar as a resource for making meaning” (270–289); Biedrón, A., & Szczepaniak, A. “Working memory and short-term memory abilities in accomplished multilinguals” (290–306).

Second Language Research 28 (3). (2012). He, X., van Heuven, V. J., & Gussenhoven, C. “The selection of intonation contours by Chinese L2 speakers of Dutch: Orthographic closure vs. prosodic knowledge” (283–318); Slabakova, R., Kempchinsky, P., & Rothman, J. “Clitic-doubled left dislocation and focus fronting in L2 Spanish: A case of successful acquisition at the syntax-discourse interface” (319–343); Ivanov, I. P. “L2 acquisition of Bulgarian clitic doubling: A test case for the Interface Hypothesis” (345–368); Cunnings, I. “An overview of mixed-effects statistical models for second language researchers” (369–382).

World Englishes 31 (3). (2012). Bernaisch, T. “Attitudes towards Englishes in Sri Lanka” (279–291); Baumgardner, R. J., & Brown, K. “English in Iranian magazine advertising” (292–311); Boyle, R. “Language contact in the United Arab Emirates” (312–330); Salakhayan, E. “The emergence of Eastern European English” (331–350); Gao, X. “The study of English in China as a patriotic enterprise” (351–365); Davydova, J. “Englishes in the outer and expanding circles: A comparative study” (366–385); Yao, X., & Collins, P. “The present perfect in world Englishes” (386–403).