BOOKS

Clark, A., & Lappin, S. (2011). Linguistic nativism and the poverty of the stimulus. New York: Wiley. Pp. xi + 248. $99.95 cloth.

de Groot, A. M. B. (2011). Language and cognition in bilinguals and multilinguals: An introduction. New York: Psychology Press. Pp. xiii + 514. $55.00 cloth.

Hall, C. J., Smith, P. H., & Wicaksono, R. (2011). Mapping applied linguistics: A guide for students and practitioners. London: Routledge. Pp. xxiii + 411. $41.95 paper.

Li, G. (2010). Phonological processing abilities and reading competence: Theory and evidence. Bern: Peter Lang. Pp. 265. $69.95 paper.

Pérez Tattam, R. (2011). Second language competence: The acquisition of complex syntax in Spanish. Newcastle, UK: Cambridge Scholars Publishing. Pp. viii + 139. £34.99 cloth.

Salvisberg, J. A. (2010). Diagnostic oral skills assessment: Developing flexible guidelines for formative speaking tests in EFL classrooms worldwide. Bern: Peter Lang. Pp. 227. $62.95 paper.

Simon-Maeda, A. (2011). Being and becoming a speaker of Japanese: An autoethnographic account. Clevedon, UK: Multilingual Matters. Pp. vii + 166. $39.95 paper.

Smith, N., Tsimpli, I., Morgan, G., & Woll, B. (2011). The signs of a savant: Language against the odds. New York: Cambridge University Press. Pp. xiv + 219. $34.99 paper.

JOURNALS

Applied Psycholinguistics 32 (2). (2011). Poulsen, M. “Do dyslexics have auditory input processing difficulties?” (245–261); Zinken, J., Blakemore, C., Zinken, K., Butler, L., & Skinner, T. C. “Narrating psychological distress: Associations between cross-clausal integration and mental health difficulties” (263–274); Scheffner Hammer, C., Lawrence, F., Rodríguez, B., Dunn Davidson, M., & Miccio, A. W. “Changes in language usage of Puerto Rican mothers and their children: Do gender and timing of exposure to English matter?” (275–297); Roberts, L., & Felser, C. “Plausibility and recovery from garden paths in second language sentence processing” (299–331); Mancilla-Martínez, J., Alexander Pan, B., & Banu Vagh, S. “Assessing the productive vocabulary of Spanish-English bilingual toddlers from low-income families” (333–357); Estigarriba, B., Martin, G. E., Roberts, J. E., Spencer, A., Gucwa, A., & Sideris, J. “Narrative skill in boys with fragile X syndrome with and without autism spectrum disorder” (359–388); Lachaud, C. M., & Renaud, O. “A tutorial for analyzing human reaction times: How to filter data, manage missing values, and choose a statistical model” (389–416); Sommers, M. S., & Barcroft, J. “Lexical information, encoding difficulty, and second language vocabulary learning” (417–434).

Bilingualism: Language and Cognition 14 (2). (2011). Meisel, J. M. “Bilingual language acquisition and theories of diachronic change: Bilingualism as cause and effect of grammatical change” (121–145); Thomason, S. G. “Is morphosyntactic change really rare?” (146–148); Weerman, F. “Diachronic change: Early versus late acquisition” (149–151); Mufwene, S. S. “Transmission, acquisition, parameter-setting, reanalysis, and language change” (152–155); Joseph, B. D. “Children rule, or do they (as far as innovations are concerned)?” (156–158); Matthews, S., & Yip, V. “Unbalanced bilingual acquisition as a mechanism of grammatical change” (159–161); Ligthfoot, D. “Multilingualism everywhere” (162–164); Meisel, J. M. “Parametric variation in acquisition and diachronic change: A response to the commentaries” (165–172); Jorschick, L., Endesfelder Quick, A., Glässer, D., Lieven, E., & Tomasello, M. “German-English-speaking children’s mixed NPs with ‘correct’ agreement” (173–183); Salaberry, M. R. “Assessing the effect of lexical aspect and grounding on the acquisition of L2 Spanish past tense morphology among L1 English speakers” (184–202); Kurinski, E., & Sera, M. D. “Does learning Spanish grammatical gender change English-speaking adults’ categorization of inanimate objects?” (203–220); Pérez-Leroux, A. T., Cuza, A., & Thomas, D. “Clitic placement in Spanish-English bilingual children” (221–232); ter Kuile, H., Veldhuis, M., van Veen, S. C., & Wicherts, J. M. “Bilingual education, metalinguistic awareness, and the understanding of an unknown language” (233–242); Dressler, C., Carlo, M. S., Snow, C. E., August, D., & White, C. E. “Spanish-speaking students’ use of cognate knowledge to infer the meaning of English words” (243–255).

English Today 27 (1). (2011). Luján-García, C. “‘English invasion’ in Spain: An analysis of toys leaflets addressed to young children” (3–9); Gailor, D. “Early modern English contractions and their relevance to present-day English” (10–15); Ngefac, A. “Globalising a local language and localising a global language: The case of Kamtok and English in Cameroon” (16–21); Rimmer, W. “Learning the game: Playing by the rules, playing with the rules” (22–27); Gethin, A. “The truth about some and any, and some thoughts it prompted on meanings, grammatical categories, and academic grammars” (28–34); Stephens, M. “Response to Gil: The double danger of English as a global language” (35–37); Runcieman, A. J. “Rheme and reason: Why is English always the theme rather than the rheme in our acronyms?” (38–41); Watterson, M. “Revisiting CEWIGs: A reflection on the usage of collocations of ‘English’ with ‘world’, ‘international’ and ‘global’” (42–51); Gil, J. “A comparison of the global status of English and Chinese: Towards a new global language?” (52–59).

Journal of Child Language 38 (2). (2011). Pelham, S. D. “The input ambiguity hypothesis and case blindness: An account of cross-linguistic and intra-linguistic differences in case errors” (235–272); Martínez-Sussmann, C., Akhtar, N., Diesendruck, G., & Markson, L. “Orienting to third-party conversations” (273–296); Saiegh-Haddad, E., Levin, I., Hende, N., & Ziv, M. “The linguistic affiliation constraint and phoneme recognition in diglossic Arabic” (297–315); Kim, M., & Stoel-Gammon, C. “Phonological development of word-initial Korean obstruents in young Korean children” (316–340); Chang, A., Sandhofer, C. M., Adelchanow, L., & Rottman, B. “Parental numeric language input to Mandarin Chinese and English speaking preschool children” (341–355); Gijsel, M. A. R., Ormel, E. A., Hermans, D., Verhoeven, L., & Bosman, A. M. T. “Semantic categorization and reading skill across Dutch primary grades: Development yes, relationship no” (356–379); Dinnsen, D. A., Gierut, J. A., Morrisette, M. L., Green, C. R., & Farris-Trimble, A. W. “On the interaction of deaffrication and consonant harmony” (380–403); Keren-Portnoy, T., & Keren, M. “The dynamics of syntax acquisition: Facilitation between syntactic structures” (404–432); Schiff, R., Ravid, D., & Levy-Shimon, S. “Children’s command of plural and possessive marking on Hebrew nouns: A comparison of obligatory versus optional inflections” (433–454).

Language Testing 28 (2). (2011). Bae, J., & Lee, Y.-S. “The validation of parallel test forms: ‘Mountain’ and ‘beach’ picture series for assessment of language skills” (155–177); Knoch, U. “Investigating the effectiveness of individualized feedback to rating behavior: A longitudinal study” (179–200); Carey, M. D., Mannell, R. H., & Dunn, P. K. “Does a rater’s familiarity with a candidate’s pronunciation affect the rating in oral proficiency interviews?” (201–219); Cheng, L., Andrews, S., & Yu, Y. “Impact and consequences of school-based assessment (SBA): Students’ and parents’ views on SBA in Hong Kong” (221–249); Huang, S.-C. “Convergent vs. divergent assessment: Impact on college EFL students’ motivation and self-regulated learning strategies” (251–271); Fairclough, M. “Testing and lexical recognition task with Spanish/English bilinguals in the United States” (273–297).

EDITED VOLUMES

Abraham, L. B., & Williams, L. (Eds.). (2011). Electronic discourse in language learning and language teaching. Amsterdam: Benjamins. Pp. x + 346. $54.00 paper. Abraham, L. B., & Williams, L. “Introduction: Analyzing and exploring electronic discourse” (1–8); Lotherington, H., Neville-Verardi, D., & Sinitskaya Ronda, N. “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 second language learning: Promoting listening comprehension and intercultural competence” (153–167); Pettes Guikema, J. “Discourse analysis of podcasts in French: Implications for foreign language listening development” (169–189); van Compernolle, R. A., & Abraham, L. B. “Interactional and discursive features of English-language weblogs for language learning and teaching” (193–211); Douglas, 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); Farrell Whitworth, K. “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).

Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition. London: Routledge. Pp. xii + 190. $36.95 paper. Atkinson, D. “Introduction: Cognitivism and second language acquisition” (1–23); Lantolf, J. P. “The sociocultural approach to second language acquisition: Sociocultural theory, second language acquisition, and artificial L2 development” (24–47); Larsen-Freeman, D. “A complexity theory approach to second language development/acquisition” (48–72); Norton, B., & McKinney, C. “An identity approach to second language acquisition” (73–94); Duff, P. A., & Talmy, S. “Language socialization approaches to second language acquisition: Social, cultural, and linguistic development in additional languages” (95–116); Kasper, G., & Wagner, J. “A conversation-analytic approach to second language acquisition” (117–142); Atkinson, D. “A sociocognitive approach to second language acquisition: How mind, body, and world work together in learning additional languages” (143–166); Ortega, L. “SLA after the social turn: Where cognitivism and its alternatives stand” (167–180).

Batstone, R. (Ed.). (2010). Sociocognitive perspectives on language use and language learning. Oxford: Oxford University Press. Pp. xiv + 252. $33.95 paper. Batstone, R. “Issues and options in sociocognition” (3–23); Atkinson, D. “Sociocognition: What it can mean for second language acquisition” (24–39); Larsen-Freeman, D. “The dynamic co-adaptation of cognitive and social views: A complexity theory perspective” (40–53); Tarone, E. “Social context and cognition in SLA: A variationist perspective” (54–72); Duff, P. A., & Kobayashi, M. “The intersection of social, cognitive, and cultural processes in language learning: A second language socialization approach” (75–93); Yates, L., Nicholas, H., & De Courcy, M. “The social and cognitive influences on the English language development of three age groups of Iraqi refugees” (94–111); Swain, M. “‘Talking-it-through’: Languaging as a source of learning” (112–130); Lantolf, J. P. “Minding your hands: The function of gesture in L2 learning” (131–147); Ellis, R. “Cognitive, social, and psychological dimensions of corrective feedback” (151–165); Storch, N., & Wigglesworth, G. “Students’ engagement with feedback on writing: The role of learner agency/beliefs” (166–185); Toth, P. D. “Relevance, cohesion, and the sociocognition of form-focused, teacher-led L2 discourse” (186–209); Philp, J., & Mackey, A. “Interaction research: What can socially informed approaches offer to cognitivists (and vice versa)?” (210–227).

Cook, V., & Bassetti, B. (Eds.). (2011). Language and bilingual cognition. London: Routledge. Pp. xiii + 591. $75.00 cloth. Cook, V. “Relating language and cognition: The speaker of one language” (3–22); Swoyer, C. “How does language affect thought?” (23–42); Lucy, J. “Language and cognition: The view from anthropology” (43–68); Evans, V. “Language and cognition: The view from cognitive linguistics” (69–107); Mueller Gathercole, V. C. “Interactive influences of language and cognition” (109–130); Tversky, B. “Tools for thinking” (131–139); Bassetti, B., & Cook, V. “Relating language and cognition: The second language user” (143–190); Wierzbicka, A. “Bilingualism and cognition: The perspective from semantics” (191–218); Ervin-Tripp, S. “Advances in the study of bilingualism: A personal view” (219–228); Green, D. W. “Bilingual worlds” (229–240); Athanasopoulos, P. “Color and bilingual cognition” (241–261); Coventry, K. R., Guijarro-Fuentes, P., & Valdés, B. “Spatial language and second language acquisition” (263–286); Czechowska, N., & Ewert, A. “Perception of motion by Polish-English bilinguals” (287–314); Hendriks, H., & Hickmann, M. “Expressing voluntary motion in a second language: English learners of French” (315–339); Chen, J.-Y., & Su, J.-J. “Chinese-English bilinguals’ sensitivity to the temporal phase of an action event is related to the extent of their experience with English” (341–356); Bassetti, B. “The grammatical and conceptual gender of animals in second language users” (357–384); Salvato, G. “The interpretation of emblematic gestures in second language users of Italian” (385–405); Cunningham, D. S., Vaid, J., & Chin Chen, H. “Yo no lo tiré, se cayó solito, ‘I did not throw it, it just fell down’: Interpreting and recounting accidental events in Spanish and English” (407–429); Siegal, M., Kobayashi Frank, C., Surian, L., & Hjelmquist, E. “Theory of mind and bilingual cognition” (431–452); Knickerbocker, H., & Altarriba, J. “Bilingualism and the impact of emotion: The role of experience, memory, and sociolinguistic factors” (453–477); Besemeres, M. “Emotion in bilingual life narratives” (479–506); Cook, V. “Linguistic relativity and language teaching” (509–518); House, J. “Translation and bilingual cognition” (519–527); Sercombe, P., & Young, T. “Culture and cognition in the study of intercultural communication” (529–542); Luna, D. “Advertising to the buy-lingual consumer” (543–558); Brooke, K. “Epilogue: Bilinguals save the world” (559–564).

Hult, F. M., & King, K. A. (Eds.). (2011). Educational linguistics in practice: Applying the local globally and the global locally. Clevedon, UK: Multilingual Matters. Pp. xxvi + 183. $49.95 paper. Martin-Jones, M. “Thematic overview I: Language policies, multilingual classrooms: Resonance across continents” (3–15); Varghese, M. “Language teacher education and teacher identity” (16–26); Vaish, V. “Terrorism, nationalism and westernization: Code switching and identity in Bollywood” (27–40); Creese, A. “Making local practices globally relevant in researching multilingual education” (41–55); Street, B. “Thematic overview II: New literacy studies and the continua of biliteracy” (59–67); Skilton-Sylvester, E. “Continuing the continua: Why content matters in biliterate citizenship education” (68–80); Gordon, D. “Literacy in two lands: Refugee women’s shifting practices of literacy and labor” (81–94); Cahnmann-Taylor, M. “Poetic anthropology and the lyric continua between science and art” (95–106); McCarty, T. L. “Thematic overview III: Unpeeling, slicing and stirring the onion—Questions and certitudes in policy and planning for linguistic diversity in education” (109–125); Johnson, D. C. “Implementational and ideological spaces in bilingual education policy, practice, and research” (126–139); Coronel-Molina, S. M. “Quechua language and education policy in the Peruvian highlands” (140–153); Wang, S. C. “An ecological perspective for planning Chinese language in the United States” (154–172); Ruiz, R. “Afterword: Cooking with Nancy” (173–178).

Piattelli-Palmarini, M., Uriagereka, J., & Salaburu, P. (Eds.). (2011). Of minds and language: A dialogue with Noam Chomsky in the Basque country. Oxford: Oxford University Press. Pp. xii + 459. $35.00 paper. Piattelli-Palmarini, M., Salaburu, P., & Uriagereka, J. “Introduction” (1–9); Chomsky, N. “Opening remarks” (13–43); Boeckx, C. “The nature of merge: Consequences for language, mind, and biology” (44–57); Gallistel, C. R. “The foundational abstractions” (58–73); Hauser, M. D. “Evolingo: The nature of the language faculty” (74–84); Dover, G. “Pointers to a biology of language?” (85–96); Vercelli, D. “Language in an epigenetic framework” (97–107); Cherniak, C. “Brain wiring optimization and non-genomic nativism” (108–119); Hinzen, W. “Hierarchy, merge, and truth” (123–141); Higginbotham, J. “Two interfaces” (142–154); Rizzi, L. “Movement and concepts of locality” (155–168); Uriagereka, J. “Uninterpretable features in syntactic evolution” (169–183); Friederici, A. D. “The brain differentiates hierarchical and probabilistic grammars” (184–194); Boeckx, C., Fodor, J. D., Gleitman, L., & Rizzi, L. “Round table: Language universals: Yesterday, today, and tomorrow” (195–220); Gelman, R. “Innate learning and beyond” (223–238); Gleitman, L. “The learned component of language learning” (239–255); Fodor, J. D. “Syntax acquisition: An evaluation measure after all?” (256–277); Bever, T. G. “Remarks on the individual basis for linguistic structures” (278–295); Hauser, M. D. “The illusion of biological variation: A minimalist approach to the mind” (299–328); Laka, I. “What is there in universal grammar? On innate and specific aspects of language” (329–343); Sebastian-Gallés, N. “Individual differences in foreign sound perception: Perceptual or linguistic differences?” (344–351); Friederici, A. D. “Language and the brain” (352–377); Chomsky, N. “Conclusion” (379–409).

Potowski, K., & Rothman, J. (Eds.). (2011). Bilingual youth: Spanish in English-speaking societies. Amsterdam: Benjamins. Pp. vi + 371. $143.00 cloth. Potowski, K., & Rothman, J. “Bilingual youth: Spanish in English-speaking societies” (3–6); Romaine, S. “Identity and multilingualism” (7–30); García, O. “The translanguaging of Latino kindergarteners” (33–55); Potowski, K., & Gorman, L. “Hybridized tradition, language use, and identity in the U.S. Latina quinceañera ritual” (57–87); Reyes, I. “Literacy practices and language ideologies of first generation Mexican parents” (89–111); Valdés, G. “Ethnolinguistic identity: The challenge of maintaining Spanish-English bilingualism in American schools” (113–146); Pérez-Leroux, A. T., Cuza, A., & Thomas, D. “From parental attitudes to input conditions: Spanish-English bilingual development in Toronto” (149–176); Guardado, M. “Language and literacy socialization as resistance in Western Canada” (177–198); Cazzoli-Goeta, M., & Young-Scholten, M. “Yo gusto… Expanding choice or syntactic attrition?” (201–226); Guijarro-Fuentes, P., & Marinis, T. “Voicing language dominance: Acquiring Spanish by British English/Spanish bilingual children” (227–248); Jones Díaz, C. “Children’s voices: Spanish in urban multilingual and multicultural Australia” (251–281); Martín, M. D. “Reactions to the overt display of Spanish language maintenance in Australia” (283–307); Poyatos Mata, C., & CuatroNochez, L. “Reluctant migrants: Socialization patterns among Salvadorian children” (309–330); Walker, U. “The role of community in preserving Spanish in New Zealand: A Latin American parent perspective” (331–354); Klee, C. A. “Migration, ethnic identity and heritage language maintenance of Spanish-speaking youth in English-speaking societies: A reexamination” (355–368).

Sanz, C., & Leow, R. P. (Eds.). (2011). Implicit and explicit language learning: Conditions, processes, and knowledge in SLA and bilingualism. Washington, DC: Georgetown University Press. Pp. xii + 229. $49.95 paper. Sanz, C., & Leow, R. P. “Introduction” (1–6); VanPatten, B. “Stubborn syntax: How it resists explicit teaching and learning” (9–21); Reber, A. S. “An epitaph for grammar: An abridged history” (23–34); Ellis, N. C. “Implicit and explicit SLA and their interface” (35–47); Bialystok, E. “How analysis and control lead to advantages and disadvantages in bilingual processing” (49–58); Leow, R. P., Johnson, E., & Zárate-Sández, G. “Getting a grip on the slippery construct of awareness: Toward a finer-grained methodological perspective” (61–72); Lenet, A. E., Sanz, C., Lado, B., Howard J. H., Jr., & Howard, D. V. “Aging, pedagogical conditions, and differential success in SLA: An empirical study” (73–84); Henshaw, F. “Effects of feedback timing in SLA: A computer-assisted study of the Spanish subjunctive” (85–99); Linck, J. A., & Weiss, D. J. “Working memory predicts the acquisition of explicit L2 knowledge” (101–113); Pérez-Vidal, C., Juan-Garau, M., & Mora, J. C. “The effects of formal instruction and study abroad contexts on foreign language development: The SALA project” (115–127); Rast, R. “Input processing principles: A contribution from first-exposure data” (129–141); Hilton, H. E. “What is implicit and what is explicit in L2 speech? Findings from an oral corpus” (145–157); Eckman, F. R., Iverson, G. K., Fox, R. A., Jacewicz, E., & Lee, S. A. “Explicit training and implicit learning of L2 phonemic contrasts” (159–174); Gordon, L. S. “English speakers’ perception of Spanish vowels: Evidence for multiple-category assimilation” (177–193); Ingram, D., Dubasik, V., Liceras, J., & Fernández Fuertes, R. “Early phonological acquisition in a set of English-Spanish bilingual twins” (195–205); Lin, H.-J. “Language learning strategies in adult L3 acquisition: Relationship between L3 development, strategy use, L2 levels, and gender” (207–217); Finger, I., Dagort Billing, J., & Scholl, A. P. “Effects of bilingualism on inhibitory control in elderly Brazil bilinguals” (219–229).

Schmid, M. S., & Lowie, W. (Eds.). (2011). Modeling bilingualism: From structure to chaos. Amsterdam: Benjamins. Pp. vi + 308. $135.00 cloth. Larsen-Freeman, D., Schmid, M. S., & Lowie, W. “From structure to chaos: Twenty years of modeling bilingualism” (1–11); Kroll, J., & Hermans, D. “Psycholinguistic perspectives on language processing in bilinguals” (15–36); Broersma, M. “Triggered code-switching: Evidence from picture naming experiments” (37–57); Gass, S., & Lee, J. “Working memory capacity, inhibitory control, and proficiency in a second language” (59–84); Hulstijn, J. H. “Explanations of associations between L1 and L2 literacy skills” (85–111); Hansen, L. “The acquisition, attrition, and relearning of mission vocabulary” (115–134); Murtagh, L. “Second language attrition: Theory, research and challenges” (135–154); Schmid, M. S. “Contact × time: External factors and variability in L1 attrition” (155–176); Schrauf, R. W., & Sanchez, J. “The shifting structure of emotion semantics across immigrant generations: Effects of the second culture on the first language” (177–197); Clyne, M. “Bilingualism, code-switching and aging: A myth of attrition and a tale of collaboration” (201–220); Keijzer, M. “Language reversion versus general cognitive decline: Towards a new taxonomy of language change in elderly bilingual immigrants” (221–232); van Geert, P., Steenbeek, H., & van Dijk, M. “A dynamic model of expert-novice co-adaptation during language learning and acquisition” (235–266); Lowie, W., & Verspoor, M. “The dynamics of multilingualism: Levelt’s speaking model revisited” (267–287); Weltens, B. “Twenty years of modeling bilingualism: From chaos to structure—and back again” (289–302).

Trofimovich, P., & McDonough, K. (Eds.). (2011). Applying priming methods to L2 learning, teaching and research: Insights from Psycholinguistics. Amsterdam: Benjamins. Pp. viii + 254. $54.00 paper. Trofimovich, P., & McDonough, K. “Using priming methods to study L2 learning and teaching” (3–17); Altarriba, J., & Knickerbocker, H. “Acquiring second language vocabulary through the use of images and words” (21–48); Barcroft, J., Sommers, M. S., & Sunderman, G. “Some costs of fooling Mother Nature: A priming study on the Keyword Method and the quality of developing L2 lexical representations” (49–72); Williams, J. N., & Cheung, A. “Using priming to explore early word learning” (73–103); Trofimovich, P., & John, P. “When three equals tree: Examining the nature of phonological entries in L2 lexicons of Quebec speakers of English” (105–129); McDonough, K. “Eliciting wh-questions through collaborative syntactic priming activities during peer interaction” (131–151); Segalowitz, N., Lacroix, G. L., & Job, J. “The L2 semantic attentional blink: Implications for L2 learning” (155–178); Leeser, M. J., Brandl, A., & Weissglass, C. “Task effects in second language sentence processing research” (179–198); Hu, G., & Jiang, N. “Semantic integration in listening comprehension in a second language: Evidence from cross-modal priming” (199–218); Sunderman, G. “Conceptual mediation in second language learners: Evidence from false memories” (219–237); McDonough, K., & Trofimovich, P. “Expanding the scope of priming research” (241–249).

Verspoor, M. H., de Bot, K., & Lowie, W. (Eds.). (2011). A dynamic approach to second language development: Methods and techniques. Amsterdam: Benjamins. Pp. viii + 211. $49.95 paper. de Bot, K., Lowie, W., & Verspoor, M. “Introduction” (1–4); de Bot, K., & Larsen-Freeman, D. “Researching second language development from a dynamic systems theory perspective” (5–23); Verspoor, M., & Behrens, H. “Dynamic systems theory and a usage-based approach to second language development” (25–38); Schmid, M. S., Verspoor, M., & MacWhinney, B. “Coding and extracting data” (39–54); van Dijk, M., Verspoor, M., & Lowie, W. “Variability and DST” (55–84); Verspoor, M., & van Dijk, M. “Visualizing interaction between variables” (85–98); Lowie, W., Caspi, T., van Geert, P., & Steenbeek, H. “Modeling development and change” (99–121); de Bot, K. “Epilogue” (123–127); Verspoor, M., Lowie, W., van Geert, P., van Dijk, M., & Schmid, M. S. “How to sections” (129–199).