JOURNALS

Applied Linguistics 35 (5). (2014). O’Regan, J. P. “English as a lingua franca: An immanent critique” (533–552); Galaczi, E. D. “Interactional competence across proficiency levels: How do learners manage interaction in paired speaking tests?” (553–574); Ren, W. “A longitudinal investigation into L2 learners’ cognitive processes during study abroad” (575–594); Hsieh, A. F.-Y., & Lee, M.-K. “The evolution of elicited imitation: Syntactic priming comprehension and production task” (595–600); Slabakova, R., Leal, T. L., & Liskin-Gasparro, J. “We have moved on: Current concepts and positions in generative SLA” (601–606); Lambert, C., & Kormos, J. “Complexity, accuracy, and fluency in task-based L2 research: Toward more developmentally based measures of second language acquisition” (607–614).

Applied Psycholinguistics 35 (6). (2014). Huang, F. L., & Invernizzi, M. A. “Factors associated with lowercase alphabet naming in kindergartners” (943–968); Hilberink-Schulpen, B., Nederstigt, U., & Starren, M. “Grammatical preferences in aspect marking in first language and second language: The case of first language Dutch, English, and German and first language Dutch second language English, and first language Dutch second language German” (969–1000); Guo, Q., He, C., Wen, X., Song, L., Han, Z., & Bi, Y. “Adapting the Pyramids and Palm Trees Test and the Kissing and Dancing Test and developing other semantic tests for the Chinese population” (1001–1019); Contemori, C., & Belletti, A. “Relatives and passive object relatives in Italian-speaking children and adults: Intervention in production and comprehension” (1021–1053); Pozzan, L., & Quirk, E. “Second language acquisition of English questions: An elicited production study” (1055–1086); March, E. G., & Pattison, P. “The role of language system in context-dependent language use in Turkish-speaking versus English-speaking older adults” (1087–1108); Kuppen, S., Huss, M., & Goswami, U. “A longitudinal study of basic auditory processing and phonological skills in children with low IQ” (1109–1141); Özçalişkan, Ş., Gentner, D., & Goldin-Meadow, S. “Do iconic gestures pave the way for children’s early verbs?” (1143–1162); Palermo, F., Mikulski, A. M., Fabes, R. A., Hanish, L. D., Martin, C. L., & Stargel, L. E. “English exposure in the home and classroom: Predictions to Spanish-speaking preschoolers’ English vocabulary skills” (1163–1187); De Houwer, A., Bornstein, M. H., & Putnick, D. L. “A bilingual-monolingual comparison of young children’s vocabulary size: Evidence from comprehension and production” (1189–1211); Martin, J., Frauenfelder, U. H., & Colé, P. “Morphological awareness in dyslexic university students” (1213–1233); Ching, B. H.-H., Ho, C. S.-H., Chan, D. W., Chung, K. K. H., & Lo, L.-Y. “Behavioral characteristics of Chinese adolescents with dyslexia: The use of teachers’ behavior checklist in Hong Kong” (1235–1257).

Cardoso, W., & Trofimovich, P. (Eds.). (2014). Second language speech perception and production: Implications for language teaching [Special issue]. Canadian Modern Language Review 70 (4). Hardison, D. M. “Changes in second-language learners’ oral skills and socio-affective profiles following study abroad: A mixed-methods approach” (415–444); Baran-Lucarz, M. “The link between pronunciation anxiety and willingness to communicate in the foreign-language classroom: The Polish EFL context” (445–473); Cebrian, J., & Carlet, A. “Second-language learners’ identification of target-language phonemes: A short-term phonetic training study” (474–499); Gómez Lacabex, E., & Gallardo del Puerto, F. “Two phonetic-training procedures for young learners: Investigating instructional effects on perceptual awareness” (500–531); Kissling, E. M. “What predicts the effectiveness of foreign-language pronunciation instruction? Investigating the role of perception and other individual differences” (532–557); Uribe, C., Cedergren, H., & Payeras, J. “Les effets de l’enseignement des phénomènes d’enchaînement sur la production orale des élèves dans un cours d’espagnol langue étrangère au Québec” (559–587).

English Today 30 (4). (2014). Ebner, C. “The dangling participle–a language myth?” (3–4); Arik, B. T., & Arik, E. “The role and status of English in Turkish higher education” (5–10); Rüdiger, S. “The nativization of English in the Korean context: Uncharted territory for World Englishes” (11–14); Erling, E. J., Seargeant, P., & Solly, M. “English in rural Bangladesh” (15–21); Pinner, R. “The authenticity continuum: Towards a definition incorporating international voices” (22–27); Yang, P. “Back to basics: Cracking a nut in using English indefinite articles” (28–33); Zheng, Y. “A phantom to kill: The challenges for Chinese learners to use English as a global language” (34–39); Rao, Z., & Lei, C. “Teaching English as a foreign language in Chinese universities: The present and future” (40–45); Bulley, M. “W(h)ither the /r/ in Britain?” (46–50); Søballe Horslund, C. “How snuck sneaked into English and drug is still dragging behind: A corpus study on the usage of new past tense forms for sneak and drag in British and American English” (51–58).

Journal of Child Language 41 (Suppl. 1). (2014). Slobin, D. I. “Before the beginning: the development of tools of the trade” (1–17); Fletcher, P. “Data and beyond” (18–25); Berman, R. A. “Cross-linguistic comparisons in child language research” (26–37); Leonard, L. B. “Children with specific language impairment and their contribution to the study of language development” (38–47); Lieven, E. “First language development: a usage-based perspective on past and current research” (48–63); Goldin-Meadow, S. “In search of resilient and fragile properties of language” (64–77); Valian, V. “Arguing about innateness” (78–92); Nelson, K. “A matter of meaning: reflections on forty years of JCL” (93–104); Clark, E. V. “Pragmatics in acquisition” (105–116); Snow, C. E. “Input to interaction to instruction: three key shifts in the history of child language research” (117–123); MacWhinney, B. “What we have learned” (124–131).

Journal of Child Language 41 (6). (2014). Delcenserie, A., & Genesee, F. “Language and memory abilities of internationally adopted children from China: evidence for early age effects” (1195–1223); McKean, C., Letts, C., & Howard, D. “Triggering word learning in children with Language Impairment: the effect of phonotactic probability and neighbourhood density” (1224–1248); Ninio, A. “Learning a generative syntax from transparent syntactic atoms in the linguistic input” (1249–1275); Tsuji, S., Nishikawa, K., & Mazuka, R. “Segmental distributions and consonant-vowel association patterns in Japanese infant- and adult-directed speech” (1276–1304); Clahsen, H., & Fleischhauer, E. “Morphological priming in child German” (1305–1333); Bent, T. “Children’s perception of foreign-accented words” (1334–1355); Arias-Trejo, N., Cantrell, L. M., Smith, L. B., & Alva Canto, E. A. “Early comprehension of the Spanish plural” (1356–1372); Syrett, K., & Kawahara, S. “Production and perception of listener-oriented clear speech in child language” (1373–1389).

Language in Society 43 (5). (2014). Heyd, T. “Folk-linguistic landscapes: The visual semiotics of digital enregisterment” (489–514); Keating, K. L. “Discourses of minority francophone space: The emergent role of an Acadian cultural center” (515–538); Levon, E. “Categories, stereotypes, and the linguistic perception of sexuality” (539–566); Price, G. “English for all? Neoliberalism, globalization, and language policy in Taiwan” (567–589).

Language Testing 31 (4). (2014). van Compernolle, R. A., & Zhang, H. (S.). “Dynamic assessment of elicited imitation: A case analysis of an advanced L2 English speaker” (395–412); Lin, C.-K., & Zhang, J. “Investigating correspondence between language proficiency standards and academic context standards: A generalizability theory study” (413–431); Fidalgo, A. M., Alavi, S. M., & Reza Amirian, S. M. “Strategies for testing statistical and practical significance in detecting DIF with logistic regression models” (433–451); Min, S., & He, L. “Applying unidimensional and multidimensional item response theory models in testlet-based reading assessment” (453–477); Ling, G., Mollaun, P., & Xi, X. “A study on the impact of fatigue on human raters when scoring speaking responses” (479–499); Yan, X. “An examination of rater performance on a local oral English proficiency test: A mixed-methods approach” (501–527).

Language Variation and Change 26 (3). (2014). Nardy, A., Chevrot, J.-P., Barbu, S. “Sociolinguistic convergence and social interactions within a group of preschoolers: A longitudinal study” (273–301); Shin, N. L. “Grammatical complexification in Spanish in New York: 3sg pronoun expression and verbal ambiguity” (303–330); Pereira Scherre, M. M., & Naro, A. J. “Sociolinguistic correlates of negative evaluation: Variable concord in Rio de Janeiro” (331–357); Newlin-Łukowicz, L. “From interference to transfer in language contact: Variation in voice onset time” (359–385); Weatherholtz, K., Campbell-Kibler, K., & Jaeger, T. F. “Socially-mediated syntactic alignment” (387–420).

Manfredi, S., & Tosco, M. (Eds.). (2014). Arabic-based pidgins and creoles [Special issue]. Journal of Pidgin and Creole Languages 29 (2). Manfredi, S., & Tosco, M. “Introduction” (207–210); Versteegh, K. “Speaking of the past: The development of past time references in Arabic pidgins” (211–231); Owens, J. “The morphologization of an Arabic creole” (232–298); Luffin, X. “The influence of Swahili on Kinubi” (299–318); Manfredi, S., & Tosco, M. “The morphosyntax and prosody of topic and focus in Juba Arabic” (319–351); Miller, C. “Juba Arabic as a written language” (352–384); Bizri, F. “Unity and diversity across Asian migrant Arabic pidgins in the Middle East” (385-409); Bakir, M. J. “The multifunctionality of fii in Gulf Pidgin Arabic” (410–436); Bakker, P. “Creoles and typology: Problems of sampling and definition” (437–455).

Modern Language Journal 98 (4). (2014). Taylor, F., & Marsden, E. J. “Perceptions, attitudes, and choosing to study foreign languages in England: An experimental intervention” (902–920); Ziegler, N. A. “Fostering self-regulated learning through the European Language Portfolio: An embedded mixed methods study” (921–936); Creese, A., Blackledge, A., & Takhi, J. K. “The ideal ‘native speaker’ teacher: Negotiating authenticity and legitimacy in the language classroom” (937–951); Römer, U., O’Donnell, M. B., & Ellis, N. C. “Second language learner knowledge of verb-argument constructions: Effects of language transfer and typology” (952–975); Gablasova, D. “Learning and retaining specialized vocabulary from textbook reading: Comparison of learning outcomes through L1 and L2” (976–991); Hamada, M. “The role of morphological and contextual information in L2 lexical inference” (992–1005); van Zeeland, H. “Lexical inferencing in first and second language listening” (1006–1021); Piirainen-Marsh, A., & Tainio, L. “Asymmetries of knowledge and epistemic change in social gaming interaction” (1022–1038).

Second Language Research 30 (4). (2014). Dugarova, E. “‘Russian speakers’ L2 Chinese acquisition of wh-topicalization at the syntax-discourse interface” (411–437); Xu,Y. “Processing relative clauses in Chinese as a second language” (439–461); Chan, R. K. W., & Leung, J. H. C. “Implicit learning of L2 word stress regularities” (463–484); Perpiñán, S. “Locatives and existentials in L2 Spanish: The acquisition of the semantic contrasts among ser, estar and haber” (485–513); Yuan, B. “‘Wh-on-earth’ in Chinese speakers’ L2 English: Evidence of dormant features” (515–549); Whong, M., Gil, K.-H., & Marsden, H. “Beyond paradigm: The ‘what’ and the ‘how’ of classroom research” (551–568).

EDITED VOLUMES

Grüter, T., & Paradis, J. (Eds.). (2014). Input and experience in bilingual development. Amsterdam, the Netherlands: Benjamins. Pp. x + 204. $135.00 cloth. Paradis, J., & Grüter, T. “Introduction to ‘Input and experience in bilingual development’” (1–14); Grüter, T., Hurtado, N., Marchman, V. A., & Fernald, A. “Language exposure and online processing efficiency in bilingual development: Relative versus absolute measures” (15–36); De Houwer, A. “The absolute frequency of maternal input to bilingual and monolingual children: A first comparison” (37–57); Pierce, L., & Genesee, F. “Language input and language learning: An interactional perspective” (59–76); Armon-Lotem, S., Joffe, S., Abutbul-Oz, H., Altman, C., & Walters, J. “Language exposure, ethnolinguistic identity and attitudes in the acquisition of Hebrew as a second language among bilingual preschool children from Russian- and English-speaking backgrounds” (77–98); Pearson, B. Z., & Amaral, L. “Interactions between input factors in bilingual language acquisition: Considerations for minority language maintenance” (99–117); Hoff, E., Welsh, S., Place, S., & Ribot, K. M. “Properties of dual language input that shape bilingual development and properties of environments that shape dual language input” (119–140); Thordardottir, E. “The typical development of simultaneous bilinguals: Vocabulary, morphosyntax and language processing in two age groups of Montreal preschoolers” (141–160); Paradis, J., Tremblay, A., & Crago, M. “French-English bilingual children’s sensitivity to child-level and language-level input factors in morphosyntactic acquisition” (161–180); Unsworth, S. “Comparing the role of input in bilingual acquisition across domains” (181–201).