BOOKS

Carrasquillo, A., Kucer, S. B., & Abrams, R. (2004). Beyond the beginnings: Literacy interventions for upper elementary English language learners. Clevedon, UK: Multilingual Matters. Pp. xii + 159. $74.05 cloth, $24.95 paper.

Chapelle, C. A. (2003). English language learning and technology: Lectures on applied linguistics in the age of information and communication technology. Pp. xv + 211. $39.95 paper.

Jordan, G. (2004). Theory construction in second language acquisition. Amsterdam: Benjamins. Pp. xviii + 294. $42.95 paper.

Han, Z. (2004). Fossilization in adult second language acquisition. Clevedon, UK: Multilingual Matters. Pp. vii + 201. $79.95 cloth, $29.95 paper.

Holm, J. (2004). Languages in contact: The partial restructuring of vernaculars. New York: Cambridge University Press. Pp. xx + 175. $65.00 cloth.

Johnson, K. (2004). Acoustic and auditory phonetics (2nd ed.). Oxford: Blackwell. Pp. ix + 182. $17.99 paper.

Moyer, A. (2004). Age, accent, and experience in second language acquisition: An integrated approach to critical period inquiry. Clevedon, UK: Multilingual Matters. Pp. vii + 179. $99.95 cloth, $31.95 paper.

Ota, M. (2003). The development of prosodic structure in early words: Continuity, divergence, and change. Amsterdam: Benjamins. Pp. xi + 222. $114.00 cloth.

Schleppegrell, M. J. (2004). The language of schooling: A functional linguistics perspective. Mahwah, NJ: Erlbaum. Pp. xii + 190. $45.00 cloth, $19.95 paper.

Schumann, J. H., Crowell, S. E., Jones, N. E., Lee, N., Schuchert, S. A., & Wood, L. A. (2004). The neurobiology of learning: Perspectives from second language acquisition. Mahwah, NJ: Erlbaum. Pp. xiii + 212. $49.95 cloth.

Teschner, R. V., & Whitley, M. S. (2004). Pronouncing English: A stress-based approach with CD-ROM. Washington, DC: Georgetown University Press. Pp. xvi + 280. $39.95 paper.

JOURNALS

Acquisition et Interaction en Langue Etrangère 19. (2003). Bartning, I., & Kirchmeyer, N. “Le développement de la compétence textuelle à travers les stades acquisitionnels en français L2” (9–39); Lambert, M., Carroll, M., & von Stutterheim, C. “La subordination dans les récits d'apprenants avancés francophones et germanophones de l'anglais” (41–69); Chini, M. “Le phénomène de la jonction interpropositionnelle dans la narration en italien L2: Entre agrégation et intégration” (71–106); Choi, J. N. “Comparaison typologique des énoncés complexes en coréen et en français: Leur développement dans les récits oraux des enfants franco-coréens en acquisition bilingue consécutive” (107–146).

Annual Review of Applied Linguistics 24. (2004). Vandergrift, L. “Listening to learn or learning to listen?” (3–25); McCarthy, M., & O'Keeffe, A. “Research in the teaching of speaking” (26–43); Grabe, W. “Research on teaching reading” (44–69); Silva, T., & Brice, C. “Research in teaching writing” (70–106); Jenkins, J. “Research in teaching pronunciation and intonation” (109–125); Nassaji, H., & Fotos, S. “Current developments in research on the teaching of grammar” (126–145); Read, J. “Research in teaching vocabulary” (146–161); Belcher, D. D. “Trends in teaching English for specific purposes” (165–186); Simmons-McDonald, H. “Trends in teaching standard varieties to creole and vernacular speakers” (187–208); Seidlhofer, B. “Research perspectives on teaching English as a lingua franca” (209–239); Kern, R., Ware, P., & Warschauer, M. “Crossing frontiers: New directions in online pedagogy and research” (243–260); Stoller, F. L. “Content-based instruction: Perspectives on curriculum planning” (261–283); Donato, R. “Aspects of collaboration in pedagogical discourse” (284–302); Kaufman, D. “Constructivist issues in language learning and teaching” (303–319); Erben, T. “Emerging research and practices in immersion teacher education” (320–338).

Anthropological Linguistics 45 (3). (2003). Balée, W. “Historical-ecological influences on the word for cacao in Ka'apor” (259–280); Fayer, J. M. “African interpreters in the Atlantic slave trade” (281–295); Fakuade, G., Gambo, M., & Bashir, A. “Language shift from mother tongues towards Fulfulde in Adamawa State, Nigeria: Causes and consequences” (296–315); Tuttle, S. G. “Archival phonetics: Tone and stress in Tanana Athabaskan” (316–336).

Applied Psycholinguistics 25 (1). (2004). Tamaoka, K., & Terao, Y. “Mora or syllable? Which unit do Japanese use in naming visually presented stimuli?” (1–27); Blake, J., Myszczyszyn, D., & Jokel, A. “Spontaneous measures of morphosyntax in children with specific language impairment” (29–41); Horohov, J. E., & Oetting, J. B. “Effects of input manipulations on the word learning abilities of children with and without specific language impairment” (43–65); Paradis, J. “The relevance of specific language impairment in understanding the role of transfer in second language acquisition” (67–82); Chang, C.-J. “Telling stories of experiences: Narrative development of young Chinese children” (83–104); White, L., Valenzuela, E., Kozlowska-MacGregor, M., & Leung, Y.-K. I. “Gender and number agreement in nonnative Spanish” (105–133); Little, D. M., Prentice, K. J., & Wingfield, A. “Adult age differences in judgments of semantic fit” (135–143).

Applied Psycholinguistics 25 (2). (2004). Altmann, L. J. P. “Constrained sentence production in probable Alzheimer disease” (145–173); Snellings, P., van Gelderen, A., & de Glopper, K. “The effect of enhanced lexical retrieval on second language writing: A classroom experiment” (175–200); Storkel, H. L. “Do children acquire dense neighborhoods? An investigation of similarity neighborhoods in lexical acquisition” (201–221); Deacon, S. H., & Kirby, J. R. “Morphological awareness: Just ‘more phonological’? The roles of morphological and phonological awareness in reading development” (223–238); Montrul, S. “Psycholinguistic evidence for split intransitivity in Spanish second language acquisition” (239–267); Rosa, E. M., & Leow, R. P. “Awareness, different learning conditions, and second language development” (269–292); Speciale, G., Ellis, N. C., & Bywater, T. “Phonological sequence learning and short-term store capacity determine second language vocabulary acquisition” (293–321).

Bautista, M. L. S., & Bolton, K. (Eds). (2004). Philippine English: Tensions and transitions [Special issue]. World Englishes 23 (1). Bolton, K., & Bautista, M. L. S. “Philippine English: Tensions and transitions” (1–5); Gonzalez, A. “The social dimensions of Philippine English” (7–16); Bernardo, A. B. I. “McKinley's questionable bequest: Over 100 years of English in Philippine education” (17–31); Dayag, D. T. “The English-language media in the Philippines” (33–45); Tupas, T. R. F. “The politics of Philippine English: Neocolonialism, global politics, and the problem of postcolonialism” (47–58); McFarland, C. D. “The Philippine language situation” (59–75); Tayao, M. L. G. “The evolving study of Philippine English phonology” (77–90); Bolton, K., & Butler, S. “Dictionaries and the stratification of vocabulary: Towards a new lexicography for Philippine English” (91–112); Bautista, M. L. S. “The verb in Philippine English: A preliminary analysis of modal would” (113–128); Martin, I. P. “Longfellow's legacy: Education and the shaping of Philippine writing” (129–139); McMahon, J. “The malevolence of ‘benevolent assimilation’: Cultural critique in early Philippine literature in English” (141–153); Hidalgo, C. P. “The Philippine short story in English: An overview” (155–168); Abad, G. H. “Filipino poetry in English: A native clearing” (169–181); Manlapaz, E. Z. “Filipino women writers in English” (183–190); Dumdum, S., Mo, T., & Mojares, R. “In conversation: Cebuano writers on Philippine literature and English” (191–198).

Bilingualism: Language and Cognition 6 (3). (2003). Costa, A., Colomé, À., Gómez, O., & Sebastián-Gallés, N. “Another look at cross-language competition in bilingual speech production: Lexical and phonological factors” (167–179); Costa, A., Kovacic, D., Franck, J., & Caramazza, A. “On the autonomy of the grammatical gender systems of the two languages of a bilingual” (181–200); Christoffels, I. K., de Groot, A. M. B., & Waldorp, L. J. “Basic skills in a complex task: A graphical model relating memory and lexical retrieval to simultaneous interpreting” (201–211); Lehtonen, M., & Laine, M. “How word frequency affects morphological processing in monolinguals and bilinguals” (213–225); Àlvarez, E. “Character introduction in two languages: Its development in the stories of a Spanish-English bilingual child age 6;11–10:11” (227–243).

Degache, C. (Ed.). (2003). Intercompréhension en langues romanes [Special issue]. LIDIL (28). Dabène, L. “De Galatea à Galanet: Un itinéraire de recherche” (23–29); Quintin, J.-J., & Depover, C. “Design pédagogique d'un environnement de formation à distance: Eléments méthodologiques” (31–45); Séré, A. “Connaissances et interactions à la carte: Le document hypertexte, un nouveau genre pour l'enseignement en langue étrangère” (47–58); Afonso, C., & Poulet, M. E. “Le Forum de la plate-forme Galanet: Une situation de stratégie conversationnelle plurilingue à exploiter” (59–73); Degache, C., & Tea, E. “Intercompréhension: Quelles interactions pour quelles acquisitions? Les potentialités du Forum Galanet” (75–94); Araújo, M. H., & Melo, S. “Beso em português diz-se beijo: La question des problèmes de l'interaction dans des chats plurilingues romanophones” (95–108); Alonso, C. L. “Mode d'interaction dans le courrier électronique” (109–120); Martin, E. “Le traitement de la proximité linguistique dans le dispositif de ressources plurilingue de la plate-forme Galanet” (121–135); Baqué, L., Le Besnerais, M., & Masperi, M. “Entraînement à la compréhension orale des langues romanes: Quelques repères pour faciliter la prise en compte de la matière phonique” (137–152); Kraif, O. “Propositions pour l'intégration d'outils TAL aux dispositifs informatisés d'apprentissage des langues” (153–165); Hédiard, M. “Quand la transparence risque d'être trompeuse: Pas tout à fait d'accord ou Pas d'accord du tout” (167–172); Andrade, A. I., & Pinho, A. S. “Former à l'intercompréhension: Qu'en pensent les futurs professeurs de langues?” (173–184); Perea, E. C. “Les futurs professeurs du primaire et l'intercompréhension en langues romanes: Quelle insertion curriculaire? Etude exploratoire et prospective” (185–200).

English Today 20 (1). (2004). Pegrum, M. “Selling English: Advertising and the discourses of ELT” (3–10); Allsopp, J. “The Caribbean Multilingual Lexicography Project” (11–18); Bobda, A. S. “Linguistic apartheid: English language policy in Africa” (19–26); Mwangi, S. “Prepositions vanishing in Kenya” (27–32); Eagleton, J. “SARS: It's as bad as we feared but dared not say” (34–45); Wang, J. “Loans from the Middle Kingdom revisited” (47–49); Martin, A. “The ‘katakana effect’ and teaching English in Japan” (50–55); Stewart, P., & Fawcett, R. “Shop signs in some small towns in northern Portugal” (56–58); Onysko, A. “Anglicisms in German: From iniquitous to ubiquitous?” (59–64).

English Today 20 (2). (2004). Griffin, J. L. “The presence of written English on the streets of Rome” (3–7); Lo Bianco, J. “Invented languages and new worlds” (8–18); “L. G. Alexander: A statue in Beijing” (20–25); Qiong, H. X. “Why China English should stand alongside British, American, and other ‘world Englishes’” (26–33); Hu, P. “Adapting English into Chinese” (34–39); Jeong, Y.-K. “A chapter of English teaching in Korea” (40–46); Nyssa, Z. “Running reds and killing peds: The lexicon of bicycle messengers” (48–53); Scheyder, E. “Responses to indirect speech acts in a chat room” (54–60); Poole, B. “How to tell ‘right’ from ‘wrong’” (61–62); Bulley, M. “Do you put your eggs or your ex in your exit?” (63–64).

Foreign Language Annals 37 (1). (2004). Calvin, L. M., & Rider, N. A. “Not your parents' language class: Curriculum revision to support university language requirements” (11–25); Levine, G. S. “Global simulation: A student-centered, task-based format for intermediate foreign language courses” (26–36); Cooper, T. “How foreign language teachers in Georgia evaluate their professional preparation: A call for action” (37–48); Al-Jarf, R. S. “The effects of web-based learning on struggling EFL college writers” (49–57); Barrette, C. “An analysis of foreign language achievement test drafts” (58–70); Gascoigne, C. “Examining the effect of feedback in beginning L2 composition” (71–76); Schwarzer, D. “Student and teacher strategies for communicating through dialogue journals in Hebrew: A teacher research project” (77–84); El-Dib, M. A. B. “Language learning strategies in Kuwait: Links to gender, language level, and culture in a hybrid context” (85–95); Simard, D., & Wong, W. “Language awareness and its multiple possibilities for the L2 classroom” (96–110); Saito, H., & Ebsworth, M. E. “Seeing English language teaching and learning through the eyes of Japanese EFL and ESL students” (111–124).

International Review of Applied Linguistics in Language Teaching 42 (1). (2004). Oxford, R., Cho, Y., Leung, S., & Kim, H.-J. “Effect of the presence and difficulty of task on strategy use: An exploratory study” (1–47); Yang, S., & Huang, Y. Y. “The impact of the absence of grammatical tense in L1 on the acquisition of the tense-aspect system in L2” (49–70); Árvay, A., & Tankó, G. “A contrastive analysis of English and Hungarian theoretical research article introductions” (71–100).

Jørgensen, J. N. (Ed.). (2003). Codeswitching in the Køge Project [Special issue]. International Journal of Bilingualism 7 (4). Jørgensen, J. N. “Bilingualism in the Køge Project” (333–352); Jørgensen, J. N. “Gender differences in the development of language choice patterns in the Køge Project” (353–377); Hansen, J. “The development of bilingual proficiency: A sequential analysis” (379–406); Karrebæk, M. S. “Iconicity and structure in codeswitching” (407–441).

Journal of Child Language 31 (1). (2004). Szagun, G. “Learning by ear: On the acquisition of case and gender marking by German-speaking children with normal hearing and with cochlear implants” (1–30); Weist, R. M., Pawlak, A., & Carapella, J. “Syntactic-semantic interface in the acquisition of verb morphology” (31–60); Theakston, A. L., Lieven, E. V. M., Pine, J. M., & Rowland, C. F. “Semantic generality, input frequency, and the acquisition of syntax” (61–99); Tomasello, M., & Stahl, D. “Sampling children's spontaneous speech: How much is enough?” (101–121); Sekerina, I. A., Stromswold, K., & Hestvik, A. “How do adults and children process referentially ambiguous pronouns?” (123–152); Richards, L. V., Coventry, K. R., & Clibbens, J. “Where's the orange? Geometric and extra-geometric influences on English children's descriptions of spatial locations” (153–175); Aukrust, V. G. “Talk about talk with young children: Pragmatic socialization in two communities in Norway and the U.S.” (177–201).

Journal of French Language Studies 13 (3). (2003). Kreutz, P. “Tenter n'est pas essayer” (301–321); King, R., & Nadasdi, T. “Back to the future in Acadian French” (323–337); Rouquier, M. “La séquence est-ce dans les interrogatives en qui/que en ancien et en moyen français” (339–362); Rabatel, A. “Une lecture énonciative des valeurs aspectuo-temporelles et commentatives de l'imparfait dans les suites PS + IMP: Point de vue du locuteur ou de l'énonciateur?” (363–379); Auger, J. “Le redoublement des sujets en picard” (381–404).

Language 80 (1). (2004). Zeshan, U. “Interrogative constructions in signed languages: Crosslinguistic perspectives” (7–39); Grinstead, J. “Subjects and interface delay in child Spanish and Catalan” (40–72); Yu, A. C. L. “Explaining final obstruent voicing in Lezgian: Phonetics and history” (73–97); Peperkamp, S. “Lexical exceptions in stress systems: Arguments from early language acquisition and adult speech perception” (98–126).

Language in Society 33 (2). (2004). Strauss, C. “Cultural standing in expression of opinion” (161–194); Shuck, G. “Conversation performance and the poetic construction of an ideology” (195–222); Itakura, H., & Tsui, A. B. M. “Gender and conversational dominance in Japanese conversation” (223–248); Baron, A. “‘I'm a woman but I know God leads my way’: Agency and Tzotzil evangelical discourse” (249–283).

Language Testing 21 (2). (2004). Cumming, A., Grant, L., Mulcahy-Ernt, P., & Powers, D. E. “A teacher-verification study of speaking and writing prototype tasks for a new TOEFL” (107–145); Stricker, L. J. “The performance of native speakers of English and ESL speakers on the computer-based TOEFL and GRE General Test” (146–173); Snellings, P., van Gelderen, A., & de Glopper, K. “Validating a test of second language written lexical retrieval: A new measure of fluency in written language production” (174–201); Laufer, B., Elder, C., Hill, K., & Congdon, P. “Size and strength: Do we need both to measure vocabulary knowledge?” (202–226); Chen, L. “On text structure, language proficiency, and reading comprehension test format interactions: A reply to Kobayashi, 2002” (228–234); Kobayashi, M. “Investigation of test method effects: Text organization and response format—A response to Chen, 2004” (235–244).

Language Variation and Change 16 (1). (2004). Fridland, V., Bartlett, K., & Kreuz, R. “Do you hear what I hear? Experimental measurement of the perceptual salience of acoustically manipulated vowel variants by Southern speakers in Memphis, TN” (1–16); Matus-Mendoza, M. “Assibilation of /-r/ and migration among Mexicans” (17–30); Clopper, C. G., & Pisoni, D. B. “Homebodies and army brats: Some effects of early linguistic experience and residential history on dialect categorization” (31–48); Flores-Ferrán, N. “Spanish subject personal pronoun use in New York City Puerto Ricans: Can we rest the case of English contact?” (49–73).

Modern Language Journal 88 (2). (2004). Graham, S. J. “Giving up on modern foreign languages? Students' perceptions of learning French” (171–191); Rosa, E. M., & Leow, R. P. “Computerized task-based exposure, explicitness, type of feedback, and Spanish L2 development” (192–216); Donitsa-Schmidt, S., Inbar, O., & Shohamy, E. “The effects of teaching spoken Arabic on students' attitudes and motivation in Israel” (217–228); Gan, Z., Humphreys, G., & Hamp-Lyons, L. “Understanding successful and unsuccessful EFL students in Chinese Universities” (229–244).

Multilingual & Multicultural Development 24 (3). (2003). Coupland, N., Bishop, H., & Garrett, P. “Home truths: Globalisation and the iconising of Welsh in a Welsh-American newspaper” (153–177); Giles, H., Kutchukhides, M., Yagmur, K., & Noels, K. A. “Age vitality: Perceptions of young Canadian, Turkish, and Georgian urban and rural youths” (178–183); Kasoki, M. E. “Language policy formulation in multilingual Southern Africa” (184–194); Ting, S.-H. “Impact of language planning on language attitudes: A case study in Sarawak” (195–210); Wee, L. “Linguistic instrumentalism in Singapore” (211–224).

Multilingual & Multicultural Development 24 (4). (2003). Detaramani, C., & Lock, G. “Multilingualism in decline: Language repertoire, use, and shift in two Hong Kong Indian Communities” (249–273); Geary, D. N., & Pan, Y. “A bilingual education pilot project among the Kam people in Guizhou Province, China” (274–289); Hu, G. “English language teaching in China: Regional differences and contributing factors” (290–318); Yagmur, K., & Kroon, S. “Ethnolinguistic vitality perceptions and language revitalisation in Bashkortostan” (319–336).

Pavlenko, A., Schrauf, R., & Dewaele, J.-M. (Eds.). (2003). Bilingual episodic memory [Special issue]. International Journal of Bilingualism 7 (3). Schrauf, R., Pavlenko, A., & Dewaele, J.-M. “Bilingual episodic memory: An introduction” (221–233); Schrauf, R. “A protocol analysis of retrieval in bilingual autobiographical memory” (235–256); Pavlenko, A. “Eyewitness memory in late bilinguals: Evidence for discursive relativity” (257–281); Van Hell, J. G., Bosman, A. M. T., Wiggers, I., & Stoit, J. “Children's cultural background knowledge and story telling performance” (283–303); Altarriba, J. “Does cariño equal ‘liking’? A theoretical approach to conceptual nonequivalence between languages” (305–322).

Rubino, A. (Ed.). (2004). Using and learning Italian in Australia [Special issue]. Australian Review of Applied Linguistics Series S (18). Caruso, M. “Attrition in the verb system of Italian in Australia” (9–24); Rubino, A. “Trilingual women as language mediators in the family: A Sicilian-Australian case-study” (25–49); Lando, J. “Does overt learner participation equal better L2 acquisition?” (50–62); Tudini, V. “Virtual immersion: Native speaker chats as a bridge to conversational Italian” (63–80); Strambi, A. “Learners' perceptions of a web-enhanced learning environment: Insights from a longitudinal study” (81–96); Parkinson, A., & Hajek, J. “Keeping it all in the family: Tu, lei, and voi—A study of address pronoun use in Italian” (97–114); Kinder, J. J. “Auxiliary verbs, dictionaries, and the late evolution of the Italian language” (115–132).

Second Language Research 20 (2). (2004). Oshita, H. “Is there anything there when there is not there? Null expletives and second language data” (95–130); Mellow, J. D. “Connectionism, HPSG signs, and SLA representations: Specifying principles of mapping between form and function” (131–165); Han, Z. “‘To be a native speaker means not to be a nonnative speaker’” (166–187).

TESOL Quarterly 38 (1). (2004). Singh, P., & Doherty, C. “Global cultural flows and pedagogic dilemmas: Teaching in the global university contact zone” (9–42); Reeves, J. “‘Like everybody else’: Equalizing educational opportunity for English language learners” (43–66); Schleppegrell, M. J., Achugar, M., & Orteiza, T. “The grammar of history: Enhancing content-based instruction through a functional focus on language” (67–93); Giambo, D. A., & McKinney, J. D. “The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children” (95–117).

Zeitschrift für Fremsdsprachenforschung 14 (2). (2003). Peuschel, K. “Individuelle Lernschwierigkeiten in Sprachlernberatungen” (207–232); Kettemann, B., Haller, M., & de Cillia, R. “Das Zusammenspiel von qualitativen und quantitativen Methoden der Textanalyse: Gezeigt am Beispiel von Texten zum Wettbewerb” (233–262); Wendt, M. “Am Anfang war die Konstruction: Eine Erwiderung” (263–282); Koster, C. J., & Albert, R. “Was für eine Statistik brauchen unsere Studierenden?” (283–286); Grotjahn, R. “Was für eine Statistikausbildung brauchen Linguisten und Sprachlehrforscher? Ein Plädoyer für einen kritschen Umgang mit der Statistik anstelle der Vermittlung von blindem Rezeptwissen” (287–289); Ahrenholz, B. “Förderunterricht und Deutsch-als-Zweitsprache-Erwerb: Eine longitudinale Untersuchung zur mündlichen Sprachkompetenz bein Schülerinnen und Schülern nicht-deutscher Herkunftssprache (ndH) in Berlin” (291–300); Dirks, U. “Die Professionskultur von Englischlehrerinnen: Eine berufsbiographisch orientierte, struktur- und handlungstheoretische Untersuchung” (301–312).

EDITED VOLUMES

Baltin, M., & Collins, C. (Eds.). (2003). The handbook of contemporary syntactic theory. Oxford: Blackwell. Pp. xii + 860. $49.50 paper. Bresnan, J. “Explaining morphosyntactic competition” (11–44); Collins, C. “Economy conditions in syntax” (45–61); Lasnik, H. “Derivation and representation in modern transformational syntax” (62–88); Rizzi, L. “Relativized minimality effects” (89–110); Roberts, I. “Head movement” (113–147); Thráinsson, H. “Object shift and scrambling” (148–202); Watanabe, A. “Wh-in-situ languages” (203–225); Baltin, M. R. “A-movements” (226–254); Gruber, J. S. “Thematic relations in syntax” (257–298); Bowers, J. “Predication” (299–333); Ura, H. “Case” (334–373); Fukui, N. “Phrase structure” (374–406); Baker, M. C. “The natures of nonconfigurationality” (407–438); Johnson, K. “What VP ellipsis can do, and what it can't, but not why” (439–479); Belletti, A. “Agreement projections” (483–510); Zanuttini, R. “Sentential negation” (511–535); Bernstein, J. B. “The DP hypothesis: Identifying clausal properties in the nominal domain” (536–561); Longobardi, G. “The structure of DPs: Some principles, parameters, and problems” (562–603); Szabolcsi, A. “The syntax of scope” (607–633); Reuland, E., & Everaert, M. “Deconstructing binding” (634–669); Barss, A. “Syntactic reconstruction effects” (670–696); Kroch, A. S. “Syntactic change” (699–729); Fodor, J. D. “Setting syntactic parameters” (730–767).

Boxer, D., & Cohen, A. D. (Eds.). (2004). Studying speaking to inform second language learning. Clevedon, UK: Multilingual Matters. Pp. x + 35. $89.95 cloth, $39.95 paper. Boxer, D. “Studying speaking to inform second language learning: A conceptual overview” (3–24); Douglas, D. “Discourse domains: The cognitive context of speaking” (25–47); Lazaraton, A. “Conversation analysis and the nonnative English speaking ESL teacher: A case study” (49–67); Hall, J. K. “‘Practicing speaking’ in Spanish: Lessons from a high school foreign language classroom” (68–87); Hamilton, H. “Repair of teenagers' spoken German in a summer immersion program” (88–114); Halmari, H. “Codeswitching patterns and developing discourse competence in L2” (115–146); Taylor-Hamilton, C. “Giving directions as a speech behavior: A cross-cultural comparison of L1 and L2 strategies” (149–173); Konishi, K., & Tarone, E. “English constructions used in compensatory strategies: Baseline data for communicative EFL instruction” (174–198); Bardovi-Harlig, K., & Salsbury, T. “The organization of turns in the disagreements of L2 learners: A longitudinal perspective” (199–227); Beebe, L. M., & Waring, H. Z. “The linguistic encoding of pragmatic tone: Adverbials as words that work” (228–249); Brown, A. “Discourse analysis and the oral interview: Competence or performance?” (253–282); Roever, C. “Difficulty and practicality in tests of interlanguage pragmatics” (283–301); Cohen, A. D. “Assessing speech acts in a second language” (302–327).

Cenoz, J., Hufeisen, B., & Jessner, U. (Eds.). (2003). The multilingual lexicon. Dordrecht: Kluwer. Pp. x + 208. $146.00 cloth. Cenoz, J., Hufeisen, B., & Jessner, U. “Why investigate the multilingual lexicon” (1–9); Dijkstra, T. “Lexical processing in bilinguals and multilinguals” (11–26); Schönpflug, U. “The transfer-appropriate-processing approach and the trilingual's organisation of the lexicon” (27–43); Jessner, U. “The nature of cross-linguistic interaction in the multilingual system” (45–55); Wei, L. “Activation of lemmas in the multilingual mental lexicon and transfer in third language learning” (57–70); Hall, C. J., & Ecke, P. “Parasitism as a default mechanism in L2 vocabulary acquisition” (71–85); Gibson, M., & Hufeisen, B. “Investigating the role of prior foreign language knowledge” (87–102); Cenoz, J. “The role of typology in the organization of the multilingual lexicon” (103–116); Müller-Lancé, J. “A strategy model of multilingual learning” (117–132); Spöttl, C., & McCarthy, M. “Formulaic utterances in the multilingual context” (133–151); Franceschini, R., Zappatore, D., & Nitsch, C. “Lexicon in the brain: What neurobiology has to say about languages” (153–166); Singleton, D. “Perspectives on the multilingual lexicon: A critical synthesis” (167–176).

Dimroth, C., & Starren, M. (Eds.). (2003). Information structure and the dynamics of language acquisition. Amsterdam: Benjamins. Pp. vi + 359. $118.00 cloth. Schlyter, S. “Development of verb morphology and finiteness in children and adults acquiring French” (15–44); Haberzettl, S. “‘Tinkering’ with chunks: Form-oriented strategies and idiosyncratic utterance patterns without functional implications in the IL of Turkish speaking children learning German” (45–63); Dimroth, C., Gretsch, P., Jordens, P., Perdue, C., & Starren, M. “Finiteness in Germanic languages: A stage-model for first and second language development” (65–93); Gretsch, P. “On the similarities of L1 and L2 acquisition: How German children anchor utterances in time” (95–117); Giuliano, P. “Negation and relational predicates in French and English as second languages” (119–157); Bernini, G. “The copula in learner Italian: Finiteness and verbal inflection” (159–185); Benazzo, S. “The interaction between the development of verb morphology and the acquisition of temporal adverbs of contrast: A longitudinal study in French, English, and German L2” (187–210); Hulk, A. “Merging scope particles: Word order variation and the acquisition of aussi and ook in a bilingual context” (211–234); Becker, A., & Veenstra, T. “Creole prototypes as basic varieties and inflectional morphology” (235–264); Carroll, M., & Lambert, M. “Information structure in narratives and the role of grammaticised knowledge: A study of adult French and German learners of English” (267–287); Murcia-Serra, J. “Acquiring the linkage between syntactic, semantic, and informational roles in narratives by Spanish learners of German” (289–309); Gullberg, M. “Gestures, referents, and anaphoric linkage in learner varieties” (311–328); Watorek, M. “The development of anaphoric means to refer to space and entities in the acquisition of French by Polish learners” (329–355).

Hendrick, R. (Ed.). (2003). Minimalist syntax. Oxford: Blackwell. Pp. vii + 233. $34.95 paper. Hornstein, N. “On control” (6–81); Fox, D. “On logical form” (82–123); Lasnik, H., & Hendrick, R. “Steps toward a minimal theory of anaphora” (124–151); Thráinsson, H. “Syntactic variation, historical development, and Minimalism” (152–191); Chametzky, R. A. “Phrase structure” (192–225).

Kager, R., Pater, J., & Zonneveld, W. (Eds.). (2004). Constraints in phonological acquisition. New York: Cambridge University Press. Pp. ix + 417. $80.00 cloth. Kager, R., Pater, J., & Zonneveld, W. “Introduction: Constraints in phonological acquisition” (1–53); Menn, L. “Saving the baby: Making sure that old data survive new theories” (54–72); Gnanadesikan, A. “Markedness and faithfulness constraints in child phonology” (73–108); Goad, H., & Rose, Y. “Input elaboration, head faithfulness, and evidence for representation in the acquisition of left-edge clusters in West Germanic” (109–157); Hayes, B. “Phonological acquisition in Optimality Theory: The early stages” (158–203); Levelt, C. C., & van de Vijver, R. “Syllable types in cross-linguistic and developmental grammars” (204–218); Pater, J. “Bridging the gap between receptive and productive development with minimally violable constraints” (219–244); Prince, A., & Tesar, B. “Learning phonotactic distributions” (245–291); Shinohara, S. “Emergence of Universal Grammar in foreign word adaptations” (292–320); Davidson, L., Jusczyk, P., & Smolensky, P. “The initial and final states: Theoretical implications and experimental explorations of Richness of the Base” (321–368); Zonneveld, W., & Nouveau, D. “Child word stress competence: An experimental approach” (369–408).

Kalaja, P., & Barcelos, A. M. F. (Eds.). (2003). Beliefs about SLA: New research approaches. Pp. viii + 247. $131.00 cloth. Barcelos, A. M. F. “Researching beliefs about SLA: A critical review” (7–33); Hosenfeld, C. “Evidence of emergent beliefs of a second language learner: A diary study” (37–54); Alanen, R. “A sociocultural approach to young language learners' beliefs about language learning” (55–85); Kalaja, P. “Research on students' beliefs about SLA within a discursive approach” (87–108); Kramsch, C. “Metaphor and the subjective construction of beliefs” (109–128); Dufva, H. “Beliefs in dialogue: A Bakhtinian view” (131–151); Sakui, K., & Gaies, S. J. “A case study: Beliefs and metaphors of a Japanese teacher of English” (153–170); Barcelos, A. M. F. “Teachers' and students' beliefs within a Deweyan framework: Conflict and influence” (171–199); Woods, D. “The social construction of beliefs in the language classroom” (201–229); Barcelos, A. M. F., & Kalaja, P. “Conclusion: Exploring possibilities for future research on beliefs about SLA” (231–238).

LeVine, P., & Scollon, R. (Eds.). (2004). Discourse and technology: Multimodal discourse analysis. Washington, DC: Georgetown University Press. Pp. vii + 229. $49.95 paper. Scollon, R., & LeVine, P. “Multimodal discourse analysis as the confluence of discourse and technology” (1–6); Van Leeuwen, T. “Ten reasons why linguists should pay attention to visual communication” (7–19); Jones, R. H. “The problem of context in computer-mediated communication” (20–33); Goddard, A. “‘The way to write a phone call’: Multimodality in novices' use and perceptions of interactive written discourse (IWD)” (34–46); Davis, B., & Mason, P. “Trying on voices: Using questions to establish authority, identity, and recipient design in electronic discourse” (47–58); Su, H.-Y. “Mock Taiwanese-accented Mandarin in the internet community in Taiwan: The interaction between technology, linguistic practice, and language ideologies” (59–70); de Saint-Georges, I. “Materiality in discourse: The influence of space and layout in making meaning” (71–87); Filliettaz, L. “The multimodal negotiation of service encounters” (88–100); Norris, S. “Multimodal discourse analysis: A conceptual framework” (101–115); Johnston, A. “Files, forms, and fonts: Mediational means and identity negotiation in immigration interviews” (116–127); Everts, E. “Modalities of turn-taking in blind/sighted interaction: Better to be seen and not heard?” (128–145); Yakura, E. K. “‘Informed consent’ and other ethical conundrums in videotaping interactions” (146–150); Chouliaraki, L. “The moral spectator: Distant suffering in live footage of September 11, 2001” (151–166); Kuipers, J. C. “Ethnography of language in the age of video: ‘Voices’ as multimodal constructions in some contexts of religious and clinical authority” (167–183); Jewitt, C. “Multimodality and new communication technologies” (184–195); Erickson, F. “Origins: A brief intellectual and technological history of the emergence of multimodal discourse analysis” (196–207).

Muthwii, M. J., & Kioko, A. N. (Eds.). (2004). New language bearing in Africa: A fresh quest. Clevedon, UK: Multilingual Matters. Pp. v + 156. $44.95 cloth. Muthwii, M. J., & Kioko, A. N. “Editorial: A fresh quest for new language bearings in Africa” (1–9); Banda, F. “A survey of literacy practices in Black and Coloured communities in South Africa: Towards a pedagogy of multiliteracies” (10–33); Kioko, A. N., & Muthwii, M. J. “English variety for the public domain in Kenya: Speakers' attitudes and views” (34–49); Sonaiya, R. “The globalisation of communication and the African foreign language user” (50–58); Musau, P. M. “Linguistic human rights in Africa: Challenges and prospects for indigenous languages in Kenya” (59–68); Finlayson, R., & Slabbert, S. “‘What turns you on!’: An exploration of urban South African Xhosa and Zulu youth texts” (69–76); Kyeyune, R. “Challenges of using English as a medium of instruction in the multilingual contexts: A view from Ugandan classrooms” (77–88); Adegbite, W. “Enlightenment and attitudes of the Nigerian elite on the roles of languages in Nigeria” (89–100); Kembo-Sure. “Establishing a national standard and English language curriculum change in Kenya” (101–115); Bagwasi, M. M. “The functional distribution of Setswana and English in Botswana” (116–121); Kishe, A. M. “Kiswahili as vehicle of unity and development in the Great Lakes Region” (122–134); Simire, G. O. “Developing and promoting multilingualism in public life and society in Nigeria” (135–147); Alimi, M. M., & Ellece, S. “Course design and testing in an English programme” (148–156).

Pérez, B. (Ed.), (with McCarty, T. L., Watahomigie, L. J., Torres-Guzmán, M. E., Dien, T. T., Chang, J.-M., Smith, H. L., de Silva, A. D., & Nordlander, A.). (2004). Sociocultural contexts of language and literacy (2nd ed.). Mahwah, NJ: Erlbaum. Pp. xvi + 404. $39.95 paper. Pérez, B. “Literacy, diversity, and programmatic responses” (3–24); Pérez, B. “Language, literacy, and biliteracy” (25–56); Pérez, B. “Writing across writing systems” (57–75); McCarty, T. L., & Watahomigie, L. J. “Language and literacy in American Indian and Alaska native communities” (79–110); Torres-Guzmán, M. E. “Language, culture, and literacy in Puerto Rican communities” (111–135); Dien, T. T. “Language and literacy in Vietnamese American communities” (137–177); Chang, J.-M. “Language and literacy in Chinese American communities” (179–205); Smith, H. L. “Literacy and instruction in African American communities: Shall we overcome?” (207–245); de Silva, A. D. “Emergent Spanish writing of a second grader in a whole-language classroom” (247–274); Pérez, B., & Nordlander, A. “Making decisions about literacy instructional practices” (277–307); Pérez, B. “Creating a classroom community for literacy” (309–338); Pérez, B. “Literacy, curriculum, and language diversity” (339–375).

Phipps, A., & Guilherme, M. (Eds.). (2004). Critical pedagogy: Political approaches to language and intercultural communication. Clevedon, UK: Multilingual Matters. Pp. v + 61. $44.95 cloth. Phipps, A., & Guilherme, M. “Introduction” (1–6); Giroux, H. A. “Betraying the intellectual tradition: Public intellectuals and the crisis of youth” (7–21); Turner, J. “Academic literacy in post-colonial times: Hegemonic norms and transcultural possibilities” (22–32); Nainby, K. E., Warren, J. T., & Bollinger, C. “Articulating contact in the classroom: Towards a constitutive focus in critical pedagogy” (33–47); Diaz-Greenberg, R., & Nevin, A. “Listen to the voices of foreign language student teachers: Implications for foreign language educators” (48–61).

Prévost, P., & Paradis, J. (Eds.). (2004). The acquisition of French in different contexts: Focus on functional categories. Amsterdam: Benjamins. Pp. vii + 381. $132.00 cloth. Paradis, J., & Prévost, P. “Functional categories in the acquisition of French” (1–23); Labelle, M., & Valois, D. “Functional categories and the acquisition of distance quantification” (27–49); De Cat, C. “Apparent non-nominative subjects in L1 French” (51–88); Paradis, J., & Crago, M. “Comparing L2 and SLI grammars in child French: Focus on DP” (89–107); Hamann, C. “Comparing the development of the nominal and the verbal functional domain in French Language Impairment” (109–144); Belletti, A., & Hamann, C. “On the L2/bilingual acquisition of French by two young children with different source languages” (147–174); Hawkins, R., & Franceschina, F. “Explaining the acquisition and non-acquisition of determiner-noun gender concord in French and Spanish” (175–205); Herschensohn, J. “Functional categories and the acquisition of object clitics in L2 French” (207–242); Hulk, A. “The acquisition of the French DP in a bilingual context” (243–274); Müller, N. “Null-arguments in bilingual children: French topics” (275–304); Prévost, P. “The semantic and aspectual properties of child L2 root infinitives” (305–331); Granfeldt, J., & Schlyter, S. “Cliticisation in the acquisition of French as L1 and L2” (333–370).

Schmitt, N. (Ed.). (2004). Formulaic sequences: Acquisition, processing, and use. Amsterdam: Benjamins. Pp. ix + 303. $42.95 paper. Schmitt, N., & Carter, R. “Formulaic sequences in action: An introduction” (1–22); Read, J., & Nation, P. “Measurement of formulaic sequences” (23–35); Kuiper, K. “Formulaic performance in conventionalised varieties of speech” (37–54); Schmitt, N., Dörnyei, Z., Adolphs, S., & Durow, V. “Knowledge and acquisition of formulaic sequences: A longitudinal study” (55–86); Dörnyei, Z., Durow, V., & Zahran, K. “Individual differences and their effects on formulaic sequence acquisition” (87–106); Adolphs, S., & Durow, V. “Social-cultural integration and the development of formulaic sequences” (107–126); Schmitt, N., Grandage, S., & Adolphs, S. “Are corpus-derived recurrent clusters psycholinguistically valid?” (127–151); Underwood, G., Schmitt, N., & Galpin, A. “The eyes have it: An eye-movement study into the processing of formulaic sequences” (153–172); Schmitt, N., & Underwood, G. “Exploring the processing of formulaic sequences through a self-paced reading task” (173–189); Spöttl, C., & McCarthy, M. “Comparing knowledge of formulaic sequences across L1, L2, L3, and L4” (191–225); Bishop, H. “The effect of typographic salience on the look up and comprehension of unknown formulaic sequences” (227–248); Wray, A. “‘Here's one I prepared earlier’: Formulaic language learning on television” (249–268); Jones, M., & Haywood, S. “Facilitating the acquisition of formulaic sequences: An exploratory study in an EAP context” (269–300).

Tomlinson, B. (Ed.). (2003). Developing materials for language teaching. New York: Continuum. Pp. x + 534. $125.00 cloth. Tomlinson, B. “Materials evaluation” (15–36); Rubdy, R. “Selection of materials” (37–57); Wala, D. A. S. “A coursebook is what it is because of what it has to do: An editor's perspective” (58–71); Saraceni, C. “Adapting courses: A critical view” (72–85); Islam, C., & Mares, C. “Adapting classroom materials” (86–100); Tomlinson, B. “Developing principled frameworks for materials development” (107–129); Mares, C. “Writing a coursebook” (130–140); Wala, D. A. S. “Publishing a coursebook: Completing the materials development circle” (141–161); Tomlinson, B. “Humanizing the coursebook” (162–173); Hill, D. A. “The visual element in EFL coursebooks” (174–182); Maley, A. “Creative approaches to writing materials” (183–198); Derewianka, B. “Developing electronic materials for language teaching” (199–220); Moi, C. F. “Hyperfiction: Explorations in texture” (221–233); Cives-Enriquez, R.-M. “Materials for adults: ‘I am no good at languages’—Inspiring and motivating L2 adult learners of beginner's Spanish” (239–255); Islam, C. “Materials for beginners” (256–274); Cook, V. “Materials for adult beginners from an L2 user perspective” (275–290); Ghosn, I. K. “Talking like texts and talking about texts: How some primary school coursebook tasks are realized in the classroom” (291–305); Barnard, R., & Zemach, D. “Materials for specific purposes” (306–323); Stranks, J. “Materials for the teaching of grammar” (329–339); Masuhara, H. “Materials for developing reading skills” (340–363); Hill, D. A., & Tomlinson, B. “Coursebook listening activities” (364–374); Dat, B. “Materials for developing speaking skills” (375–393); Nation, P. “Materials for teaching vocabulary” (394–405); Moi, C. F. “Materials for language through literature: Rocking the classroom—Rock poetry materials in the EFL class” (406–421); Bolitho, R. “Materials for language awareness” (422–425); Pulverness, A. “Materials for cultural awareness” (426–438); Tomlinson, B. “Materials development courses” (445–461); Tomlinson, B., & Masuhara, H. “Simulations in materials development” (462–478); Canniveng, C., & Martinez, M. “Materials development and teacher training” (479–489); Lyons, P. “A practical experience of institutional textbook writing: Product/process implications for materials development” (490–504); Popovici, R., & Bolitho, R. “Personal and professional development through writing: The Romanian textbook project” (505–517).

VanPatten, B. (Ed.). (2004). Processing instruction: Theory, research, and commentary. Mahwah, NJ: Erlbaum. Pp. xii + 345. $79.95 cloth. VanPatten, B. “Input processing in SLA” (5–31); Wong, W. “The nature of processing instruction” (33–63); Lightbown, P. “Commentary: What to teach? How to teach?” (65–78); Harrington, M. “Commentary: Input processing as a theory of processing input” (79–92); VanPatten, B., & Wong, W. “Processing instruction and the French causative: Another replication” (97–118); Cheng, A. C. “Processing instruction and Spanish ser and estar: Forms with semantic-aspectual values” (119–141); Farley, A. P. “The relative effects of processing instruction and meaning-based output instruction” (143–168); Collentine, J. “Commentary: Where PI research has been and where it should be going” (169–181); Wong, W. “Processing instruction in French: The roles of explicit information and structured input” (187–205); Benati, A. “The effects of structured input activities and explicit information on the acquisition of the Italian future tense” (207–225); Farley, A. P. “Processing instruction and the Spanish subjunctive: Is explicit information needed?” (227–239); Sanz, C. “Computer delivered implicit versus explicit feedback in processing instruction” (241–255); Doughty, C. J. “Commentary: When PI is focus on form it is very, very good, but when it is focus on forms …” (257–270); VanPatten, B., & Fernández, C. “The long-term effects of processing instruction” (273–289); Carroll, S. “Some comments on input processing and processing instruction” (293–309); Lee, J. F. “On the generalizability, limits, and potential future directions of processing instruction research” (311–323); VanPatten, B. “Several reflections on why there is good reason to continue researching the effects of processing instruction” (325–335).