BOOKS

Chan, B. H.-S. (2003). Aspects of the syntax, the pragmatics, and the production of code-switching: Cantonese and English. Bern: Peter Lang. Pp. xiii + 333. $74.95 cloth.

Danesi, M. (2003). Second language teaching: A view from the right side of the brain. Dordrecht: Kluwer. Pp. xi + 172. $86.00 cloth.

Doherty, M. (2002). Language processing in discourse: A key to felicitous translation. London: Routledge. Pp. xiv + 190. $90.00 cloth.

Field, J. (2003). Psycholinguistics: A resource book for students. London: Routledge. Pp. xviii + 231. $80.00 cloth, $23.95 paper.

Hinkel, E. (2004). Teaching academic ESL writing: Practical techniques in vocabulary and grammar. Mahwah, NJ: Erlbaum. Pp. xii + 360. $79.95 cloth, $37.50 paper.

Jackson, H. (2002). Grammar and vocabulary: A resource book for students. London: Routledge. Pp. xvii + 202. $23.95 paper.

LoCastro, V. (2003). An introduction to pragmatics: Social action for language teachers. Ann Arbor: University of Michigan Press. Pp. xvii + 366. $24.95 paper.

Pérez, B. (2004). Becoming biliterate: A study of two-way bilingual immersion education. Mahwah, NJ: Erlbaum. Pp. xxviii + 230. $69.95 cloth.

Saeed, J. I. (2003). Semantics (2nd ed.). Oxford: Blackwell. Pp. xx + 413. $64.95 cloth, $32.95 paper.

Winford, D. (2003). An introduction to contact linguistics. Oxford: Blackwell. Pp. xiii + 416. $69.96 cloth, $34.95 paper.

JOURNALS

Anthropological Linguistics 45 (1). (2003). Dahlstrom, A. “Warrior powers from an underwater spirit: Cultural and linguistic aspects of an illustrated Meskwaki text” (1–56); Wichmann, S., & Brown, C. H. “Contact among some Mayan languages: Inferences from loanwords” (57–93).

Applied Linguistics 24 (4). (2003). Adolphs, S., & Schmitt, N. “Lexical coverage of spoken discourse” (425–438); Lin, Y.-H. “Interphonology variability: Sociolinguistic factors affecting L2 simplification strategies” (439–464); Matsumura, S. “Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2” (465–491); Ortega, L. “Syntactic complexity measures and their relationship to L2 proficiency: A research synthesis of college-level L2 writing” (492–518); Blake, R. J., & Zyzik, E. C. “Who's helping whom? Learner/heritage-speakers' networked discussions in Spanish” (519–544).

Applied Psycholinguistics 24 (3). (2003). McDonnell, S. A., Friel-Patti, S., & Rollins, P. R. “Patterns of change in maternal-child discourse behaviors across repeated storybook readings” (323–341); Kim, Y.-H., Kim, H., & Song, H.-K. “Argument structure distribution of predicates in Korean agrammatic speech” (343–367); Finkbeiner, M., & Nicol, J. “Semantic category effects in second language word learning” (369–383); Wauters, L. N., Tellings, A. E. J. M., Van Bon, W. H. J., & Van Haaften, A. W. “Mode of acquisition of word meanings: The viability of a theoretical construct” (385–406); Van den Bos, K. P., Zulstra, B. J. H., & Van den Broeck, W. “Specific relations between alphanumeric-naming speed and reading speeds of monosyllabic and multisyllabic words” (407–430); Saiegh-Haddad, E. “Linguistic distance and initial reading acquisition: The case of Arabic diglossia” (431–451); Felser, C., Roberts, L., Gross, R., & Marinis, T. “The processing of ambiguous sentences by first and second language learners of English” (453–489).

Applied Psycholinguistics 24 (4). (2003). Hardison, D. M. “Acquisition of second-language speech: Effects of visual cues, context, and talker variability” (495–522); Landerl, K. “Categorization of vowel length in German poor spellers: An orthographically relevant phonological distinction” (523–538); Newman, R. S. “Prosodic differences in mothers' speech to toddlers in quiet and noisy environments” (539–560); Harris, C. L., Ayçiçegi, A., & Gleason, J. B. “Taboo words and reprimands elicit greater autonomic reactivity in a first language than in a second language” (561–579); Yong, K. M., Snow, C. E., & Vernon-Feagans, L. “Is chronic otitis media associated with differences in parental input at 12 months of age? An analysis of joint attention and directives” (581–602); Seung, H.-K., & Chapman, R. S. “The effect of story presentation rates on story retelling by individuals with Down syndrome” (603–620); Aro, M., & Wimmer, H. “Learning to read: English in comparison to six more regular orthographies” (621–635).

Australian Review of Applied Linguistics 26 (2). (2003). Macken-Horarik, M. “The children overboard affair” (1–16); Gamage, G. H. “Perceptions of Kanji learning strategies: Do they differ among Chinese character and alphabetic background learners?” (17–30); O'Neill, S., & Hatoss, A. “Harnessing a nation's linguistic competence: Identifying and addressing needs for Lote in the tourism and hospitality industry” (31–45); Rendle-Short, J. “So what does this show us? Analysis of the discourse marker ‘so’ in monologic talk” (46–62); Bitchener, J. “The effects of individual learner factors and task type on negotiation: A study of advanced Japanese and Korean ESL learners” (63–83); Eisenchlas, S., & Trevaskes, S. “Creating cultural spaces in the Australian university setting: A pilot study of structured cultural exchanges” (84–100); Starks, D., & Lewis, M. “The annotated bibliography: Structure and variation within a genre” (101–117).

Bilingualism: Language and Cognition 6 (2). (2003). Akker, E., & Cutler, A. “Prosodic cues to semantic structure in native and nonnative listening” (81–96); Marian, V., & Spivey, M. “Competing activation in bilingual language processing: Within- and between-language competition” (97–115); Hirsh, K. W., Morrison, C. M., Gaset, S., & Carnicer, E. “Age of acquisition and speech production in L2” (117–128); White, L. “Fossilization in steady state L2 grammars: Persistent problems with inflectional morphology” (129–141).

English Today 19 (3). (2003). Saraceni, M. “The strange case of Dr. Blair and Mr. Bush: Counting their words to solve a mystery” (3–13); Abbott, G. “Reading skills and terrorism” (14–18); Mehrotra, R. R. “A British response to some Indian English usages” (19–25); Blaisdell, B. “The jockey and his horse” (26–30); Kuiper, K. “Studying New Zealand English” (31–33; 64); Duffy, M. “The subversion of Korean revisited?” (35–36); Gailor, D. “The best of both worlds: Inflated terms in IT (and other) discourses” (37–43); Avram, A. A. “Pitkern and Norfolk revisited” (44–49); Gong, G. “The changing use of deference among the Mississippi Chinese” (50–56); Stewart, R. “A decline in spoken English?” (57–58); Algeo, J. “The Buddha and Tolkien” (59–61; 64).

Foreign Language Annals 36 (3). (2003). Sparks, R. L., Philips, L., & Javorsky, J. “College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement” (325–338); Banno, E. “A cross-cultural survey of students' expectations of foreign language teachers” (339–346); Porto, M. “Stereotyping in the representation of narrative texts through visual reformulation” (347–369); Allen, H. W., & Herron, C. “A mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad” (370–385); Hertel, T. J. “Using an e-mail exchange to promote cultural learning” (386–396); Farfan-Cobb, I., & Lassiter, L. E. “How national foreign language week promotes cultural awareness at a Historically Black University” (397–402); Wong, W., & VanPatten, B. “The evidence are IN: Drills are OUT” (403–423); Shen, H.-J. “The role of explicit instruction in ESL/EFL reading” (424–433); Byrd, D. R. “Practical tips for implementing peer editing tasks in the foreign language classroom” (434–441).

International Journal of Bilingualism 7 (2). (2003). Comeau, L., Genesee, F., & Lapaquette, L. “The modeling hypothesis and child bilingual codemixing” (113–126); Matsumoto, K., & Britain, D. “Investigating the sociolinguistic gender paradox in a multilingual community: A case study from the Republic of Palau” (127–152); Sercombe, P. “Multilingualism among the Penans in Brunei” (153–175); Brulard, I., & Carr, P. “French-English bilingual acquisition of phonology: One production system or two?” (177–202).

International Review of Applied Linguistics in Language Teaching 41 (3). (2003). Patkowski, M. “Laterality effects in multilinguals during speech production under the concurrent task paradigm: Another test of the age of acquisition hypothesis” (175–200); Cook, V. “The poverty-of-the-stimulus argument and structure-dependency in L2 users of English” (201–221); Savignon, S. J., & Wang, C. “Communicative language teaching in EFL contexts: Learner attitudes and perceptions” (223–249).

Jørgensen, J. N. (Ed.). (2003). Bilingualism and social relations: Turkish speakers in north-west Europe [Special issue]. Multilingual & Multicultural Development 24 (1 & 2). Jørgensen, J. N. “Linguistic construction and negotiation of social relations among bilingual Turkish-speaking adolescents in northwestern Europe” (1–11); Hinnenkamp, V. “Mixed language varieties of migrant adolescents and the discourse of hybridity” (12–41); Dirim, I., & Hieronymus, A. “Cultural orientation and language use among multilingual youth groups: ‘For me it is like we all speak one language’” (42–55); Cromdal, J. “The creation and administration of social relations in bilingual group work” (56–75); Esdahl, T. “Language choice as a power resource in bilingual adolescents' conversations in the Danish Folkeskole” (76–89); Madsen, L. M. “Power relationships, interactional dominance, and manipulation strategies in group conversations of Turkish-Danish children” (90–101); Huls, E., Backus, A., Klomps, S., & Jørgensen, J. N. “Adolescents involved in the construction of equality in urban multicultural settings” (102–125); Jørgensen, J. N. “Languaging among fifth graders: Code-switching in conversation 501 of the Køge project” (126–148).

Journal of Child Language 30 (3). (2003). Pater, J., & Barlow, J. A. “Constraint conflict in cluster reduction” (487–526); Kehoe, M. M., & Lleó, C. “The acquisition of nuclei: A longitudinal analysis of phonological vowel length in three German-speaking children” (527–556); Inkelas, S. “J's rhymes: A longitudinal case study of language play” (557–581); Winsler, A., De León, J. R., Wallace, B. A., Carlton, M. P., & Willson-Quayle, A. “Private speech in preschool children: Developmental stability and change, across-task consistency, and relations with classroom behaviour” (583–608); Rowland, C. F., Pine, J. M., Lieven, E. V. M., & Theakston, A. L. “Determinants of acquisition order in wh-questions: Re-evaluating the role of caregiver speech” (609–635); Chouinard, M. M., & Clark, E. V. “Adult reformulations of child errors as negative evidence” (637–669); Kidd, E. “Relative clause comprehension revisited: Commentary on Eisenberg (2002)” (671–679); Cain, K., Oakhill, J. V., & Elbro, C. “The ability to learn new word meanings from context by school-age children with and without language comprehension difficulties” (681–694); De Cara, B., & Goswami, U. “Phonological neighbourhood density effects in a rhyme awareness task in five-year-old children” (695–710); Hall, D. G., Burns, T. C., & Pawluski, J. L. “Input and word learning: Caregivers' sensitivity to lexical category distinctions” (711–729).

Journal of French Language Studies 13 (2). (2003). Whittaker, S. “Pour une description textuelle et discursive de l'expression anaphorique ledit N” (159–176); Smith, C. L. “Vowel devoicing in contemporary French” (177–194); Nadasdi, T., Mougeon, R., & Rehner, K. “Emploi du ‘futur’ dans le français parlé des élèves d'immersion française” (195–219); Silberztein, M. “Finite-state description of the French determiner system” (221–246); Féry, C. “Markedness, faithfulness, vowel quality, and syllable structure in French” (247–280).

Language 79 (3). (2003). Temperley, D. “Ambiguity avoidance in English relative clauses” (464–484); Levinson, S., Meira, S., & The Language and Cognition Group. “'Natural concepts' in the spatial topological domain—adpositional meanings in crosslinguistic perspective: An exercise in semantic typology” (485–516); Jackendoff, R., & Culicover, P. W. “The semantic basis of control in English” (517–556); Bird, S., & Simons, G. “Seven dimensions of portability for language documentation and description” (557–582).

Language in Society 32 (4). (2003). Blake, R., & Josey, M. “The /ay/ diphthong in a Martha's Vineyard community: What can we say 40 years after Labov?” (451–485); Kong, K. C. C. “'Are you my friend?': Negotiating friendship in conversations between network marketers and their prospects” (487–522); Sandel, T. L. “Linguistic capital in Taiwan: The KMT's Mandarin language policy and its perceived impact on language practices of bilingual Mandarin and Tai-gi speakers” (523–551); Spolsky, B. “Reassessing Maori regeneration” (553–578).

Language in Society 32 (5). (2003). Budach, G., Roy, S., & Heller, M. “Community and commodity in French Ontario” (603–627); Farfán, J. A. F. “‘Al fin que ya los cueros no van a correr’: The pragmatics of power in Hñahñu (Otomi) markets” (629–658); Gaudio, R. P. “Coffeetalk: Starbucks and the commercialization of casual conversation” (659–691); Keating, E., & Mirus, G. “American Sign Language in virtual space: Interactions between deaf users of computer-mediated video communication and the impact of technology on language practices” (693–714).

Language Problems & Language Planning 27 (2). (2003). Verschik, A. “An outsider's support of Yiddishism in the Baltic States: The case of Paul Ariste” (115–136); Chiti-Batelli, A. “Can anything be done about the ‘glottophagy’ of English? A bibliographical survey with a political conclusion” (137–153); Blanke, D. “Interlinguistics and Esperanto studies: Paths to the scholarly literature” (155–192).

Language Problems & Language Planning 27 (3). (2003). Amara, M. H. “Recent foreign language education policies in Palestine” (217–232); Jones, R. K. “Miscommunication between pilots and air traffic control” (233–248); Benczik, V. “Communication as source and motivator of language evolution” (249–268); Ó Riain, S. “The German interlinguistics society Gesellschaft für Interlinguistik” (269–278).

Language Testing 20 (4). (2003). Davies, A. “Three heresies of language testing research” (355–368); Chalhoub-Deville, M. “Second language interaction: Current perspectives and future trends” (369–383); Fulcher, G. “Interface design in computer-based language testing” (384–408); Chapelle, C. A., Jamieson, J., & Hegelheimer, V. “Validation of a web-based ESL test” (409–439); Luoma, S., & Tarnanen, M. “Creating a self-rating instrument for second language writing: From idea to implementation” (440–465).

Language Variation and Change 15 (1). (2003). Haddican, B. “Dialect contact in a Southern Basque town” (1–35); Weldon, T. L. “Copula variability in Gullah” (37–72); Nagy, N., Blondeau, H., & Auger, J. “Second language acquisition and ‘real’ French: An investigation of subject doubling in the French of Montreal Anglophones” (73–103); McCafferty, K. “The Northern Subject Rule in Ulster: How Scots, how English?” (105–139).

The Modern Language Journal 87 (3). (2003). Levine, G. S. “Student and instructor beliefs and attitudes about target language use, first language use, and anxiety: Report of a questionnaire study” (343–364); Rodríguez, M., & Abreu, O. “The stability of general foreign language classroom anxiety across English and French” (365–374); Liebscher, G., & Dailey-O'Cain, J. “Conversational repair as a role-defining mechanism in classroom interaction” (375–390); Pichette, F., Segalowitz, N., & Connors, K. “Impact of maintaining L1 reading skills on L2 reading skill development in adults: Evidence from speakers of Serbo-Croatian learning French” (391–403); Mori, Y. “The roles of context and word morphology in learning new Kanji words” (404–420); Mohan, B., & Beckett, G. H. “A functional approach to research on content-based language learning: Recasts in causal explanations” (421–432); Benseler, D. P., & Moore, S. S. “Doctoral degrees granted in foreign languages in the United States: 2002” (433–448).

The Modern Language Journal 87 (4). (2003). Egbert, J. “A study of flow theory in the foreign language classroom” (499–518); Oliver, R., & Mackey, A. “Interactional context and feedback in child ESL classrooms” (519–533); Brouwer, C. E. “Word searches in NNS-NS interaction: Opportunities for language learning?” (534–545); Barcroft, J. “Effects of questions about word meaning during L2 Spanish lexical learning” (546–561); Jung, E. H. “The role of discourse signaling cues in second language listening comprehension” (562–577).

Second Language Research 19 (4). (2003). Hertel, T. J. “Lexical and discourse factors in the second language acquisition of Spanish word order” (273–304); Joo, H.-R. “Second language learnability and the acquisition of the argument structure of English locative verbs by Korean speakers” (305–328); Abel, B. “English idioms in the first language and second language lexicon: A dual representation approach” (329–358).

TESOL Quarterly 37 (3). (2003). O'Keeffe, A., & Farr, F. “Using language corpora in initial teacher education: Pedagogic issues and practical applications” (389–418); Simpson, R., & Mendis, D. “A corpus-based study of idioms in academic speech” (419–441); Frazier, S. “A corpus analysis of would-clauses without adjacent if-clauses” (443–466); Kennedy, G. “Amplifier collocations in the British National Corpus: Implications for English language teaching” (467–487); Flowerdew, L. “A combined corpus and systemic-functional analysis of the problem-solution pattern in a student and professional corpus of technical writing” (489–511).

Van Horn, S. (Ed.). (2003). Symposium on ethics, ideology, and world Englishes [Special issue]. World Englishes 22 (3). Dhillon, P. A. “Ethics in language: The case from world Englishes” (217–226); Levinson, S. E. “Ethical implications of an experiment in artificial intelligence” (227–232); Thumboo, E. “Closed and open attitudes to globalised English: Notes on issues” (233–243); Baumgardner, R. J., & Brown, K. “World Englishes: Ethics and pedagogy” (245–251); Filmer, A. A. “African-American Vernacular English: Ethics, ideology, and pedagogy in the conflict between identity and power” (253–270); Clachar, A. “Paratactic conjunctions in creole speakers' and ESL learners' academic writing” (271–289); Wiltshire, C., & Moon, R. “Phonetic stress in Indian English vs. American English” (291–303); Levey, S. “Reported dialogue and pragmatic particles in the narratives of preadolescents” (305–321).

Zeitschrift für Fremdsprachenforschung 14 (1). (2003). Stölting, W. “Zur Modellierung der sprachlichen Handlungsfähigkeit Zweisprachiger durch Sprachstandserhebungen” (11–21); Schroeder, C. “Der Türkischunterricht in Deutschland und seine Sprache(n)” (23–39); Herrlitz, W., & Vijgen, M. “Die niederländische Deutschlehrerausbildung für die Sekundarstufe I: Ist sie noch zu retten?” (41–51); Oomen-Welke, I. “Deutsch und andere Sprachen im Vergleich: Skizze einer grenzüberschreitenden Vorlesung” (53–70); Kleppin, K. “Sprachlernberatung: Zur Notwendigkeit eines eigenständigen Ausbildungsmoduls” (71–85); Schapowalow, A., & Wenderott, C. “Bilinguale Akzente für Deutsch als Fremdsprache in Russland: Zur Realisierung eines Projekts zur Ausbildung von Lehrern für den bilingualen Unterricht” (87–106); Krekeler, C. “Der kleine Unterschied—und keine Folgen? Grammatik in Sprachtests für den Hochschulzugang” (107–147); Kurtz, J. “Menschenbilder in der Theorie und Praxis des Fremdsprachenunterrichts: Konturen, Funktionen und Konsequenzen für das Lehren und Lernen” (149–167).

EDITED VOLUMES

Gass, S., Bardovi-Harlig, K., Magnan, S. S., & Walz, J. (Eds.). (2002). Pedagogical norms for second and foreign language learning and teaching: Studies in honour of Albert Valdman. Amsterdam: Benjamins. Pp. vi + 305. $81.00 cloth, $32.95 paper. Bardovi-Harlig, K., & Gass, S. M. “Introduction” (1–12); Magnan, S. S., & Walz, J. “Pedagogical norms: Development of the concept and illustrations from French” (15–40); Spolsky, B. “Norms, native speakers, and reversing language shift” (41–58); Kramsch, C. “Standard, norm, and variability in language learning: A view from foreign language research” (59–79); Auger, J. “French immersion in Montréal: Pedagogical norm and functional competence” (81–101); VanPatten, B. “Communicative classrooms, processing instruction, and pedagogical norms” (105–118); Lee, J. F. “The initial impact of reading as input for the acquisition of future tense morphology in Spanish” (119–140); Ramsey, L. A. “Treating French intonation: Observed variation and suggestions for a pedagogical norm” (141–170); Ossipov, H. “Dislocated subjects in French: A pedagogical norm” (171–181); Kerr, B. J. “Variant word-order constructions: To teach or not to teach? Evidence from learner narratives” (183–198); Fox, C. A. “Incorporating variation in the French classroom: A pedagogical norm for listening comprehension” (201–219); Jourdain, S., & Scullen, M. E. “A pedagogical norm for circumlocution in French” (221–239); Blyth, C. “Between orality and literacy: Developing a pedagogical norm for narrative discourse” (241–274); Gradman, H. L. “Albert Valdman, the compassionate shepherd” (275–279).

Granger, S., Hung, J., & Petch-Tyson, S. (Eds.). (2002). Computer learner corpora, second language acquisition, and foreign language teaching. Amsterdam: Benjamins. Pp. ix + 246. $72.00 cloth, $32.95 paper. Granger, S. “A bird's-eye view of learner corpus research” (3–33); Altenberg, B. “Using bilingual corpus evidence in learner corpus research” (37–54); Aijmer, K. “Modality in advanced Swedish learners' written interlanguage” (55–76); Housen, A. “A corpus-based study of the L2-acquisition of the English verb system” (77–116); Meunier, F. “The pedagogical value of native and learner corpora in EFL grammar teaching” (119–141); Hasselgren, A. “Learner corpora and language testing: Smallwords as markers of learner fluency” (143–173); Connor, U., Precht, K., & Upton, T. “Business English: Learner data from Belgium, Finland, and the U.S.” (175–194); Allan, Q. G. “The TELEC secondary learner corpus: A resource for teacher development” (195–211); Seidlhofer, B. “Pedagogy and local learner corpora: Working with learning-driven data” (213–234).

Granger, S., & Petch-Tyson, S. (Eds.). (2003). Extending the scope of corpus-based research: New applications, new challenges. Amsterdam: Rodopi. Pp. xii + 249. $71.00 cloth. De Mönnink, I., Brom, N., & Oostdijk, N. “Using the MF/MD method for automatic text classification” (15–25); Wallis, S. “Scientific experiments in parsed corpora: An overview” (27–38); Renouf, A. “WebCorp: Providing a renewable data source for corpus linguists” (39–58); Oostdijk, N. “Normalization and disfluencies in spoken language data” (59–70); Peters, P., & Smith, A. “Textual structure and segmentation in online documents” (71–88); Gotti, M. “Shall and will as first person future auxiliaries in a corpus of Early Modern English texts” (91–109); Nurmi, A. “The role of gender in the use of must in Early Modern English” (111–120); Mukherjee, J. “From corpus data to a theory of talk units in spoken English” (121–134); Kettemann, B., König, M., & Marko, G. “The BNC and the OED: Examining the usefulness of two different types of data in an analysis of the morpheme eco” (135–148); Kjellmer, G. “Lexical gaps” (149–158); Rahim, H. A., & Haroon, H. A. “The use of native lexical items in English texts as a codeswitching strategy” (159–175); Sampson, G. “The structure of children's writing: Moving from spoken to adult written norms” (177–193); Aronsson, M. B. “On clefts and information structure in Swedish EFL writing” (197–210); Neff, J., Dafouz, E., Herrera, H., Martinez, F., Rica, J. P., Diez, M., Prieto, R., & Sancho, C. “Contrasting learner corpora: The use of modal and reporting verbs in the expression of writer stance” (211–230); Schmied, J. “Learning English prepositions in the Chemnitz Internet Grammar” (231–247); Pérez-Paredes, P. “Integrating networked learner oral corpora into foreign language instruction” (249–261).

McCarthy, J. J. (Ed.). (2003). Optimality theory in phonology: A reader. Oxford: Blackwell. Pp. xvi + 603. $79.95 cloth, $44.95 paper. Prince, A., & Smolensky, P. “Optimality theory: Constraint interaction in generative grammar” (3–71); McCarthy, J. J., & Prince, A. “Generalized alignment: Introduction and theory” (72–76); McCarthy, J. J., & Prince, A. “Faithfulness and identity in prosodic morphology” (77–98); Tesar, B. “Computing optimal forms in optimality theory: Basic syllabification” (101–117); Tesar, B., & Smolensky, P. “Learnability in optimality theory” (118–140); Moreton, E. “Non-computable functions in optimality theory” (141–163); McCarthy, J. J., & Prince, A. “Generalized alignment: Prosody” (167–177); Elenbaas, N., & Kager, R. “Ternary rhythm and the *Lapse constraint” (178–190); Kenstowicz, M. “Quality-sensitive stress” (191–201); Baković, E. “Unbounded stress and factorial typology” (202–214); Alderete, J. “Head dependence in stress-epenthesis interaction” (215–227); Yip, M. “Feet and tonal reduction at the word and phrase level in Chinese” (228–245); Myers, S. “OCP effects in optimality theory” (246–267); Pater, J. “Austronesian nasal substitution and other NC effects” (271–289); Hayes, B. “Phonetically driven phonology: The role of optimality theory and inductive grounding” (290–309); Beckman, J. “Positional faithfulness” (310–342); Lombardi, L. “Positional faithfulness and voicing assimilation in optimality theory” (343–364); Zoll, C. “Positional asymmetries and licensing” (365–378); Padgett, J. “Partial class behavior and nasal place assimilation” (379–393); Alderete, J. “Dissimilation as local conjunction” (394–406); Kirchner, R. “Synchronic chain shifts in optimality theory” (407–416); Benua, L. “Transderivational identity: Phonological relations” (419–437); Rubach, J. “Backness switch in Russian” (438–450); McCarthy, J. J., & Prince, A. “Generalized alignment: The prosody-morphology interface” (451–463); Selkirk, E. “The prosodic structure of function words” (464–482); McCarthy, J. J., & Prince, A. “The emergence of the unmarked” (483–494); de Lacy, P. “Maximal words and the Maori passive” (495–512); Mascaró, J. “External allomorphy as emergence of the unmarked” (513–522); Łubowicz, A. “Derived environment effects in optimality theory” (523–532); Itô, J., Mester, A., & Padgett, J. “Licensing and underspecification in optimality theory” (533–541); Inkelas, S., Orgun, O., & Zoll, C. “The implications of lexical exceptions for the nature of grammar” (542–551); Itô, J., & Mester, A. “The phonological lexicon” (552–568); Anttila, A., & Cho, Y.-M. Y. “Variation and change in optimality theory” (569–580).

Robinson, P. (Ed.). (2002). Individual differences and instructed language learning. Amsterdam: Benjamins. Pp. xi + 387. $86.00 cloth, $32.95 paper. Robinson, P. “Introduction: Researching individual differences and instructed learning” (1–10); Sternberg, R. J. “The theory of successful intelligence and its implications for language aptitude testing” (13–43); MacIntyre, P. D. “Motivation, anxiety, and emotion in second language acquisition” (45–68); Skehan, P. “Theorising and updating aptitude” (69–93); Grigorenko, E. L. “Foreign language acquisition and language-based learning disabilities” (95–112); Robinson, P. “Learning conditions, aptitude complexes, and SLA: A framework for research and pedagogy” (113–133); Dörnyei, Z. “The motivational basis of language learning tasks” (137–158); Ranta, L. “The role of learners' language analytic ability in the communicative classroom” (159–180); Mackey, A., Philp, J., Egi, T., Fujii, A., & Tatsumi, T. “Individual differences in working memory, noticing of interactional feedback and L2 development” (181–209); Robinson, P. “Effects of individual differences in intelligence, aptitude, and working memory on adult incidental SLA: A replication and extension of Reber, Walkenfield, and Hernstadt (1991)” (211–266); Ross, S., Yoshinaga, N., & Sasaki, M. “Aptitude-exposure interaction effects on wh-movement violation detection by pre- and post-critical period Japanese bilinguals” (267–299); Harley, B., & Hart, D. “Age, aptitude, and second language learning on a bilingual exchange” (301–330).

Schiller, N. O., & Meyer, A. S. (Eds.). (2003). Phonetics and phonology in language comprehension and production. Berlin: Mouton de Gruyter. Pp. ix + 355. $106.00 cloth. Schiller, N. O., & Meyer, A. S. “Introduction to the relation between speech comprehension and production” (1–7); Dell, G. S., & Gordon, J. K. “Neighbors in the lexicon: Friends or foes?” (9–37); McQueen, J. M., Dahan, D., & Cutler, A. “Continuity and gradedness in speech processing” (39–78); Zwitserlood, P. “The internal structure of words: Consequences for listening and speaking” (79–114); Roelofs, A. “Modeling the relation between the production and recognition of spoken word forms” (115–158); Goldstein, L., & Fowler, C. A. “Articulatory phonology: A phonology for public language use” (159–207); Guenther, F. “Neural control of speech movements” (209–239); Van Turennout, M., Schmitt, B., & Hagoort, P. “When words come to mind: Electrophysiological insights on the time course of speaking and understanding words” (241–277); Sebastián-Gallés, N., & Kroll, J. F. “Phonology in bilingual language processing: Acquisition, perception, and production” (279–317); Flege, J. E. “Assessing constraints on second-language segmental production and perception” (319–355).

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