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SUBJECT INDEX, VOLS. 16–25

Published online by Cambridge University Press:  24 February 2017

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Information

Type
Indexes
Information
Annual Review of Applied Linguistics , Volume 26 , January 2006 , e2
Copyright
© 2006 Cambridge University Press

Boldface numerals indicate the ARAL volume in which the subject is discussed; numbers following the backslash indicate the page number(s) of the discussion. For example, Interlanguage variation in SLA: 19/105–132 means that interlanguage variation is discussed between pages 105 and 132 of volume 19; Corpus linguistics: 16/71–85, 99–136, 182–199 means that corpus linguistics is discussed in three different sections corresponding to the inclusive page numbers noted in volume 16.

  • Academic discourse: 16/14–45
  • Advertising and language use, 23/170–183
  • Africa, (northern): LSP in North Africa, 20/77–96
  • Africa, (southern): language policy in, 19/215–232, 23/225–242
  • Age, and L2 learning 21/77–89
  • Alternative assessment: 18/304–319
  • American Indian languages: language policy in, 23/44–57
  • Angola: multilingualism in, 17/170–190
  • Anxiety, and L2 learning 21/112–126
  • Applied linguistics and ARAL, 20/3–17; role of, 20/21–33, 241–249
  • Appraisal psychology 21/23–42
  • Aptitude (in SLA): 21/90–111
  • Armenia: multilingualism in, 17/91–137
  • Assessment: alternative, 18/304–319; computer adaptive testing, 19/273–299; developments in, 19/235–253, 20/147–161; in language programs, of listening, 18/171–191; performance, and policy, 18/304–319; of reading, 18/208–218; of speaking, 18/192–207; 22/221–242, 243–262; and technology, 16/240–260, 19/273–299; validity in, 19/254–272; of writing, 18/219–240
  • Attitudes and motivation (in SLA): 21/23–59
  • Attrition of foreign languages: 21/60–73
  • Australia: multilingualism in, 17/191–203
  • Azerbaijan: multilingualism in, 17/91–137
  • Belarus: multilingualism in, 17/91–137
  • Bilingual communities: Europe, 23/34–36
  • Bilingual education: in Europe, 23/95–112
  • Bilingualism: 17/3–262; and bilingual education, 17/91–262; and interpreting, 23/58–78; and language acquisition, 21/153–168; and language processing, 21/169–181; and reading, 21/182–264; in Canada, 17/204–223; in England, 17/224–241; in Europe, 14/93–110, 17/151–169, 224–241; in Israel 17/138–150; in Latvia, 17/113–137; in Netherlands, 17/151–169; in Russia, 17/91–137; in South Africa, 17/170–190; in Soviet Union, 17/91–137; in United States, 17/242–262; 23/95–112
  • Bilingualism and education in Europe: 17/151–169, 23/95–112
  • Biliteracy: 21/182–204
  • Botswana: multilingualism in, 17/170–190
  • Canada: multilingualism in, 17/204–223
  • Classroom: language in: 19/135–155, 22/171–185, 186–203, 204–218
  • Classroom instruction: in grammar, 24/126–145; in listening, 18/81–101, 24/3–25; in reading, 18/124–141, 24/44–69; in spoken language, 18/102–123; for speaking, 24/26–43; in writing/reading, 18/142–167, 24/70–106
  • Cognitive processes: in language skills, 18/3–78, 19/22–63; in SLA, 19/22–63; in task-based instruction, 18/268–286; in reading, 21/127–149, 182–204
  • Communicative competence: and teaching, 18/323–333; and assessment, 22/221–278
  • Communicative teaching methodology: 18/287–303, 323–333
  • Comprehension: 18/3–19, 43–60, 208–218
  • Competency-based curriculum, 18/287–303
  • Computer adaptive testing: 16/240–260, 19/273–299; and reading assessment, 18/208–218
  • Computers: language and, 16/26–260; and language pedagogy, 24/243–260
  • Connectionism: 19/22–42
  • Constructionism: and language learning, 24/303–319
  • Constructural theory: 16/14–25
  • Contact linguistics: 23/81–183
  • Content-based instruction, 18/243–267, 24/261–283
  • Conversation analysis, 22/3–31
  • Corpus linguistics: 16/71–85, 99–136, 182–199, 22/75–95
  • Creoles, 23/202–212; and language teaching, 24/187–208
  • Critical discourse analysis: 22/96–110
  • Critical language testing: 18/304–319
  • Critical period: 20/213–223, 21/77–89
  • Cross-cultural pragmatics, 22/150–167
  • Curriculum design: current developments in, 18/287–303; and content-based instruction, 24/261–283
  • Dialogue in education: 19/135–155, 22/171–185
  • Discourse analysis: natural language processing, 16/71–85; research methods, 22/32–51; and stylistics, 22/136–149; and assessment, 22/221–242, 243–363, 263–278
  • Discourse-based curriculum: 18/287–303
  • Distance instruction: 16/226–239
  • Economics and multilingualism: 17/43–65
  • Electronic networking: 16/182–199
  • England: multilingualism in, 17/224–241
  • English as a global language: 17/66–87
  • English for academic purposes: and content-based instruction, 18/243–267, 24/261–283; and writing, 18/142–167, 24/70–106
  • English for special purposes: 20/59–76; and corpus linguistics, 16/115–136; and teaching for, 24/165–186
  • Estonia: multilingualism in, 17/91–137
  • Europe: language policy in, 23/32–35
  • Evaluation: assessment and, 20/147–161; of language skills, 18/171–240, 304–319
  • First language acquisition: 19/3–21, 21/153–168
  • Foreign language attrition: 21/60–73
  • Foreign language learning: in the U.S., 23/22–43
  • Forensic linguistics: 19/174–192
  • Functional linguistics and education: 20/116–126, 22/52–74, 113–135, 23/187–201
  • Gender and language: 23/87–201
  • Generative linguistics and SLA: 21/xi-xxiii
  • Genre: literacy instruction in, 22/113–135
  • Grammar, and language teaching, 24/126–145
  • Georgia: multilingualism in, 17/91–137
  • Hypertext: 16/26–67, 200–225
  • Immersion education: 17/204–223, 20/199–212
  • Implicit and explicit learning in SLA: 21/207–220
  • Indigenous languages: 23/44–57, 113–133
  • Individual differences in SLA: 21/77–149
  • Input-based approaches to SLA: 19/64–80
  • Instruction: content-based, 18/243–267
  • Interaction (in SLA): in educational contexts, 19/135–155, 22/171–203
  • Interlanguage variation: 19/105–132, 20/182–198
  • Internet and writing: 16/26–67, 200–225
  • Interpreting: translating and, 23/58–78
  • Israel: multilingualism in, 17/1138–150
  • Kazakstan: multilingualism in, 17/91–137
  • Kyrgystan: multilingualism in, 17/91–137
  • Language acquisition: bilingual, 21/153–181; SLA, 19/3–132; Second language learning and teaching, 18/3–333, 19/43–80, 22/171–218
  • Language anxiety: 21/112–126
  • Language assessment: 19/235–299; 22/221–278
  • Language contact: 17/3–10; and education, 23/95–112; and religion, 23/81–94
  • Language change: and gender, 23/187–201; pidgins and creoles as models of, 23/202–212; in South Africa, 23/225–242
  • Language contact in bilingual societies: 23/3–183
  • Language death: 23/44–57
  • Language and advertising: 23/170–183
  • Language and business: 23/155–169
  • Language and education: 19/135–155, 23/95–112, 23/95–112
  • Language-in-education policy: 23/95–112
  • Language and gender: 23/87–201
  • Language and the law: 19/156–173, 23/113–133, 213–224
  • Language maintenance: 17/30–42, 23/22–43
  • Language and media: 23/170–183
  • Language and medicine: 19/174–192, 23/134–154
  • Language minorities: cf., linguistic minorities
  • Language policy and planning: 17/3–262; in Australia, 17/191–203; in Canada, 17/204–223; foundations of, 20/129–146; in South Africa, 17/170–190, 23/225–242; in the U.S., 17/242–262; in Western Europe, 17/151–169, 224–241
  • Language and politics: 19/215–232, 23/3–21
  • Language revival: 23/44–57
  • Language rights: and political theory, 23/3–21
  • Language and science: 19/193–214
  • Language shift: 23/22–43; and social change, 23/225–242
  • Language spread: 17/3–10
  • Language teaching: Brunei, CALL, 16/137–181; content-centered, 18/243–267; and corpus linguistics, 16/182–199, 22/75–95; and skills instruction, 18/81–167; and teacher education, 20/34–55
  • Language teaching/learning: CALL, 16/137–181; grammar, 19/64–80, 24/126–145; and task-based learning, 18/268–286
  • Language testing research: developments in, 19/235–253, 22/221–278; and ethics, 18/304–319, 19/235–253; of language skills, 18/171–240, 22/221–278; and policy, 18/304–319; and technology, 16/240–260, 19/273–299; and validity, 19/254–272
  • Latvia: multilingualism in, 17/91–137
  • Lesotho: multilingualism in, 17/170–190
  • Lexicography and corpus analysis: 16/99–114
  • Lingua franca: teaching English as, 24/209–239
  • Linguistic consequences of literacy: 22/113–135
  • Linguistic minorities: and language policy, 17/11–42, 91–262, 23/22–43, 95–112
  • Linguistics and literacy: 22/113–135
  • Listening: theory of, 18/3–19; teaching of, 18/81–101; in listening, 24/3–25; assessment of, 18/171–191
  • Literacy: cognitive aspects of, 16/3–13, 21/127–149; and print media, 16/14–25; psychology of, 22/127–149; and reading, 18/43–60, 124–141, 208–218, 21/127–149, 182–204; and writing, 18/61–78, 142–167, 219–240, 20/99–115
  • Lithuania: multilingualism in, 17/91–137
  • Machine translation: 16/86–98
  • Malawi: multilingualism in, 17/170–190
  • Media: language and the, 23/170–183; and distance education, 16/226–239
  • Metalinguistic processing, 21/169–204
  • Minorities: Linguistic: See linguistic minorities
  • Minority language rights: 17/11–29, 23/3–21
  • Moldova: multilingualism in, 17/91–137
  • Motivation in SLA: 21/43–59 Mozambique: literacy in, 17/243–259; multilingualism in, 17/170–190.
  • Multilingualism: 17/3–262; Australia, 17/91–103; Europe, 17/151–164, 224–241; in the Canadian context, 17/204–223; Israel, 17/138–150; Netherlands, 17/151–169; South Africa, 17/170–190, 23/225–242; Soviet Union, 17/91–137; United States, 17/242–262, 23/22–43
  • Namibia: multilingualism in, 17/170–190
  • National curriculum for second language learning: in South Africa, 23/225–242
  • Natural language processing: 16/71–85
  • Netherlands: multilingualism in, 17/151–169
  • Neurobiology: 21/23–42
  • Oral interview assessment: 18/192–207, 22/221–262
  • Oral language production: 18/102–123
  • Parsing and natural language processing: 16/71–85
  • Peer discourse, 22/171–185
  • Performance assessment: 22/221–227
  • Pidgins, 23/202–212
  • Politics: language policy and, 19/215–232, 23/3–21
  • Portfolio assessment in writing: 18/219–240
  • Pragmatics: 19/81–104, 22/150–167
  • Prescriptivism, 23/213–224
  • Print and technology: 16/14–25
  • Professional contexts of language use: 19/135–232, 23/113–183
  • Pronunciation, research on teaching, 24/109–125
  • Psycholinguistics: and applied linguistics, 20/224–237; development of, 21/xi-xxiii; connections with linguistics, 21/3–22; and reading, 21/127–149; research methods, 21/207–232
  • Psychological (/social) processes in SLA: 19/22–63, 21/3–22, 23–42, 43–59
  • Psychology of reading: 21/127–149, 182–204
  • Quebec: multilingualism in, 17/204–223
  • Rater performance in speaking: 18/192–207, 22/221–262
  • Rating scales in writing: 18/219–240, 22/263–278
  • Reading comprehension: 18/43–60, 124–140
  • Reading (in SLA): 21/182–204, 24/44–69
  • Reading and assessment: 18/208–218
  • Register analysis and corpus linguistics: 16/115–136, 22/75–95
  • Religion and language, 23/81–94
  • Research methods in SLA 21/207–245
  • Russia: multilingualism in, 17/91–137
  • Second language: literacy in, 21/182–204
  • Second language acquisition: research, 19/3–132, 20/165–181
  • SLA: cognitive approaches to, 19/22–42, 20/165–181; crosslinguistic influences, 19/81–132, 22/150–167; individual differences in, 21/77–89, 90–111; input-based approaches, 19/64–80; language attrition, 21/60–73; pragmatics and, 19/81–104, 22/150–167; psycholinguistics of, 19/43–63; research methods in, 21/207–245; sociolinguistics and, 19/105–132; Vygotsky, 22/171–203
  • Social context: in language teaching, 18/323–333; in spoken language, 18/20–42
  • Sociolinguistics: in professional contexts, 19/135–232, 23/113–183
  • South Africa: language policy in, 23/225–242; multilingualism in, 17/170–190
  • Soviet Union: multilingualism in, 17/91–137
  • Speaking: assessment of, 18/192–207; teaching of, 18/102–123, 24/26–43; theory of, 18/20–42, 22/221–242, 243–262
  • Speech act theory: 19/81–104
  • Strategies: and listening instruction, 18/81–101
  • Systemic functional linguistics, 22/52–74
  • Swaziland: multilingualism in, 17/170–190
  • Tajikstan: multilingualism in, 17/91–137; and language skills, 18/81–167, 323–333
  • Tasks: in listening assessment, 18/171–191; in speaking assessment, 22/221–262; and task-based instruction, 18/268–286; and teaching, 18/323–333
  • Teacher training: and content-based instruction, 18/243–267; 20/147–161; in immersion education, 24/320–338
  • Teaching: and content-based instruction, 18/243–267; and language skills, 18/81–167, 18/323–333; and task-based instruction, 18/268–286; and teacher education, 20/34–55; cf. bilingual communities, linguistic minorities
  • Technology: and language, 16/3–260; in listening assessment, 18/171–191
  • Testing: alternative assessment, 20/147–161; developments in, 19/235–253, 22/221–278; of language skills, 18/171–240; policy in, 18/304–319; and technology, 16/240–260, 19/273–299, and validity, 19/254–272
  • Text tagging: 16/71–85
  • Think-aloud protocols, 21/233–245
  • Translation: and technology, 16/86–98
  • Translating and interpreting as a profession: 23/58–78
  • Turkmenistan: multilingualism in, 17/91–137
  • Universal Grammar: 19/3–21, 43–63, 21/207–220
  • Ukraine: multilingualism in, 17/91–137
  • United States: multilingualism in, 17/242–262, 23/22–43
  • Uzbekistan; multilingualism in, 17/91–137
  • Vocabulary: research in teaching, 24/146–161
  • Vygotskian perspectives: on SLA: 22/171–203; on L2 research, 21/233–245; on teaching, 24/303–319
  • Western Europe: multilingualism in, 17/151–164, 224–241, 23/95–112
  • World Englishes: 17/66–87, 24/114–117, 209–239
  • Writing (in SLA): 18/61–78, 142–167; assessment of, 18/219–240, 22/263–278; and computers, 16/26–67, 200–225; process of, 18/61–78, 142–167; research on teaching, 24/70–106; and technology, 16/3–67, 200–225; and WWW, 16/26–67, 200–225
  • Written discourse: in scientific discourse, 19/193–214; assessment of, 22/263–278
  • Zambia: multilingualism in, 17/170–190
  • Zimbabwe: multilingualism in, 17/170–190