BOOKS
Baten, K. (2013). The acquisition of the German case system by foreign language learners. Amsterdam: Benjamins. Pp. xvii + 304. $149.00 cloth.
Domínguez, L. (2013). Understanding interfaces: Second language acquisition and first language attrition of Spanish subject realization and word order variation. Amsterdam: Benjamins. Pp. xx + 262. $143.00 cloth.
Hamilton, M. (2013). Autonomy and foreign language learning in a virtual learning environment. London: Bloomsbury. Pp. viii + 248. $140.00 cloth.
Heinzmann, S. (2013). Young language learners’ motivation and attitudes: Longitudinal, comparative and explanatory perspectives. London: Bloomsbury. Pp. xv + 265. $140.00 cloth.
Lenzing, A. (2013). The development of the grammatical system in early second language acquisition: The multiple constraints hypothesis. Amsterdam: Benjamins. Pp. xx + 280. $149.00 cloth.
JOURNALS
Applied Linguistics 34 (4). (2013). Millar, N., Budgell, B., & Fuller, K. “‘Use the active voice whenever possible’: The impact of style guidelines in medical journals” (393–414); Amuzie, G. L., & Spinner, P. “Korean EFL learners’ indefinite article use with four types of abstract nouns” (415–434); Smemoe, W. B., & Haslam, N. “The effect of language learning aptitude, strategy use and learning context on L2 pronunciation learning” (435–456); van Zeeland, H., & Schmitt, N. “Lexical coverage in L1 and L2 listening comprehension: The same or different from reading comprehension?” (457–479); Tagg, C. “Scraping the barrel with a shower of social misfits: Everyday creativity in text messaging” (480–500); Hassall, T. “Beyond strategy choice: A reply to Al-Gahtani and Roever” (501–506).
Applied Psycholinguistics 34 (5). (2013). Beyersmann, E., Duñabeitia, J. A., Carreiras, M., Coltheart, M., & Castles, A. “Early morphological decomposition of suffixed words: Masked priming evidence with transposed-letter nonword primes” (869–892); De Jong, N. H., Steinel, M. P., Florijn, A., Schoonen, R., & Hulstijn, J. H. “Linguistic skills and speaking fluency in a second language” (893–916); Zhang, D. “Linguistic distance effect on cross-linguistic transfer of morphological awareness” (917–942); Pliatsikas, C., & Marinis, T. “Processing of regular and irregular past tense morphology in highly proficient second language learners of English: A self-paced reading study” (943–970); Rakhlin, N., Kornilov, S. A., Palejev, D., Koposov, R. A., Chang, J. T., & Grigorenko, E. L. “The language phenotype of a small geographically isolated Russian-speaking population: Implications for genetic and clinical studies of developmental language disorder” (971–1003); Kaushanskaya, M., & Yoo, J. “Phonological short-term and working memory in bilinguals’ native and second language” (1005–1037); Yudes, C., Macizo, P., Morales, L., & Bajo, M. T. “Comprehension and error monitoring in simultaneous interpreters” (1039–1057); Zhang, X., Han, Z., & Bi, Y. “Are abstract and concrete concepts organized differently? Evidence from the blocked translation paradigm” (1059–1092).
Bilingualism: Language and Cognition 16 (4). (2013). Muysken, P. “Language contact outcomes as the result of bilingual optimization strategies” (709–730); Sharma, D. “What’s in a grammar? Modeling dominance and optimization in contact” (731–733); Winford, D. “In search of a unified model of language contact” (734–736); Hartsuiker, R. J. “Bilingual strategies from the perspective of a processing model” (737–739); Bhatt, R. M. “Optimization in bilingual language use” (740–742); Heine, B. “How optimal is the Optimization Model?” (743–745); Parkvall, M. “Access, prestige and losses in contact languages” (746–747); Muysken, P. “A sparkling apéritif or old wine in new bags?” (748–750); Flett, S., Branigan, H. P., & Pickering, M. J. “Are non-native structural preferences affected by native language preferences?” (751–760); Lee, E.- K., Lu, D. H.- Y., & Garnsey, S. M. “L1 word order and sensitivity to verb bias in L2 processing” (761–775); Kirkici, B., & Clahsen, H. “Inflection and derivation in native and non-native language processing: Masked priming experiments on Turkish” (776–791); Sato, S., Gygax, P. M., & Gabriel, U. “Gender inferences: Grammatical features and their impact on the representation of gender in bilinguals” (792–807); Presson, N., Sagarra, N., MacWhinney, B., & Kowalski, J. “Compositional production in Spanish second language conjugation” (808–828); Blais, M.- J., & Gonnerman, L. M. “Explicit and implicit semantic processing of verb-particle constructions by French-English bilinguals” (829–846); Saito, K., & Brajot, F.- X. “Scrutinizing the role of length of residence and age of acquisition in the interlanguage pronunciation development of English /ɹ/ by late Japanese bilinguals” (847-863); Veivo, O., & Järvikivi, J. “Proficiency modulates early orthographic and phonological processing in L2 spoken word recognition” (864–883); Iluz-Cohen, P., & Armon-Lotem, S. “Language proficiency and executive control in bilingual children” (884-899); Metuki, N., Sinkevich, S., & Lavidor, M. “Lateralization of semantic processing is shaped by exposure to specific mother tongues: The case of insight problem solving by bilingual and monolingual native Hebrew speakers” (900–913); Borodkin, K., & Faust, M. “Tip-of-the-tongue (TOT) states and cross-linguistic transfer” (914–923); Jacob, G., Fleischhauer, E., & Clahsen, H. “Allomorphy and affixation in morphological processing: A cross-modal priming study with late bilinguals” (924–933); Smithson, L., & Nicoladis, E. “Verbal memory resources predict iconic gesture use among monolinguals and bilinguals” (934–944).
Canadian Modern Language Review 69 (3). (2013). Foster, P., & Skehan, P. “Anticipating a post-task activity: The effects on accuracy, complexity, and fluency of second language performance” (249–273); Edstrom, A. “Preparing an L2 role-play: How students manage L2 deficits” (274–297); Le Bouthillier, J., & Dicks, J. “L’emploi d’un modèle d’enseignement systématique d’écriture: Une étude de cas en 7e année de l’immersion précoce” (298–323); Préfontaine, Y. “Perceptions of French fluency in second language speech production” (324–348).
English Today 29 (3). (2013). Leimgruber, J. R. E. “The trouble with World Englishes” (3–7); Seilhamer, M. F. “English L2 personas and the imagined global community of English users” (8–14); Muneer Hudawi, A. K. “Poisoned chalice? English at an Islamic university in Kerala” (15–18); Ong, K. K. W., Ghesquière, J. F., & Serwe, S. K. “Frenglish shop signs in Singapore” (19–25); Pablé, A. “Who wants Swiss English?” (26–33); Rao, Z. “Teaching English as a foreign language in China: looking back and forward” (34–39); Zou, X.- L., Feng, J.- L., & Zheng, Y.- P. “Grammatical number of English nouns in English learners’ dictionaries” (40–46); Schneider, E. W. “Leisure-activity ESP as a special case of ELF: the example of scuba diving English” (47–57).
Inbar-Lourie, O. (Ed.) (2013). Language assessment literacy [Special issue]. Language Testing 30 (3). Inbar-Lourie, O. “Guest Editorial to the special issue on language assessment literacy” (301–307); Scarino, A. “Language assessment literacy as self-awareness: Understanding the role of interpretation in assessment and in teacher learning” (309–327); Malone, M. E. “The essentials of assessment literacy: Contrasts between testers and users” (329–344); Jeong, H. “Defining assessment literacy: Is it different for language testers and non-language testers?” (345–362); O’Loughlin, K. “Developing the assessment literacy of university proficiency test users” (363–380); Pill, J., & Harding, L. “Defining the language assessment literacy gap: Evidence from a parliamentary inquiry” (381–402); Taylor, L. “Communicating the theory, practice and principles of language testing to test stakeholders: Some reflections” (403–412).
Journal of Pidgin and Creole Languages 28 (2). (2013). Kihm, A., & Rougé, J.- L. “Língua de Preto, the Basic Variety at the root of West African Portuguese Creoles: A contribution to the theory of pidgin/creole formation as second language acquisition” (203–298); Sato, Y. “Wh-questions in colloquial Singapore English: Adaptive traits from vernacular Malay and typological congruence” (299–322); Leufkens, S. “The transparency of creoles” (323–362); Sessarego, S. “On the non-creole basis for Afro-Bolivian Spanish” (363–407); McWhorter, J. “It’s not over: Why it matters whether there is a such thing as a creole” (409–423); Nordhoff, S. “The current state of Sri Lanka Portuguese” (425–434); Baptista, M. “Language turned on: What comparative studies and syntactic theory reveals on variation in creole languages” (435–440).
Language 89 (3). (2013). Kertz, L. “Verb phrase ellipsis: The view from information structure” (390–428); Ackerman, F., & Malouf, R. “Morphological organization: The low conditional entropy conjecture” (429–464); Aranovich, R. “Transitivity and polysynthesis in Fijian” (465–500); Stuart-Smith, J., Timmins, C., Pryce, G., & Gunter, B. “Television can also be a factor in language change: Evidence from an urban dialect” (501–536); Kwon, N., Kluender, R., Kutas, M., & Polinsky, M. “Subject/object processing asymmetries in Korean relative clauses: Evidence from ERP data” (537–585); Matsuoka, M. “On the notion of subject for subject-oriented adverbs” (586–618); Kaufmann, M., & Poschmann, C. “Embedded imperatives: Empirical evidence from Colloquial German” (619-637).
Language in Society 42 (4). (2013). Wagner, S. E. “We act like girls and we don’t act like men: Ethnicity and local language change in a Philadelphia high school” (361–383); Norrick, N. R. “Narratives of vicarious experience in conversation” (385–406); Meyerhoff, M., & Walker, J. A. “An existential problem: The sociolinguistic monitor and variation in existential constructions on Bequia (St. Vincent and the Grenadines)” (407–428); Shin, N. L., & Otheguy, R. “Social class and gender impacting change in bilingual settings: Spanish subject pronoun use in New York” (429–452).
Language Testing 30 (4). (2013). Leong, C. K., Ho, M. K., Chang, J., & Hau, K. T. “Differential importance of language components in determining secondary school students’ Chinese reading literacy performance” (419–439); Bax, S. “The cognitive processing of candidates during reading tests: Evidence from eye-tracking” (441–465); Kokhan, K. “An argument against using standardized test scores for placement of international undergraduate students in English as a second language (ESL) courses” (467–489); Hsieh, M. “An application of Multifaceted Rasch measurement in the Yes/No Angoff standard setting procedure” (491–512); Cho, Y., Rijmen, F., & Novák, J. “Investigating the effects of prompt characteristics on the comparability of TOEFL iBTTM integrated writing tasks” (513–534); Alderson, J. C., & Kremmel, B. “Re-examining the content validation of a grammar test: The (im)possibility of distinguishing vocabulary and structural knowledge” (535–556).
Language Variation and Change 25 (3). (2013). Owens, J., Dodsworth, R., & Kohn, M. “Subject expression and discourse embeddedness in Emirati Arabic” (255–285); D’Arcy, A., Haddican, B., Richards, H., Tagliamonte, S. A., & Taylor, A. “Asymmetrical trajectories: The past and present of –body/–one” (287–310); Miller, K. “Acquisition of variable rules: /s/-lenition in the speech of Chilean Spanish-speaking children and their caregivers” (311–340); Mok, P. P. K., Zuo, D., & Wong, P. W. Y. “Production and perception of a sound change in progress: Tone merging in Hong Kong Cantonese” (341–370); Haddican, B., Foulkes, P., Hughes, V., & Richards, H. “Interaction of social and linguistic constraints on two vowel changes in northern England” (371–403).
Modern Language Journal 97 (2). (2013). He, A. W., “The wor( l )d is a collage: Multi-performance by Chinese heritage speakers” (304–317); Mueller, J., & Jiang, N. “The acquisition of the Korean honorific affix (u)si by advanced L2 learners” (318–339); Kääntä, L., Jauni, H., Leppänen, S., Peuronen, S., & Paakkinen, T. “Learning English through social interaction: The case of Big Brother 2006, Finland” (340–359); Rampton, B. “Styling in a language learned later in life” (360–382); Back, M. “‘La Orquesta’: Symbolic performance in a multilingual community of practice” (383–396); Smotrova, T., & Lantolf, J. P. “The function of gesture in lexically focused L2 instructional conversations” (397–416); Belhiah, H. “Using the hand to choreograph instruction: On the functional role of gesture in definition talk” (417–434); Busse, V., & Walter, C. “Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes” (435–456); Trentman, E. “Arabic and English during study abroad in Cairo, Egypt: Issues of access and use” (457–473); Ardasheva, Y., & Tretter, T. “Strategy inventory for language learning-ELL student form: Testing for factorial validity” (474–489); Knežić, D. “Teachers’ education in Socratic dialogue: Some effects on teacher-learner interaction” (490–505); VanPatten, B., Borst, S., Collopy, E., Qualin, A., & Price, J. E. “Explicit information, grammatical sensitivity, and the first-noun principle: A cross-linguistic study in processing instruction” (506–527); Tarone, E. “Perspectives” (528–530); Burke, B. M. “Looking into a crystal ball: Is requiring high-stakes language proficiency tests really going to improve world language education?” (531–534); Tedick, D. J. “Embracing proficiency and program standards and rising to the challenge: A response to Burke” (535–538); Aoki, M. A. “The role of testing language proficiency as part of teacher certification” (539–540); Glisan, E. W. “On keeping the target language in language teaching: A bottom-up effort to protect the public and students” (541–544); Fischer, G. “Professional expectations and shattered dreams: A proficiency dilemma” (545–548); Moeller, A. J. “Advanced low language proficiency—an achievable goal?” (549–553); Norris, J. M. “Some challenges in assessment for teacher licensure, program accreditation, and educational reform” (554–560).
World Englishes 32 (3). (2013). Kim, C., & Sato, Y. “More on Kena-passives in Singapore English” (297–307); Smakman, D., & Wagenaar, S. “Discourse particles in Colloquial Singapore English” (308–324); Kamwangamalu, N. M. “Effects of policy on English-medium instruction in Africa” (325–337); Hänsel, E. C., & Deuber, D. “Globalization, postcolonial Englishes, and the English language press in Kenya, Singapore, and Trinidad and Tobago” (338–357); O’Sullivan, J. “Advanced Dublin English in Irish radio advertising” (358–376); Davis, D. R. “World Englishes in world religions” (377–379); Chew, P. G.- L. “The use of Singlish in the teaching of Islam” (380–394); Khalil, M. H. “Saving/damning non-Muslims through translation” (395–402); Kouega, J.- P., & Emaleu, C.- S. “Language choice in multilingual socio-religious settings in southwest Cameroon” (403–416); Pandharipande, R. V. “The language of Hinduism in the US diaspora” (417–428); Whelan, W. “English in the Roman Catholic liturgy 1969–2002” (429–442).
EDITED VOLUMES
Birketveit, A., & Williams, G. (Eds). (2013). Literature for the English classroom: Theory into practice. Bergen, Norway: Fagbokforlaget. Pp. 260. €369.00 cloth. Birketveit, A. “Picturebooks” (17–54); Husabø, T. “Children’s poetry” (55–75); Vicary, T. “Graded readers and the joys of extensive reading” (77–92); Birketveit, A. “Fairy tales” (93–113); Williams, G. “Creative approaches to drama in the English classroom” (115–130); Rimmereide, H. E. “Graphic novels in EFL learning” (131–161); Williams, G. “Novels for teenage readers” (163–189); Gordon, A. “The interface between literature and film” (191–208); Iversen, A. T. “Reading novels and short stories” (211–234); Blair, B. “Reading and writing: Intertwined branches” (235–253).
Jarvis, S., & Daller, M. (Eds.). (2013). Vocabulary knowledge: Human ratings and automated measures. Amsterdam: Benjamins. Pp. viii + 220. $135.00 cloth. Jarvis, S., & Daller, M. “Introduction” (1–11); Jarvis, S. “Defining and measuring lexical diversity” (13–43); McCarthy, P. M., & Jarvis, S. “From intrinsic to extrinsic issues of lexical diversity assessment: An ecological validation study” (45–77); Treffers-Daller, J. “Measuring lexical diversity among L2 learners of French: An exploration of the validity of D, MTLD and HD-D as measures of language ability” (79–103); Crossley, S., Salsbury, T., & McNamara, D. S. “Validating lexical measures using human scores of lexical proficiency” (105–134); Crossley, S., Feng, S., Cai, Z., & McNamara, D. S. “Computer simulations of MRC Psycholinguistic Database word properties: Concreteness, familiarity, and imageability” (135–156); Edwards, R., & Collins, L. “Modelling L2 vocabulary learning” (157–183); Daller, M., Turlik, J., & Weir, I. “Vocabulary acquisition and the learning curve” (185–217).
Kinginger, C. (Ed.). (2013). Social and cultural aspects of language learning in study abroad. Amsterdam: Benjamins. Pp. ix + 344. $54.00 paper. Kinginger, C. “Introduction: Social and cultural aspects of language learning in study abroad” (3–15); Coleman, J. A. “Researching whole people and whole lives” (17–44); Allen, H. W. “Self-regulatory strategies of foreign language learners: From the classroom to study abroad and beyond” (47–73); Smolcic, E. “‘Opening up to the world’?: Developing interculturality in an international field experience for ESL teachers” (75–99); Dervin, F. “Politics of identification in the use of lingua francas in student mobility to Finland and France” (101–125); Wolcott, T. “An American in Paris: Myth, desire, and subjectivity in one student’s account of study abroad in France” (127–153); Tan, D., & Kinginger, C. “Exploring the potential of high school homestays as a context for local engagement and negotiation of difference: Americans in China” 155–177); Jackson, J. “The transformation of ‘a frog in the well’: A path to a more intercultural, global mindset” (179–204); Shardakova, M. “‘I joke you don’t’: Second language humor and intercultural identity construction” (207–237); Iwasaki, N. “Getting over the hedge: Acquisition of mitigating language in L2 Japanese” (239–267); Brown, L. “Identity and honorifics use in Korean study abroad” (269–298); Fernandez, J. “A corpus-based study of vague language use by learners of Spanish in a study abroad context” (299–331).
Schwieter, J. W. (Ed.). (2013). Innovative research and practices in second language acquisition and bilingualism. Amsterdam: Benjamins. Pp. xiii + 335. $54.00 paper. VanPatten, B. “Mental representation and skill in instructed SLA” (3–22); Wong, W. “Input and output in SLA: Applying theories of mental representation and skill” (23–41); Behney, J., & Gass, S. “Interaction and the Noun Phrase Accessibility Hierarchy: A study using syntactic priming” (43–61); Long, D., & Rothman, J. “Generative approaches and the competing systems hypothesis: Formal acquisition to pedagogical application” (63–83); Bruhn de Garavito, J. “Why theory and research are important for the practice of teaching: The case of mood choice in Spanish relative clauses” (85–105); Barcroft, J. “Input-based incremental vocabulary instruction for the L2 classroom” (107–137); Presson, N., Davy, C., & MacWhinney, B. “Experimentalized CALL for adult second language learners” (139–164); Perpiñán, S. “Accounting for variability in L2 data: Type of knowledge, task effects, and linguistic structure” (165–191); Cuza, A., Pérez-Tattam, R., Barajas, E., Miller, L., & Sadowski, C. “The development of tense and aspect morphology in child and adult heritage speakers” (193–220); Friesen, D., & Bialystok, E. “Control and representation in bilingualism: Implications for pedagogy” (223–240); Schwieter, J. W., & Ferreira, A. “Language selection, control, and conceptual-lexical development in bilinguals and multilinguals” (241–266); Sunderman, G., & Fancher, E. “Lexical access in bilinguals and second language learners” (267–286); Jarvis, S., O’Malley, M., Jing, L., Zhang, J., Hill, J., Chan, C., & Sevostyanova, N. “Cognitive foundations of crosslinguistic influence” (287–307); Lee, J. F. “Ideas for the practice of instructed SLA and their rationale: A summary and commentary” (311–328).
Taguchi, N., & Sykes, J. M. (Eds.). (2013). Technology in interlanguage pragmatics research and teaching. Amsterdam: Benjamins. Pp. viii + 276. $143.00 cloth. Taguchi, N., & Sykes, J. M. “Introduction: Technology in interlanguage pragmatics research and teaching” (1–15); Taguchi, N. “Comprehension of conversational implicature: What response times tell us” (19–41); Li, S. “Amount of practice and pragmatic development of request-making in L2 Chinese” (43–69); Sykes, J. M. “Multiuser virtual environments: Learner apologies in Spanish” (71–100); Gonzales, A. “Development of politeness strategies in participatory online environments: A case study” (101–120); Urzúa, A. “Pronominal choice and self-positioning strategies in second language academic writing: A pragmatic analysis using learner corpus data” (121–152); Holden, C. L., & Sykes, J. M. “Complex L2 pragmatic feedback via place-based mobile games” (155–183); Takamiya, Y., & Ishihara, N. “Blogging: Crosscultural interaction for pragmatic development” (185–214); Roever, C. “Technology and tests of L2 pragmatics” (215–233); Zhao, H., & Kaufer, D. “DocuScope for genre analysis: Potential for assessing pragmatic functions in second language writing” (235–259); Cohen, A. D. “Commentary on Technology in Interlanguage Pragmatics Research and Teaching” (261–269); Sykes, J. M., & Taguchi, N. “Prologue. The future of pragmatics and technology: Where are we headed?” (271–274).
