BOOKS

Dörnyei, Z. (2009). The psychology of second language acquisition. Oxford: Oxford University Press. Pp. 356. £32.00 paper.

Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009). Implicit and explicit knowledge in second language learning, testing and teaching. Clevedon, UK: Multilingual Matters. Pp. 408. $49.95 paper.

Rosi, F. (2009). Learning aspect in Italian L2: Corpus annotation, acquisitional patterns, and connectionist modelling. Milan: FrancoAngeli. Pp. 234. €22.00 paper.

Tarone, E., Bigelow, M., & Hansen, K. (2009). Literacy and second language oracy. Oxford: Oxford University Press. Pp. 156. £26.00 paper.

Wakamoto, N. (2009). Extroversion/introversion in foreign language learning: Interactions with learner strategy use. Bern: Peter Lang. Pp. 159. $48.95 paper.

JOURNALS

Anthropological Linguistics 50 (2). (2008). McIlwraith, T. “‘The bloody moose got up and took off’: Talking carefully about food animals in a northern Athabaskan village” (125–147); Schneider, C. “The partitive marker in Abma” (148–173); Bennardo, G. “Metaphors, source domains, and key words in Tongan speech about social relationships: ’Ofa ‘love’ is giving” (174–204).

Applied Linguistics 30 (2). (2009). Csizér, K., & Kormos, J. “Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language” (166–185); Hellerman, J., & Cole, E. “Practices for social interaction in the language-learning classroom: Disengagements from dyadic task interaction” (186–215); Brooks-Lewis, K. A. “Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning” (216–235); Cheng, W., Greaves, C., Sinclair, J. M., & Warren, M. “Uncovering the extent of the phraseological tendency: Towards a systematic analysis of concgrams” (236–252); Tomiyama, M. “Age and proficiency in L2 attrition: Data from two siblings” (253–275); Rizza, C. “Semantically redundant language: A case study” (276–294).

Applied Psycholinguistics 30 (3). (2009). Diehl, J. J., Watson, D., Bennetto, L., McDonough, J., & Gunlogson, C. “An acoustic analysis of prosody in high-functioning autism” (385–404); Duncan, L. G., Casalis, S., & Colé, P. “Early metalinguistic awareness of derivational morphology: Observations from a comparison of English and French” (405–440); Pattamadilok, C., Morais, J., de Vylder, O., Ventura, P., & Kolinsky, R. “The orthographic consistency effect in the recognition of French spoken words: An early developmental shift from sublexical to lexical orthographic variation” (441–462); Robins, S., & Treiman, R. “Talking about writing: What we can learn from conversations between parents and their young children” (463–484); Montgomery, J. W., Polunenko, A., & Marinellie, S. A. “Role of working memory in children’s understanding spoken narrative: A preliminary investigation” (485–509); Hämäläinen, J. H., Leppänen, P. H. T., Eklund, K., Thomas, J., Richardson, U., Guttorm, T. K., Witton, C., Poikkeus, A.-M., Goswami, U., & Lyytinen, H. “Common variance in amplitude envelope perception tasks and their impact on phoneme duration perception and reading and spelling in Finnish children with reading disabilities” (511–530); Siyambalapitiya, S., Chenery, H. J., & Copland, D. A. “Bilingualism and aging: Reversal of the cognate advantage in older bilingual adults” (531–554).

The Canadian Modern Language Review 65 (4). (2009). Abdel Latif, M. M. “Toward a new process-based indicator for measuring writing fluency: Evidence from L2 writers’ think-aloud protocols” (531–558); Cammarat, L. “Negotiating curricular transitions: Foreign language teachers’ learning experience with content-based instruction” (559–585); Izquierdo, J. “L’aspect lexical et le développement du passé composé et de l’imparfait en français L2: Une étude quantitative auprès d’apprenants hispanophones” (587–613); Bell, P. “Le cadeau or la cadeau? The role of aptitude in learner awareness of gender distinctions in French” (615–643).

Collins, L., & Ellis, N. (Eds.). (2009). Input and second language construction learning: Frequency, form, and function [Special issue]. The Modern Language Journal 93 (3). Ellis, N., & Collins, L. “Input and second language acquisition: The roles of frequency, form, and function—Introduction to the special issue” (329–335); Collins, L., Trofimovich, P., White, J., Cardoso, W., & Horst, M. “Some input on the easy/difficult grammar question: An empirical study” (336–353); Wulff, S., Ellis, N. C., Römer, U., Bardovi-Harlig, K., & Leblanc, C. “The acquisition of tense-aspect: Converging evidence from corpora and telicity ratings” (354–369); Ellis, N. C., & Ferreira-Junior, F. “Construction learning as a function of frequency, frequency distribution, and function” (370–385); McDonough, K., & Kim, Y. “Syntactic priming, type frequency, and EFL learners’ production of wh-questions” (386–398); Year, J., & Gordon, P. “Korean speakers’ acquisition of the English ditransitive construction: The role of verb prototype, input distribution, and frequency” (399–417); Boyd, J. K., & Goldberg, A. E. “Special issue commentary: Input effects within a constructionist framework” (418–429).

English Today 25 (2). (2009). Taiwo, R. “The functions of English in Nigeria from the earliest times to the present day” (3–10); Sala, B. M. “Writing in Cameroon pidgin English: Begging the question” (11–17); Mlambo, M. “A survey of the language situation in Zimbabwe” (18–24); Thusat, J., Anderson, E., Davis, S., Ferris, M., Javed, A., Laughlin, A., McFarland, C., Sangsiri, R., Sinclair, J., Vastalo, V., Whelan, W., & Wrubel, J. “Maltese English and the nativization phase of the dynamic model” (25–32); Ghim-Lian Chew, P. “In pursuit of linguistic gold: Mothering in a globalised world” (33–39); Poole, B. “English railway announcements in Singapore” (40–42); Seiler, W. “English as a lingua franca in aviation” (43–48); Rajagopalan, K. “‘World English’ and the Latin analogy: Where we get it wrong” (49–54); Bulley, M. “The final future of t” (55–56); Sowa, J. “‘Sweet as!’: The intensifier as in New Zealand and Australian English” (58–61).

Gregerson, M. J. (Ed.). (2009). Local languages, national contexts, global concerns: Case studies in multilingual education for speakers of ethnic minority languages. [Special issue]. International Journal of Bilingual Education and Bilingualism 12 (4). Gregerson, M. J., MacKenzie, P. J., Murphy, I. I., Vencio, E., Hays, J., Yerende, E., Clemons, A., & Paciotto, C. “Local languages, national contexts, global concerns: Case studies in multilingual education for speakers of ethnic minority languages” (359–367); MacKenzie, P. J. “Mother tongue first multilingual education among the tribal communities in India” (369–385); Murphy, I. I., & Vencio, E. “Maintaining two worlds: The relevance of mother tongue in Brazil’s Amerindian societies” (387–400); Hays, J. “Steps forward and new challenges: Indigenous communities and mother-tongue education in southern Africa” (401–413); Clemons, A., & Yerende, E. “Interrelationships of non-formal mother tongue education and citizenship in Guinea and Senegal” (415–427); Gregerson, M. J. “Learning to read in Ratanakiri: A case study from northeastern Cambodia” (429–447); Paciotto, C. “What do I lose if I lose my bilingual school? Students’ and teachers’ perceptions of the value of a Slovene language maintenance program in Italy” (449–475).

International Review of Applied Linguistics in Language Teaching 47 (2). (2009). Durrant, P., & Schmitt, N. “To what extent do native and non-native writers make use of collocations?” (157–177); Myers, J. L., & Chang, S.-F. “A multiple-strategy-based approach to word and collocation acquisition” (179–207); Verhagen, J. “Temporal adverbials, negation and finiteness in Dutch as a second language: A scope-based account” (209–237).

Journal of Child Language 36 (3). (2009). Savickiene, I., Kempe, V., & Brooks, P. J. “Acquisition of gender agreement in Lithuanian: Exploring the effect of diminutive usage in an elicited production task” (477–494); Fagan, M. K. “Mean length of utterance before words and grammar: Longitudinal trends and developmental implications of infant vocalizations” (495–527); Bahtiyar, S., & Küntay, A. C. “Integration of communicative partner’s visual perspective in patterns of referential requests” (529–555); Chevrot, J.-P., Dugua, C., & Fayol, M. “Liaison acquisition, word segmentation and construction in French: A usage-based account” (557–596); Montanari, S. “Pragmatic differentiation in early trilingual development” (597–627); Segal, O., Nir-Sagiv, B., Kishon-Rabin, L., & Ravid, D. “Prosodic patterns in Hebrew child-directed speech” (629–656); Cohen-Mimran, R. “The contribution of language skills to reading fluency: A comparison of two orthographies for Hebrew” (657–672); Nilsen, E. S., Graham, S. A., & Pettigrew, T. “Preschoolers’ word mapping: The interplay between labelling context and specificity of speaker information” (673–684); Saylor, M. M., & Carroll, C. B. “Direct and indirect cues to knowledge states during word learning” (685–695).

Sakamoto, M., & Taylor, S. K. (Eds.). (2009). Overcoming micro (school-based) and macro (societal) level constraints in the development of bilingualism and multilingualism [Special issue]. International Journal of Bilingual Education and Bilingualism 12 (3). Cummins, J. “Pedagogies of choice: Challenging coercive relations of power in classrooms and communities” (261–271); Taylor, S. K., & Sakamoto, M. “Language and power” (273–275); Lee, E., & Norton, B. “The English language, multilingualism, and the politics of location” (277–290); Taylor, S. K. “Right pedagogy/wrong language and caring in times of fear? Issues in the schooling of ethnic Kurdish children in Denmark” (291–307); Morgan, B. “Revitalising the essay in an English for academic purposes course: Critical engagement, multiliteracies and the internet” (309–324); Mayer, C. “Issues in second language literacy education with learners who are deaf” (325–334); Taylor, S. K., & Sakamoto, M. “Conclusion: Language and power à la Jim Cummins” (335–339).

TESOL Quarterly 43 (1). (2009). Vásquez, C., & Sharpless, D. “The role of pragmatics in the master’s TESOL curriculum: Findings from a nationwide survey” (5–28); Walters, F. S. “A conversation analysis-informed test of L2 aural pragmatic comprehension” (29–54); Webb, S., & Kagimoto, E. “The effects of vocabulary learning on collocation and meaning” (55–77); Barcroft, J. “Effects of synonym generation on incidental and intentional L2 vocabulary learning during reading” (79–103); Ellis, R. “Motivating behaviors in the language classroom: A reader responds to Guilloteaux and Dörnyei’s ‘Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student motivation’” (105–109); Guilloteaux, M. J., & Dörnyei, Z. “Motivating behaviors in the language classroom: The authors reply” (109–111); Barkhuizen, G. “Topics, aims, and constraints in English teacher research: A Chinese case study” (113–125); Proctor, C. P., & Mo, E. “The relationship between cognate awareness and English comprehension among Spanish-English bilingual fourth grade students” (126–136); Suzuki, M. “The compatibility of L2 learners’ assessment of self- and peer revision of writing with teachers’ assessment” (137–148).

TESOL Quarterly 43 (2). (2009). Palmer, D. K. “Middle-class English speakers in a two-way immersion bilingual classroom: Everybody should be listening to Jonathan right now...” (177–202); Ellwood, C., & Nakane, I. “Privileging of speech in EAP and mainstream university classrooms: A critical evaluation of participation” (203–230); McDonough, K., & Sunitham, W. “Collaborative dialogue between Thai EFL learners during self-access computer activities” (231–254); Lai, Y.-C. “Language learning strategy use and English proficiency of university freshman in Taiwan” (255–280); Hamid, M. O., Sussex, R., & Khan, A. “Private tutoring in English for secondary school students in Bangladesh” (281–308); Taylor, S. K. “Paving the way to a more multilingual TESOL” (309–313); Fishman, J. A. “Is a fuller relinguification of TESOL desirable?” (313–317); Cummins, J. “Multilingualism in the English-language classroom: Pedagogical considerations” (317–321); Garciá, O. “Emergent bilinguals and TESOL: What’s in a name?” (322–326); Wink, J. “What the ‘other’ taught me about bilingual basics, visuals, and stories as we articulate multilingualism in TESOL” (327–331); Silver, R. “Professional relevance in a multilingual world” (332–335); Phillipson, R. “English in globalisation, a lingua franca or a lingua frankensteinia?” (335–339); Skutnabb-Kangas, T. “What can TESOL do in order not to participate in crimes against humanity?” (340–344); Tomita, Y., Suzuki, W., & Jessop, L. “Elicited imitation: Toward valid procedures to measure implicit second language grammatical knowledge” (345–350); Elder, C., Knoch, U., & Zhang, R. “Diagnosing the support needs of second language writers: Does the time allowance matter?” (351–360); Sakai, H. “Effect of repetition of exposure and proficiency levels in L2 listening tests” (360–372).

World Englishes 28 (3). (2009). Collins, P. “Modals and quasi-modals in world Englishes” (281–292); Lee, N. H., Ping, L. A., & Nomoto, H. “Colloquial Singapore English got: Functions and substratal influences” (293–318); Starks, D., & Thompson, L. “Agreement patterns in existential constructions in the New Zealand Niuean community” (319–335); Anchimbe, E. A. “Revisiting the notion of maturation in new Englishes” (336–351); Michieka, M. “Expanding circles within the outer circle: The rural Kisii in Kenya” (352–364); Butt, D. G. “Technique and empire in the poetry of Ee Tiang Hong” (365–393); Hamdan, J. M., & Hatab, W. A. “English in the Jordanian context” (394–405).

EDITED VOLUMES

Cirocki, A. (Ed.). (2009). Extensive reading in English language teaching. Munich: Lincom Europa. Pp. 630. €88.00 paper. Pulido, D. “Developing reading skills in a foreign/second language” (27–45); Loucky, J. P. “Enhancing skills essential for effective reading” (47–82); Waring, R. “The inescapable case for extensive reading” (93–111); Hill, D. R. “The place and role of graded readers in the EFL context (ER programmes)” (113–127); Leow, R. P. “Simplified written input and its effects on L2 comprehension: What the research reveals” (129–141); Aleksandrowicz-Pedich, L. “What to read in extensive reading programmes: Teachers’ choices and recommendations in view of the concept of the literary canon” (143–156); Cirocki, A. “The place and role of literary texts in language education: A historical overview” (157–170); David, M. K. “Moving beyond schema: Selecting texts for EFL readers” (171–178); Taboada, A., & McElvany, N. “Between the sill and will of extensive reading: L2 learners as engaged readers” (179–202); MacAlister, J. “‘But my programme’s too full already’: How to make a good think happen in the academic purposes classroom” (203–218); Nunn, R. “Integrating extensive reading into holistic task-based learning units” (219–229); Widodo, H. “Implementing collaborative extensive reading in an EFL classroom” (231–248); Gorsuchi, G., & Taguchi, E. “Repeated reading and its role in an extensive reading programme” (249–271); Fujigaki, E. “Extensive reading for weak readers: Developing reading fluency in the EFL/ESL context” (273–293); Ariyanto, S. “Encouraging extensive reading to improve academic literacy in the EFL class” (295–309); You, C., & Chen, S. “Applying authentic materials to EFL extensive reading in senior high schools in China” (311–331); Mikulecky, L. J. “Using internet-based children’s and young adult literature for extensive reading in EFL instruction” (333–347); Wu, Y. “Engaging advanced-level ESL students to read young adult literature in extensive reading settings” (349–373); Nunn, R. “Extensive reading of literary texts for advanced students: A contrapuntal approach to critical thinking” (375–386); Ewert, D. E. “Making connections: Using literature for extensive reading” (387–407); Sivasubramaniam, S. “Anchoring literature in extensive reading programmes: Issues and insights for promoting intersubjectivity in the classroom” (409–428); Janopoulos, M. “Pleasure reading and writing in a second language: (How) can we make the connection?” (429–438); Lado, A. “Motivating beginners to read by conducting oral activities with picture books” (439–450); Takase, A. “The effects of different types of extensive reading materials on reading amount, attitude and motivation” (451–465); Pulverness, A. “Deprived of history: Literature and film in third places” (467–481); David, M. K., & Dumanig, F. P. “Learning about cross-cultural encounters: Authentic texts in extensive reading (ER) programmes at university level” (483–501); Sivasubramaniam, S. “Extensive reading as semiotic mediation: A celebration of lived through experiences” (503–516); Cirocki, A. “Implementing the ER approach to literature in the EFL secondary school classroom: An action research study” (521–545); Takase, A. “The effects of SSR on learners’ reading attitudes, motivation, and achievement: A quantitative study” (547–559); Wu, F., & Wu, Z. “Developing learner autonomy through extensive reading in the context of Chinese EFL colleges” (561–576); Fujigaki, E. “Addressing students’ output in the extensive reading class: A qualitative study” (577–589); Al-Jarf, R. “Promoting EFL secondary students’ extensive reading skills” (595–601); Al-Jarf, R. “Teaching extensive reading to EFL secondary students online” (603–610); Jilani, R. “Reading development through reading for pleasure: A plan for EFL classes” (611–615); Widodo, H. P., & Pusporni, R. “Teaching context-based EFL extensive reading (ER)” (617–622); Burns, A. “Reading for learning, learning for reading” (623–624); Mukundan, J. “Extensive reading activity 1” (625–626); Mukundan, J. “Extensive reading activity 2” (627–628).

García Mayo, M. P., & Hawkins, R. (Eds.). (2009). Second language acquisition of articles: Empirical findings and theoretical implications. Amsterdam: Benjamins. Pp. 272. $143.00 cloth. García Mayo, M. P., & Hawkins, R. “Introduction: The interest of article acquisition for theories of SLA” (1–10); García Mayo, M. P. “Article choice in L2 English by Spanish speakers: Evidence for full transfer” (13–35); Sarko, G. “L2 English article production by Arabic and French speakers” (37–66); Tryzna, M. “Questioning the validity of the article choice parameter and the fluctuation hypothesis: Evidence from L2 English article use by L1 Polish and L1 Mandarin Chinese speakers” (67–86); Kim, L. K., & Lakshmanan, U. “The processing role of the article choice parameter: Evidence from L2 learners of English” (87–113); Trenkic, D. “Accounting for patterns of article omissions and substitutions in second language production” (115–143); Ionin, T., & Montrul, S. “Article use and generic reference: Parallels between L1- and L2-acquisition” (147–173); Jin, F., Åfarli, T. A., & van Dommelen, W. A. “Variability in the L2 acquisition of Norwegian DPs: An evaluation of some current SLA models” (175–199); Goad, H., & White, L. “Articles in Turkish/English interlanguage revisited: Implications of vowel harmony” (201–232); Jaensch, C. “Article choice and article omission in the L3 German of native speakers of Japanese with L2 English” (233–263).

Manchón, R. M. (Ed.). (2009). Writing in foreign language contexts: Learning, teaching, and research. Clevedon, UK: Multilingual Matters. Pp. 280. $49.95 paper. Manchón, R. M. “Introduction: Broadening the perspective of L2 writing scholarship—The contribution of research on foreign language writing” (1–19); Rinnert, C., & Kobayashi, H. “Situated writing practices in foreign language settings: The role of previous experience and instruction” (23–48); Sasaki, M. “Changes in English as a foreign language students’ writing over 3.5 years: A sociocognitive account” (49–76); Schoonen, R., Snellings, P., Stevenson, M., & van Gelderen, A. “Towards a blueprint of the foreign language writer: The linguistic and cognitive demands of foreign language writing” (77–101); Manchón, R. M., Roca de Larios, J., & Murphy, L. “The temporal dimension and problem-solving nature of foreign language composing processes: Implications for theory” (102–129); Celaya, M. L., & Navés, T. “Age-related differences and associated factors in foreign language writing: Implications for L2 writing theory and school curricula” (130–155); Flowerdew, J., & Li, Y. “The globalization of scholarship: Studying Chinese scholars writing for international publication” (156–182); Reichelt, M. “A critical evaluation of writing teaching programmes in different foreign language settings” (183–206); Cumming, A. “The contribution of studies of foreign language writing to research, theories and policies” (209–231); Ortega, L. “Studying writing across EFL contexts: Looking back and moving forward” (232–255); Casanave, C. P. “Training for writing or training for reality? Challenges facing EFL writing teachers and students in language teacher education programs” (256–277).

Nguyen, H. t., & Kasper, G. (Eds.). (2009). Talk-in-interaction: Multilingual perspectives. University of Hawai‘i at Mānoa: National Foreign Language Resource Center. Pp. 393. $40.00 paper. Kasper, G. “Categories, context, and comparison in conversation analysis” (1–28); Blimes, J. “Kinship categories in a northern Thai narrative” (29–56); Nguyen, H. t. “The recommendation sequence in Vietnamese family talk: Negotiation of asymmetric access to authority and knowledge” (57–87); Suzuki, A. “When gaijin matters: Theory-building in Japanese multiparty interaction” (89–109); Higgins, C. “‘Are you Hindu?’: Resisting membership categorization through language alternation” (111–136); Saft, S. “A practice for avoiding and terminating arguments in Japanese: The case of university faculty meetings” (137–156); Ikeda, K. “Third party involvement in Japanese political television interviews” (157–180); Talmy, S. “Resisting ESL: Categories and sequence in a critically ‘motivated’ analysis of classroom interaction” (181–213); Hauser, E. “Turn-taking and primary speakership during a student discussion” (215–244); Rylander, J. “Repair work in a Chinese as a foreign language classroom” (245–280); González-Lloret, M. “CA for computer-mediated interaction in the Spanish L2 classroom” (281–316); Kim, Y. “The Korean discourse markers -nuntey and kuntey in native-nonnative conversation: An acquisitional perspective” (317–350); Ishida, M. “Development of interactional competence: Changes in the use of ne in L2 Japanese during study abroad” (351–385).

Oxford, R., & Oxford, J. (Eds.). (2009). Second language teaching and learning in the net generation. University of Hawai‘i at Mānoa: National Foreign Language Resource Center. Pp. 220. $30.00 paper. van Compernolle, R. A., & Williams, L. “(Re)situating the role(s) of new technologies in world-language teaching and learning” (9–21); Niño, A. “Internet and language teaching/learning: Reflections on online emerging technologies and their impact on foreign-language instruction” (23–30); Fuchs, C. “Digital natives and their self-related electronic literacy skills: Empirical findings from a survey study in German secondary schools” (31–51); Goertler, S. “Hybridizing the curriculum: Needs, benefits, challenges, and attitudes” (53–64); Rosen, L. “Reaching students: A hybrid approach to language learning” (65–84); Oxford, R. “The influence of technology on second-language writing” (85–100); Bird-Soto, N., & Rengel, P. “Podcasting in the language classroom: Inherently mobile or not?” (111–125); Lazo-Wilson, V., & Lozano Espejo, C. I. “The coalescence of Spanish language and culture through blogs and films” (127–139); McCourt, C. A. “Pragmatic variation among learners of French in real-time chat communication” (141–151); Clark, G. “These horses can fly! and other lessons from second life: The view from a virtual hacienda” (153–172); Cooke-Plagwitz, J. “A new language for the net generation: Why second life works for the net generation” (173–180); Warren, J. B. “Web-based language portfolios and the five Cs: Implementation in foreign language college classrooms” (181–197); Charbonneau-Gowdy, P. “Awakening to the power of video-based web-conferencing technology to promote change” (199–216).