07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.

07–21Ansarin, Ali AkBar (Tabriz U, Iran; [email protected]), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.

07–22Bent, Tessa (North Western U, USA; [email protected]), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.

07–23Carpenter, Helen (Georgetown U, USA; [email protected]), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.

07–24Christoffels, Ingrid K. (Maastricht U, the Netherlands), Annette M.B. de Groot & Judith F. Kroll, Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language (Elsevier) 54. 3 (2006), 324–345.

07–25Comajoan, Llorenç (Middlebury College, USA; [email protected]), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.

07–26Cushion, Steve (London Metropolitan U, UK), A software development approach for computer assisted language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 273–286.

07–27Dodigovic, Marina (American U Sharjah, United Arab Emirates), Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 443–455.

07–28Ellis, Rod (U Auckland, New Zealand; [email protected]), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.

07–29Ewald, Jennifer (Saint Joseph's U, USA), Students' evaluations of dialogue journals: Perspectives on classroom themes. Applied Language Learning (Defense Language Institute) 16.1 (2006), 37–54.

07–30Gearon, Margaret (U Monash, Australia; [email protected]), L'alternance codique chez les professeurs de francais langue etrangere pendant des lecons orientees vers le developpement des connaissances grammaticales [Code-switching in L2 French teachers in grammatical knowledge classes]. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 449–467.

07–31Goldberg, Erin (U Alberta, Canada), Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 423–447.

07–32Greidanus, Tine (Vrije U Faculteit der Letteren De Boelelaan, the Netherlands; [email protected]), Bianca Beks & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 509–532.

07–33Howard, Martin (U Cork, Ireland), Variation in advanced French interlanguage: A comparison of three (socio)linguistic variables. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 379–400.

07–34Hsieh, Shu-min (Yuanpei Institute of Science and Technology, Taiwan; [email protected]), Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal (Sage) 37.2 (2006), 216–235.

07–35Kaschak, Michael, P. (Florida State U., USA) & Jenny R. Saffran, Idiomatic syntactic constructions and language learning. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 30.1 (2006), 43–63.

07–36Kissau, Scott (U Windsor, Canada), Gender differences in motivation to learn French. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 401–422.

07–37Knutson, Elizabeth (U Pennsylvania, USA), Focus on the classroom. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 591–610.

07–38Kobayashi, Yoko (Iwate U, Morioka, Japan), Interethnic relations between ESL students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 181–195.

07–39Kuhl, Patricia, K. (U Washington, USA; [email protected]), Erica Stevens, Akiko Hayashi, Toshisada Deguchi, Shigeru Kiritani & Paul Iverson, Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science (Blackwell) 9.2 (2006), F13.

07–40Ladegaard, Hans. J (U Southern Denmark) & Itesh Sachdev, ‘I like the Americans… but I certainly don't aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 91–108.

07–41Lafontaine, Marc (U Laval, Canada; [email protected]), L'utilisation de stratégies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue second [Learning strategy use in relation to success with L2 English adolescents]. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 533–562.

07–42Liao, Posen (National Taipei U, Taiwan; [email protected]), EFL learners' beliefs about and strategy use of translation in English learning. RELC Journal (Sage) 37.2 (2006), 191–215.

07–43Little, Deborah, M. (U Illinois & U Brandeis, USA; [email protected]), Lauren M. Mcgrath, Kristen J. Prentice & Arthur Wingfield, Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 487–511.

07–44Loucky, John Paul (Seinan Women's U, Japan), Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 389–416.

07–45McDonough, Kim (Northern Arizona U, USA; [email protected]), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.

07–46Milton, James (U Wales Swansea, UK; [email protected]), Language lite? Learning French vocabulary in school. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 187–205.

07–47Mohan, Bernard (U British Columbia, Canada; [email protected]) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.

07–48O'Brien, Irena (U du Québec à Montréal & Centre for the Study of Learning and Performance, Canada; [email protected]), Norman Segalowitz, Joe Collentine & Barbara Freed, Phonological memory and lexical, narrative and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 377–402.

07–49Perry, Conrad, Man-Kit Kan, Stephen Matthews & Richard Kwok-Shing Wong (Hong Kong Institute of Education, China), Syntactic ambiguity resolution and the prosodic foot: Cross-language differences. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 301–333.

07–50Pica, Teresa (U Pennsylvania, USA; [email protected]), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.

07–51Polio, Charlene (Michigan State U, USA; [email protected]), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.

07–52Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.

07–53Roessingh, Hetty (U Calgary, Canada), The teacher is the key: Building trust in ESL high school programs. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 563–590.

07–54Rosell-Aguilar, Fernando (The Open U, UK), Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 417–442.

07–55Saaristo-Helin, Katri (U Helsinki, Finland; [email protected]), Tuula Savinainen & Sari Kunnari, The phonological mean length of utterance: Methodological challenges from a crosslinguistic perspective. Journal of Child Language (Cambridge University Press) 33.1 (2006), 179–190.

07–56Sagarra, Nuria (Pennsylvania State U, USA; [email protected]) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006), 228–243.

07–57Schauer, Gila A. (Lancaster U, UK; [email protected]), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.

07–58Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.

07–59Simpson, James (U Leeds, UK), Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 327–345.

07–60Smith, Bruce, L. (U Utah, USA; [email protected]),Karla K. McGregor & Darcy Demille, Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 355–375.

07–61Toth, Paul D. (U Wisconsin-Madison, USA; [email protected]), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.

07–62Trautman, Carol Hamer (U Texas at Dallas/Callier Center, USA; [email protected]) & Pamela Rosenthal Rollins, Child-centred behaviours with 12-month-old infants: Associations with passive joint engagement and later language. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 447–463.

07–63Usó-Juan, Esther (U Jaume I, Castelló, Spain; [email protected]), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.

07–64Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.

07–65Vinagre, Margarita (U Antonio de Nebrija, Madrid, Spain), Fostering language learning via email: An English–Spanish exchange. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 369–388.

07–66Vinther, Jane (U Southern Denmark, Denmark), Cognitive processes at work in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 251–271.