03–438 Appel, Christine (Dublin City U., Ireland; Email: [email protected]) and Mullen, Tony (U. of Groningen, The Netherlands). A new tool for teachers and researchers involved in e-mail tandem language learning. ReCALL (Cambridge, UK), 14, 2 (2002), 195–208.

03–439 Atlan, Janet (IUT – Université Nancy 2, France; Email: [email protected]). La recherche sur les stratégies d'apprentissage appliquée à l'apprentissage des langues. [Learning strategies research applied to language learning.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 1–32.

03–440 Aviezer, Ora (Oranim Teachers College & U. of Haifa, Israel; Email: [email protected]). Bedtime talk of three-year-olds: collaborative repair of miscommunication. First Language (Bucks., UK), 23, 1 (2003), 117–139.

03–441 Block, David (Institute of Education, University of London). Destabilized identities and cosmopolitanism across language and cultural borders: two case studies. Hong Kong Journal of Applied Linguistics. (Hong Kong, China), 7, 2 (2002), 1–19.

03–442 Brantmeier, Cindy (Washington U., USA). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 1–27.

03–443 Cameron, L. (University of Leeds, UK; Email: [email protected]). Challenges for ELT from the expansion in teaching children. ELT Journal, 57, 2 (2003), 105–112.

03–444 Carter, Beverley-Anne (University of the West Indies, Trinidad and Tobago). Helping learners come of age: learner autonomy in a Caribbean context. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 20–38.

03–445 Cenos, Jasone (U. del País Vasco, Vitoria-Gasteiz, Spain; Email: [email protected]). Facteurs déterminant l'acquisition d'une L3: âge, développement cognitive et milieu. [Factors determining the acquisition of an L3: age, cognitive development and environment.] Aile 18, 2002, 37–51.

03–446 Chini, Danielle (Université de Pau et des Pays de l'Adour, France). La situation d'apprentissage: d'un lieu externe à un espace interne. [Learning situation: from external to internal space.] Anglais de Specialité37–38 (2002), 95–108.

03–447 Condon, Nora and Kelly, Peter (U. Namur, Belgium). Does cognitive linguistics have anything to offer English language learners in their efforts to master phrasal verbs?ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 205–231.

03–448 Crawford Camiciottoli, Belinda (Florence U., Italy). Metadiscourse and ESP reading comprehension: An exploratory study. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 28–44.

03–449 Dykstra-Pruim, Pennylyn (Calvin College, Michigan, USA). Speaking, Writing, and Explicit Rule Knowledge: Toward an Understanding of How They Interrelate. Foreign Language Annals (New York, USA), 36, 1 (2003), 66–75.

03–450 Giguère, Jacinthe, Giasson, Jocelyne and Simard, Claude (Université Laval, Canada; Email: [email protected]). Les relations entre la lecture et l'écriture: Représentations d'élèves de différents niveaux scolaires et de différents niveaux d'habilité. [Relationships between reading and writing: The perceptions of students of different grade levels and different ability levels.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 23–50.

03–451 Gregersen, Tammy S. (Northern Iowa U., USA). To Err is Human: A Reminder to Teachers of Language-Anxious Students. Foreign Language Annals (New York, USA), 36, 1 (2003), 25–32.

03–452 Haznedar, Belma (Bounaziçi U., Turkey; Email: [email protected]). The status of functional categories in child second language acquisition: evidence from the acquisition of CP.Second Language Research (London, UK), 19, 1 (2003), 1–41.

03–453 Hesling, Isabelle (Université Victor Segalen Bordeaux 2, France). L'hémisphère cérébral droit: un atout en anglais de spécialité. [The right brain hemisphere: an advantage in specialised English.] Anglais de Specialité, 37–38 (2002), 121–140.

03–454 Hilton, Heather (Université de Savoie). Modèles de l'acquisition lexicale en L2: où en sommes-nous? [Models of lexical acquisition for L2: where are we?] Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 201–217.

03–455 Iwashita, Noriko (Melbourne U., Australia; Email: [email protected]). Negative feedback and positive evidence in task-based interaction. Differential effects on L2 development. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 1–36.

03–456 Johnson, Sharon P. and English, Kathryn (Virginia State U., USA). Images, myths, and realities across cultures. The French Review (Carbondale, IL, USA), 76, 3 (2003), 492–505.

03–457 Kobayashi, Masaki (U. of British Columbia, Canada). The role of peer support in ESL students' accomplishment of oral academic tasks. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 3 (2003), 337–368.

03–458 Lam, Agnes (University of Hong Kong). Language policy and learning experience in China: Six case histories. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 57–72.

03–459 Laufer, Batia (U. of Haifa, Israel; Email: [email protected]). Vocabulary acquisition in a second language: do learners really acquire most vocabulary by reading? Some empirical evidence. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 4 (2003), 567–587.

03–460 Lavoie, Natalie (Université du Québec à Rimouski, Email: [email protected]). Les conceptions des parents de scripteurs débutants relativement à l'apprentissage de l'écriture. [The perceptions of beginner writers' parents relating to the process of learning to write.] The Canadian Journal of Applied Linguistics (Canada), 5, 1–2 (2003), 51–64.

03–461 Leeman, Jennifer (George Mason U., Fairfax, USA; Email: [email protected]). Recasts and second language development: beyond negative evidence. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 37–63.

03–462 Loucky, John Paul (Seinan Women's U., Japan) Improving access to target vocabulary using computerized bilingual dictionaries. ReCALL (Cambridge, UK), 14, 2 (2002), 293–312.

03–463 MacIntyre, Peter D. (U. College of Cape Breton, Sydney, Canada; Email: [email protected]), Baker, Susan C., Clément, Richard and Donovan, Leslie A. Talking in order to learn: willingness to communicate and intensive language programs. The Canadian Modern Language Review/La Revue canadienne des langues vivantes, 59, 4 (2003), 589–607.

03–464 McAlpine, Janice and Myles, Johanne (Queens U., Ontario, Canada; Email: [email protected]). Capturing phraseology in an online dictionary for advanced users of English as a second language: a response to user needs. System (Oxford, UK), 31, 1 (2003), 71–84.

03–465 Mennim, P. (The University of Edinburgh, Scotland, UK). Rehearsed oral L2 output and reactive focus on form. ELT Journal, 57, 2 (2003), 130–138.

03–466 Muñoz, Carmen (U. of Barcelona, Spain; Email: [email protected]). Le rythme d'acquisition des savoirs communicationnels chez des apprenants guidés: l'influence de l'âge. [Patterns of acquisition of communication skills in guided learning: the influence of age.] Aile, 18 (2002), 53–77.

03–467 Newcombe, Lynda Pritchard (Cardiff University, Wales, UK). “A tough hill to climb alone” – Welsh learners speak. Hong Kong Journal of Applied Linguistics (Hong Kong, China), 7, 2 (2002), 39–56.

03–468 Newman, Michael, Trenchs-Parera, Mireia and Pujol, Mercè (CUNY, USA; Email: [email protected]). Core academic literacy principles versus culture-specific practices: a multi-case study of academic achievement. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 45–71.

03–469 Nsangou, Maryse. Problemursachen und Problemlösung in der zweitsprachlichen Kommunikation. [Problems in L2 communication: causes and solutions.] Deutsch als Fremdsprache, 39, 4 (2002), 232–237.

03–470 O'Grady, William (U. of Hawaii, USA; Email: [email protected]) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011–1019.

03–471 Payne, J. Scott (Middlebury College, USA) and Whitney, Paul J. Developing L2 Oral Proficiency through Synchronous CMC: Output, Working Memory, and Interlanguage Development. CALICO Journal (Texas, USA), 20, 1 (2002), 7–32.

03–472 Pekarek Doehler, Simona (U. of Basle, Switzerland). Situer l'acquisition des langues secondes dans les activités sociales: l'apport d'une perspective interactionniste. [Second-language acquisition through social activities: an interactionist perspective.] Babylonia (Comano, Switzerland), 4 (2002), 24–29.

03–473 Philp, Jenefer (U. of Tasmania, Australia; Email: [email protected]). Constraints on “noticing the gap”. Nonnative speakers' noticing of recasts in NS-NNS interaction. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 99–126.

03–474 Prévost, Philippe (U. Laval, Québec, Canada; Email: [email protected]). Truncation and missing inflection in initial child L2 German. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 65–97.

03–475 Pujolá, Joan-Tomás (Universitat de Barcelona, Spain). CALLing for help: researching language learning strategies using help facilities in a web-based multimedia program. ReCALL (Cambridge, UK), 14, 2 (2002), 235–62.

03–476 Rees, David (Institut National d'Horticulture d'Angers, France). Role change in interactive learning environments. Stratégies d'apprentissage (Toulouse, France), 12 (2003), 67–75.

03–477 Rehner, Katherine, Mougeon, Raymond (York U., Toronto, Canada; Email: [email protected]) and Nadasdi, Terry. The learning of sociolinguistic variation by advanced FSL learners. The case ofnousversusonin immersion French. Studies in Second Language Acquisition (Cambridge, UK), 25 (2003), 127–156.

03–478 Richter, Regina. Konstruktivistiche Lern- und Mediendesign-Theorie und ihre Umsetzung in multimedialen Sprachlernprogrammen. [Constructivist learning- and media-design theory and its application in multimedia language-learning programmes.] Deutsch als Fremdsprache, 39, 4 (2002), 201–206.

03–479 Rinder, Ann. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructivist learning paradigm and the new media.] Info DaF (Munich, Germany), 30, 1 (2003), 3–22.

03–480 Rott, Susanne and Williams, Jessica (U. of Chicago at Illinois, USA). Making form-meaning connections while reading: A qualitative analysis of word processing. Reading in a Foreign Language (Hawaii, USA), 15, 1 (2003), 45–75.

03–481 Shinichi, Izumi (Sophia U., Japan; Email: [email protected]). Output, input enhancement, and the noticing hypothesis. Studies in Second Language Acquisition (Cambridge, UK), 24, 4 (2002), 541–577.

03–482 Sifakis, N. C. (Hellenic Open U., Greece; Email: [email protected]). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, NE), 22, 1 (2003), 195–211.

03–483 Slabakova, Roumyana (U. of Iowa, USA; Email: [email protected]). Semantic evidence for functional categories in interlanguage grammars. Second Language Research (London, UK), 19, 1 (2003), 42–75.

03–484 Soboleva, Olga and Tronenko, Natalia (LSE, UK; Email: [email protected]). A Russian multimedia learning package for classroom use and self-study. Computer Assisted Language Learning (Lisse, NE), 15, 5 (2002), 483–499.

03–485 Stockwell, Glenn (Kumamoto Gakuen U., Japan) and Harrington, Michael. The Incidental Development of L2 Proficiency in NS-NNS E-mail Interactions. CALICO Journal (Texas, USA), 20, 2 (2003), 337–359.

03–486 Van de Craats, Ineke (Nijmegen U., Netherlands). The role of the mother tongue in second language learning. Babylonia (Comano, Switzerland), 4 (2002), 19–22.

03–487 Vidal, K. (U. Autonoma de Madrid, Spain). Academic Listening: A Source of Vocabulary Acquisition?Applied Linguistics, 24, 1 (2003), 56–89.

03–488 Wakabayashi, Shigenori (Gunma Prefectural Women's U., Japan; Email: [email protected]). Contributions of the study of Japanese as a second language to our general understanding of second language acquisition and the definition of second language acquisition research. Second Language Research (London, UK), 19, 1 (2003), 76–94.

03–489 Ward, Monica (Dublin City U., Ireland). Reusable XML technologies and the development of language learning materials. ReCALL (Cambridge, UK), 14, 2 (2002), 283–92.

03–490 Wendt, Michael (U. Bremen, Germany; Email: [email protected]). Context, culture, and construction: research implications of theory formation in foreign language methodology. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 284–297.

03–491 Wernsing, Armin Volkmar (Maria-Sybilla-Merian-Gymnasium/Studienseminar, Krefeld, Germany). Über die Zuversicht und andere Emotionen beim Fremdsprachenlernen. [Confidence and other emotions in foreign-language learning.] Fremdsprachenunterricht (Berlin, Germany), 2 (2003), 81–87.

03–492 Wintergerst, Ann, DeCapua, Andrea and Verna, Marilyn (St. Johns U. New York, USA). An analysis of one learning styles instrument for language students. TESL Canada Journal (Burnaby, BC, Canada), 20, 1 (2002), 16–37.

03–493 Yang, Anson and Lau, Lucas (City U. of Hong Kong; Email: [email protected]). Student attitudes to the learning of English at secondary and tertiary levels. System (Oxford, UK), 31, 1 (2003), 107–123.

03–494 Yoshii, Makoto (Baiko Gakuin U., Japan) and Flaitz, Jeffra. Second Language Incident Vocabulary Retention: The Effect of Text and Picture Annotation Types. CALICO Journal (Texas, USA), 20, 1 (2002), 33–58.

03–495 Yuan, F. (U. of Pennsylvania, USA) and Ellis, R. The Effects of Pre-Task Planning and On-Line Planning on Fluency, Complexity and Accuracy in L2 Monologic Oral Production. Applied Linguistics, 24, 1 (2003), 1–27.