04–164Aronin, Larissa (U. of Haifa, Israel; Email: [email protected]) and Ó Laorie, Muiris. Multilingual students' awareness of their language teacher's other languages. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 204–19.

04–165Beatty, Ken (City U., Hong Kong; Email: [email protected]) and Nunan, David. Computer-mediated collaborative learning. System (Oxford, UK), 32, 2 (2004), 165–83.

04–166Berry, Roger (Lingnan U., Hong Kong; Email: [email protected]). Awareness of metalanguage. Language Awareness (Clevedon, UK), 13, 1 (2004), 1–16.

04–167Chang, Jin-Tae (Woosong University, Korea; Email: [email protected]). Quasi-spoken interactions in CMC: email and chatting content analysis. English Teaching (Anseonggun, South Korea), 58, 3 (2003), 95–122.

04–168Chung, Hyun-Sook (International Graduate School of English, South Korea; Email: [email protected]). Does subject knowledge make a significant contribution beyond that of L2 listening ability to L2 listening?English Teaching (Anseonggun, South Korea), 58, 3 (2003), 21–40.

04–169Cunico, Sonia (Leicester U., UK). Translation as a purposeful activity in the language classroom. Tuttitalia (Rugby, UK), 29 (2004), 4–12.

04–170Dodigovic, Marina (Zayed U., Dubai, UAE; Email: [email protected]). Natural language processing (NLP) as an instrument of raising the language awareness of learners of English as a second language. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 187–203.

04–171El-Dib, M. A. (Zagazig U., Egypt). Language Learning strategies in Kuwait: links to gender, language level, and culture in a hybrid context. Foreign Language Annals (Alexandria, Virginia, USA), 37, 1 (2004), 85–95.

04–172García Mayo, María del Pilar (U. of the Basque Country, Spain; Email: [email protected]). Interaction in advanced EFL pedagogy: a comparison of form-focused activities. International Journal of Educational Research (Abingdon, UK), 37 (2002), 323–41.

04–173Ghaith, Ghazi (American U. of Beirut, Lebanon). Effects of the Learning Together model of co-operative learning on English as a Foreign Language reading achievement, academic self-esteem, and feelings of social alienation. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 451–74.

04–174Hansen, Jette G. (U. of Arizona, USA; Email: [email protected]). Developmental sequences in the acquisition of English L2 syllable codas – a preliminary study. Studies in Second Language Acquisition (New York, USA), 26, 1 (2004), 85–124.

04–175Havranek, Gertraud (U. of Klagenfurt, Austria; Email: [email protected]). When is corrective feedback most likely to succeed?International Journal of Educational Research (Abingdon, UK), 37 (2002), 255–70.

04–176Hegelheimer, Volker (Iowa State U., USA; Email: [email protected]) and Tower, Dustin. Using CALL in the classroom: Analyzing student interactions in an authentic classroom. System (Oxford, UK), 32, 2 (2004), 185–205.

04–177Hester, Elizabeth (Wichita State U., USA; Email: [email protected]) and Hodson, Barbara Williams. The role of phonological representation in decoding skills of young readers. Child Language Teaching and Therapy (London, UK), 20, 2 (2004), 115–33.

04–178Kim, Haeyoung (Catholic U. of Korea, South Korea; Email: [email protected]). Effects of free reading on vocabulary competence in the first and second language. English Teaching (Anseonggun South Korea), 58, 4 (2003), 273–92.

04–179Klapper, John and Rees, Jonathan (Birmingham U., UK; Email: [email protected]). Marks, get set, go: an evaluation of entry levels and progress rates on a university foreign language programme. Assessment & Evaluation in Higher Education (London, UK), 29, 1 (2004), 21–39.

04–180Kuiken, Folkert (U. of Amsterdam, The Netherlands; Email: [email protected]) and Vedder, Ineke. The effect of interaction in acquiring the grammar of a second language. International Journal of Educational Research (Abingdon, UK), 37 (2002), 343–58.

04–181Letao, S. and Fletcher, J. (U. of Western Australia, Australia). Literacy outcomes for students with speech impairment: long-term follow-up. International Journal of Language and Communication Disorders (Abingdon, UK), 39, 2 (2004), 245–56.

04–182Lindberg, Inger (Göteborg U., Sweden; Email: [email protected]). Second language awareness: for what and for whom?Language Awareness (Clevedon, UK), 12, 3&4 (2003), 157–71.

04–183Lyster, Roy (McGill U., Canada; Email: [email protected]). Negotiation in immersion teacher-student interaction. International Journal of Educational Research (Abingdon, UK), 37 (2002), 237–53.

04–184Martino, W. Boys, masculinities and literacy: addressing the issues. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 9–27.

04–185McDonough, Kim (U. of Illinois at Urbana-Champaign, USA; Email: [email protected]). Learner-learner interaction during pair and small group activities in a Thai EFL context. System (Oxford, UK), 32, 2 (2004), 207–24.

04–186Meara, P. (U. of Wales Swansea, UK). Modelling vocabulary loss. Applied Linguistics (Oxford, UK), 25, 2 (2004), 137–55.

04–187Mori, Reiko (Fukuoka Prefectural U., Japan; Email: [email protected]). Staying-in-English rule revisited. System (Oxford, UK), 32, 2 (2004), 225–36.

04–188Roche, Jörg and Scheller, Julija (Ludwig-Maximilians-Universität München, Germany). Zur Effizienz von Grammatikanimationen beim Spracherwerb [The efficiency of grammar animations in the process of learning foreign languages]. Zeitschrift für Interkulturellen Fremdsprachenunterricht, Online Journal, 9, 1 (2004), 15 pp.

04–189Saito, H. & Eisenstein Ebsworth, M. (Queens College, City U. of New York, USA). Seeing English language teaching and learning through the eyes of Japanese EFL and ESL students. Foreign Language Annals (New York, USA), 37, 1 (2004), 111–24.

04–190Schwarzer, D. (U. of Texas at Austin, USA). Student and teacher strategies for communicating through dialogue journals in Hebrew: a teacher research project. Foreign Language Annals (New York, USA), 37, 1 (2004), 77–84.

04–191Simard, D. & Wong, W. (U. du Québec, Montréal). Language awareness and its multiple possibilities for the L2 classroom. Foreign Language Annals (New York, USA), 37, 1 (2004), 96–110.

04–192Soh, Yoon-Hee (Pochon CHA University, South Korea; Email: [email protected]). Students' preparation, participation and attitudes toward an oral class presentation. English Teaching (Anseonggun, South Korea), 58, 3 (2003), 69–94.

04–193Soler Alcón, Eva (U. Jaume I, Spain; Email: [email protected]). Relationship between teacher-led versus learners' interaction and the development of pragmatics in the EFL classroom. International Journal of Educational Research (Abingdon, UK), 37 (2002), 359–77.

04–194Swain, Merrill and Lapkin, Sharon (U. of Toronto, Canada; Email: [email protected]). Talking it through: two French immersion learners' response to reformulation. International Journal of Educational Research (Abingdon, UK), 37 (2002), 285–304.

04–195Tulasiewicz, W. & Adams, A. (U. of Cambridge, UK). Literacy, language awareness and the teaching of English. English in Australia (Norwood, Australia), 138 (2003), 81–85.

04–196Vilaseca, Rosa Maria (Barcelona U., Spain; Email: [email protected]) and Del Rio, María-José. Language acquisition by children with Downs syndrome: a naturalistic approach to assisting language acquisition. Child Language Teaching and Therapy (London, UK), 20, 2 (2004), 163–80.

04–197Young, Andrea and Helot, Christine (I.U.F.M. d'Alsace, France; Email: [email protected]). Language awareness and/or language learning in French primary schools today. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 234–46.