This article is organised in five main sections. First, the sub-area of task-based instruction is introduced and contextualised. Its origins within communicative language teaching and second language acquisition research are sketched, and the notion of a task in language learning is defined. There is also brief coverage of the different and sometimes contrasting groups who are interested in the use of tasks. The second section surveys research into tasks, covering the different perspectives (interactional, cognitive) which have been influential. Then a third section explores how performance on tasks has been measured, generally in terms of how complex the language used is, how accurate it is, and how fluent. There is also discussion of approaches to measuring interaction. A fourth section explores the pedagogic and interventionist dimension of the use of tasks. The article concludes with a survey of the various critiques of tasks that have been made in recent years.

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03–85Yang, Anson (City U. of Hong Kong). Mysteries for college ESL students: Why and how. Hong Kong Journal of Applied Linguistics (Hong Kong), 6, 2 (2001), 44–53.

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03–176Esmaeili, Hameed. Integrated reading and writing tasks and ESL students' reading and writing performance in an English language test. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 599–622.

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03–180Issac, Fabrice (Université Paris-Nord, France; Email: [email protected]) and Hû, Olivier. Formalism for evaluation: Feedback on learner knowledge representation. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 183–99.

03–181Kim, Duk-Ja (Hansung U., Seoul, Korea; Email: [email protected]) and Kyungmi, O. Washback on 12th grade English classes of the English tests within Korean University entrance exams. English Teaching (Korea), 57, 3 (2002), 303–31.

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03–186O'Loughlin, Kieran (The U. of Melbourne, Australia; Email: [email protected]). The impact of gender in oral proficiency testing. Language Testing (London, UK), 19, 2 (2002), 169–92.

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03–189Song, Bailin and August, Bonne (City U. of New York, USA; Email: [email protected]). Using portfolios to assess the writing of ESL students: A powerful alternative? Journal of Second Language Writing (Norwood, NJ, USA), 11, 1 (2002), 49–72.

03–190Wilhelm, Kim Hughes and Rivers, Marilyn (Southern Illinois U., USA). An audience approach to EAP writing assessment: Learners, teachers, outsiders. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 177–90.

03–191Yien, Liju (Nat. Lien Ho Inst. of Technology, Taiwan). Effective test-taking strategies on English tests: Implications from Taiwanese students. Hong Kong Journal of Applied Linguistics (Hong Kong), 6, 2 (2001), 22–43.

03–161Busbee, Everette (Jeonju U., South Korea; Email: [email protected]). ‘Pushing’ written output in the computer lab: Real-time error correction over students' shoulders. English Teaching (Korea), 57, 3 (2002), 279–302.

03–162Dyer, Brenda (Tokyo Women's Christian U., Japan) and Friederich, Lee. The personal narrative as cultural artifact: Teaching autobiography in Japan. Written Communication (Thousand Oaks, CA, USA), 19, 2 (2002), 265–96.

03–163Gascoigne, Carolyn (U. of Nebraska at Omaha, USA). Reviewing reading: Recommend- ations versus reality. Foreign Language Annals (New York, USA), 35, 3 (2002), 343–48.

03–164Hinkel, Eli (Seattle U., USA; Email: [email protected]). Matters of cohesion in L2 academic texts. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 111–32.

03–165Hyland, Ken (City U. of Hong Kong). Directives: Argument and engagement in academic writing. Applied Linguistics (Oxford, UK), 23, 2 (2002), 215–39.

03–166Kitajima, Ryu (San Diego State U., CA, USA; Email: [email protected]). Enhancing higher order interpretation skills for Japanese reading. CALICO Journal (San Marcos, TX, USA), 19, 3 (2001), 571–81.

03–167Nakayama, Tomoko (U. of South Australia; Email: [email protected]). Learning to write in Japanese. Babel (AFMLTA) (N. Adelaide, Australia), 37, 1 (2002), 27–38.

03–168Paltridge, Brian (The U. of Melbourne, Australia; Email: [email protected]). Thesis and dissertation writing: An examination of published advice and actual practice. English for Specific Purposes (Amsterdam, The Netherlands), 21, 2 (2002), 125–43.

03–169Slikas Barber, Karen (Adult Migrant English Prog., Central TAFE, Perth, Australia). The writing of and teaching strategies for students from the Horn of Africa. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 3–17.

03–170Sze, Celine. A case study of the revision process of a reluctant ESL student writer. TESL Canada Journal / La Revue TESL du Canada (Burnaby, BC, Canada), 19, 2 (2001), 21–36.

03–171Woodall, Billy R. (U. of Puerto Rico; Email: [email protected]). Language-switching: Using the first language while writing in a second language. Journal of Second Language Writing (Norwood, NJ, USA), 11, 1 (2002), 7–28.

03–172Yamashita, Junko (Nagoya U., Japan). Reading strategies in L1 and L2: Comparison of four groups of readers with different reading ability in L1 and L2. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 1–35.

03–173Yates, Robert (Central Missouri State U., USA; Email: [email protected]) and Kenkel, James. Responding to sentence-level errors in writing. Journal of Second Language Writing (Norwood, NJ, USA), 11, 1 (2002), 29–47.

03–222Assaf, Azim S. (U. of Qatar). Palestinian students' attitudes towards Modern Standard Arabic and Palestinian City Arabic. RELC Journal (Singapore), 32, 2 (2001), 45–62.

03–223Földes, Csaba. Deutsch in Ostmittel-, Ost-, Nordost- und Südosteuropa – als eine Herausforderung für die Sprachenpolitik. [German in Eastern Central-, East-, North-Eastern- and South-Eastern European states – a challenge for language policy.] Deutsche Sprache (Berlin, Germany), 29, 4 (2001), 349–69.

03–224Holland, Robert (U. of Birmingham, UK). Globospeak? Questioning text on the role of English as a global language. Language and Intercultural Communication (Clevedon, UK), 2, 1 (2002), 5–24.

03–225Karstadt, Angela (Gavle U., Sweden). Standard Englishes: What do American undergraduates think? English Today (Cambridge, UK), 18, 3 (2002), 38–45.

03–226Kioko, Angelina N. and Muthwii, Margaret J. (Kenyatta U., Nairobi, Kenya). The demands of a changing society: English in education in Kenya today. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 201–13.

03–227Van Sickle, Meta, Aina, Olaiya and Blake, Mary (Coll. & U. of Charleston, USA; Email: [email protected]). A case study of the sociopolitical dilemmas of Gullah-speaking students: Educational policies and practices. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 75–88.

03–228Villa, Daniel J. (New Mexico State U., USA). The sanitising of U.S. Spanish in academia. Foreign Language Annals (New York, USA), 35, 2 (2002), 222–30.

03–229White, Carmen M. (Central Michigan U., USA; Email: [email protected]). Language, authenticity and identity: Indigenous Fijian students and language use in schools. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 16–29.

03–204Bilash, Olenka S. E. (U. of Alberta, Canada). The challenges and successes of developing a literacy community in a minority language in Western Canada: An action research study. Foreign Language Annals (New York, USA), 35, 3 (2002), 307–19.

03–205Capirci, Olga (Inst. of Psychology, Nat. Research Council (CNR), Rome, Italy; Email: [email protected]), Iverson, Jana M., Montanari, Sandro and Volterra, Virginia. Gestural, signed and spoken modalities in early language development: The role of linguistic input. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 25–37.

03–206Francis, Norbert (Northern Arizona U., USA; Email: [email protected]). Modular perspectives on bilingualism. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 141–61.

03–207Ghadessy, Mohsen (Zhongshan U., Guangzhou, P. R. China; Email: [email protected]) and Nicol, Mary. Attitude change in bilingual education: The case of Brunei Darussalam. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 2 (2002), 113–28.

03–208Gutiérrez-Clellen, Vera F. (San Diego State U., CA, USA; Email: [email protected]). Narratives in two languages: Assessing performance of bilingual children. Linguistics and Education (New York, USA), 13, 2 (2002), 175–97.

03–209Helot, Christine and Young, Andrea (Université Marc Bloch, Strasbourg, France; Emails: [email protected]; [email protected]). Bilingualism and language education in French primary schools: Why and how should migrant languages be valued? International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 2 (2002), 96–112.

03–210Holowka, Siobhan, Brosseau-Lapré, Françoise (McGill U., Canada) and Petitto, Laura Ann (Dartmouth Coll., Hanover, USA; Email: [email protected]). Semantic and conceptual knowledge underlying bilingual babies' first signs and words. Language Learning (Malden, MA, USA), 52, 2 (2002), 205–62.

03–211Huver, Emmanuelle (Université Nancy 2, France). Quelle scolarisation pour les enfants de migrants? [What kind of schooling do immigrants' children receive?] Mélanges CRAPEL (Nancy, France), 26 (2001), 111–36.

03–212Jake, Janice L. (Midlands Tech. Coll., USA; Email: [email protected]), Myers-Scotton, Carol and Gross, Steven. Making a minimalist approach to codeswitching work: Adding the Matrix Language. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 69–91.

03–213Montrul, Silvina (U. of Illinois at Urbana.Champaign, USA; Email: [email protected]). Incomplete acquisition and attrition of Spanish tense/aspect distinctions in adult bilinguals. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 39–68.

03–214Pavlenko, Aneta (Temple U., Philadelphia, USA). Bilingualism and emotions. Multilingua (Berlin, Germany), 21, 1 (2002), 45–78.

03–215Piske, Thorsten (U. of Kiel, Germany), Flege, James Emil, MacKay, lan R. A. and Meador, Diane. The production of English vowels by fluent early and late Italian-English bilinguals. Phonetica (Basel, Switzerland), 59, 1 (2002), 49–71.

03–216Silliman, Elaine R. (U. of South Florida, USA; Email: [email protected]), Bahr, Ruth Huntley, Brea, Maria R., Hnath-Chisolm, Theresa and Mahecha, Nancy R. Spanish and English proficiency in the linguistic encoding of mental states in narrative retellings. Linguistics and Education (New York, USA), 13, 2 (2002), 199–234.

03–217Tse, Lucy (California State U., Los Angeles, USA; Email: [email protected]). Heritage language literacy: A study of US biliterates. Language, Culture and Curriculum (Clevedon, UK), 14, 3 (2001), 256–68.

03–218Uribe de Kellett, Angela (U. of Newcastle, UK). The recovery of a first language: A case study of an English/Spanish bilingual child. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 162–81.

03–219von Studnitz, Roswitha E. and Green, David W. (U. College, London, UK; Email: [email protected]). Interlingual homograph interference in German-English bilinguals: Its modulation and locus of control. Bilingualism: Language and Cognition (Cambridge, UK), 5, 1 (2002), 1–23.

03–220Westby, Carol (Wichita State U., USA; Email: [email protected]), Moore, Celia and Roman, Rosario. Reinventing the enemy's language: Developing narratives in Native American children. Linguistics and Education (New York, USA), 13, 2 (2002), 235–69.

03–221Youssef, Valerie (The U. of the West Indies, St Augustine, Trinidad and Tobago; Email: [email protected]). Issues of bilingual education in the Caribbean: The cases of Haiti, and Trinidad and Tobago. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 3 (2002), 182–93.

03–88Akamatsu, Nobuhiko (Doshisha U., Kyoto, Japan; Email: [email protected]). A similarity in word-recognition procedures among second language readers with different first language backgrounds. Applied Psycholinguistics (Cambridge, UK), 23, 1 (2002), 117–33.

03–89Appel, Christine (Dublin City U., Ireland; Email: [email protected]) and Gilabert, Roger. Motivation and task performance in a task-based web-based tandem project. ReCALL (Cambridge, UK), 14, 1 (2002), 16–31.

03–90Arnaud, C. (U. of Barcelona, Spain). L'implication de l'apprenant en classe de langue étrangère. [Personal involvement as a factor in the foreign language learner's classroom performance.] Mélanges CRAPEL (Nancy, France), 26 (2001), 39–62.

03–91Bang, Youngjoo (Myongji U., Seoul, Korea; Email: [email protected]). The use of collaborative work in a college EFL reading classroom. English Teaching (Korea), 57, 3 (2002), 145–69.

03–92Barbieri, Federica (U. of Iowa, USA). The contribution of computer learner corpora to second language acquisition research: A review. Rassegna Italiana di Linguistica Applicata (Rome, Italy), 33, 2/3 (2001), 219–39.

03–93Barcroft, Joe (Washington U., USA; Email: [email protected]). Semantic and structural elaboration in L2 lexical acquisition. Language Learning (Malden, MA, USA), 52, 2 (2002), 323–63.

03–94Bardovi-Harlig, Kathleen (Indiana U., USA; Email: [email protected]). A new starting point? Investigating formulaic use and input in future expression. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 189–98.

03–95Biesenbach-Lucas, Sigrun (American U., Washington, USA; Email: [email protected]) and Weasenforth, Donald. Virtual office hours: Negotiation strategies in electronic conferencing. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 147–65.

03–96Bley-Vroman, Robert (U. of Hawai'i, USA; Email: [email protected]). Frequency in production, comprehension, and acquisition. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 209–13.

03–97Boulton, Alex (Centre de Téléenseignement, Université Nancy 2, France). Aspects lexicaux de l'acquisition ‘naturelle’ et l'apprentissage ‘artificiel’ en L2. [Lexical aspects of ‘natural’ acquisition and ‘artificial’ learning in a second language.] Mélanges CRAPEL (Nancy, France), 26 (2001), 63–90.

03–98Bruton, A. (Universidad de Sevilla, Spain; Email: [email protected]). Recoding and reorganising grammatical form by meaning: The English genitive as an example. System (Oxford, UK), 30, 2 (2002), 237–50.

03–99Bybee, Joan (U. of New Mexico, USA; Email: [email protected]). Phonological evidence for exemplar storage of multiword sequences. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 215–21.

03–100Carson, Joan C. (Georgia State U., USA; Email: [email protected]) and Longhini, Ana. Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning (Malden, MA, USA), 52, 2 (2002), 401–38.

03–101Cenoz, Jasone (U. of the Basque Country). Age differences in foreign language learning. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 125–42.

03–102Chung, Hyun-Sook (Internat. Graduate School of English, Korea; Email: [email protected]) and Ahn, Hyunkee. Local acoustic vs. sentence contextual information: Which plays a more crucial role in an L2 word recognition test?English Teaching (Korea), 57, 3 (2002), 239–51.

03–103Chung, Jing-mei (Ming-Hsin Inst. of Technology, Hsin-Chu, Taiwan). The effects of using two advance organizers with video texts for the teaching of listening in English. Foreign Language Annals (New York, USA), 35, 2 (2002), 231–41.

03–104Cortés, Kristin Hull (U. of California, Berkeley, USA). Youth and the study of foreign language: An investigation of attitudes. Foreign Language Annals (New York, USA), 35, 3 (2002), 320–32.

03–105D'Angiulli, Amedeo and Siegel, Linda S. (U. of British Columbia, Canada; Email: [email protected]) and Serra, Emily. The development of reading, in English and Italian bilingual children. Applied Psycholinguistics (Cambridge, UK), 22, 4 (2001), 479–507.

03–106Derwing, Tracey M. and Rossiter, Marian J. (U. of Alberta, Edmonton, Canada; Email: [email protected]). ESL learners' perceptions of their pronunciation needs and strategies. System (Oxford, UK), 30, 2 (2002), 155–66.

03–107Dewaele, Jean-Marc (Birkbeck Coll., U. of London, UK; Email: [email protected]), and Pavlenko, Aneta. Emotion vocabulary in interlanguage. Language Learning (Malden, MA, USA), 52, 2 (2002), 263–322.

03–108Ellis, Nick C. (U. of Wales, Bangor, UK; Email: [email protected]). Frequency effects of language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 143–88.

03–109Ellis, Nick C. (U. of Wales, Bangor, UK; Email: [email protected]). Reflections on frequency effects in language processing. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 297–39.

03–110Ellis, Rod (U. of Auckland, New Zealand; Email: [email protected]). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 223–36.

03–111Eubank, Lynn (U. of North Texas, USA; Email: [email protected]) and Gregg, Kevin R. News flash – Hume still dead. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 237–47.

03–112Fries-Verdeil, Marie-Hélène and Hay, Josiane (Université de Grenoble I, France). De l'utilité des métaphores comme outil pour la Recherche-Action: le cas de l'auto-formation guidée. [Metaphors as a tool for Action Research and self-directed language learning.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2001) 45–58.

03–113Frost, Dan (IUT 2 Grenoble, France). Seeing is believing: l'oscillogramme, l'auto-apprentissage et l'accentuation de mots. [Seeing is believing: Wave forms, self-access and word stress.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002), 21–31.

03–114Gardey, Claudine (IUT Bordeaux I, France). SVP, dessine-moi une notion! Recherches sur la médiation graphique en anglais de spécialité. [Please draw me a notion! Research on the use of diagrammatic representations for the ESP class]. Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2002), 32–44.

03–115Gass, Susan M. (Michigan State U., USA; Email: [email protected]) and Mackey, Alison. Frequency effects and second language acquisition: A complex picture? Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 249–60.

03–116Goh, Christine C. M. (Nanyang Tech. U., Singapore; Email: [email protected]). Exploring listening comprehension tactics and their interaction patterns. System (Oxford, UK), 30, 2 (2002), 185–206.

03–117Han, ZhaoHong (Teachers Coll., Columbia U., USA). ‘Novel unaccusatives’: Is detransitivisation taking place? ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 97–124.

03–118Harrington, Michael and Dennis, Simon (U. of Queensland, Australia; Email: [email protected]). Input-driven language learning. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 261–68.

03–119Helms-Park, Rena (U. of Toronto, Canada). The need to draw second language learners' attention to the semantic boundaries of syntactically relevant verb classes. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 576–98.

03–120Hoare, Rachel (Trinity Coll., Dublin 2, Ireland; Email: [email protected]). Attitudes and motivations of undergraduate learners of French: An integrative approach. Revue PArole (Paris, France), 20 (2001), 235–61.

03–121Huang, Yue Yuan and Yang, Suying (Hong Kong Baptist U., Hong Kong). Understanding the special characteristics of Cantonese speakers acquiring Mandarin: An important component in the training of Hong Kong Mandarin teachers. Asia Pacific Journal of Language in Education (Hong Kong), 4, 2 (2001), 107–27.

03–122Huh, Myung-Hye (Korea U.; Email: [email protected]). Second language activity theory: L2 learner agency in asynchronous learning networks. English Teaching (Korea), 57, 3 (2002), 59–74.

03–123Hulstijn, Jan H. (U. of Amsterdam, The Netherlands; Email: [email protected]). What does the impact of frequency tell us about the language acquisition device? Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 269–73.

03–124Igarashi, Kanae, Wudthayagorn, Jirada, Donato, Richard and Tucker, G. Richard (Carnegie Mellon U., Pittsburgh, USA). What does a novice look like? Describing the grammar and discourse of young learners of Japanese. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 526–54.

03–125Ionin, Tania and Wexler, Kenneth (Massachusetts Inst. of Technology, USA; Email: [email protected]). Why is ‘is’ easier than ‘-s’?: Acquisition of tense/agreement morphology by child second language learners of English. Second Language Research (London, UK), 18, 2 (2002), 95–136.

03–126Knight, Susan M. (Central Michigan U., USA) and Schmidt-Rinehart, Barbara C. Enhancing the homestay: Study abroad from the host family's perspective. Foreign Language Annals (New York, USA), 35, 2 (2002), 190–201.

03–127Kroll, Judith F. (Pennsylvania State U., USA; Email: [email protected]) Michael, Erica, Tokowicz, Natasha and Dufour, Robert. The development of lexical fluency in a second language. Second Language Research (London, UK), 18, 2 (2002), 137–71.

03–128Lai, Lai-kwan and Hamp-Lyons, Liz (Hong Kong Poly. U.). Different learning patterns in self-access. RELC Journal (Singapore), 32, 2 (2001), 63–79.

03–129Lamb, Martin (U. of Leeds, UK). Explaining successful language learning in difficult circumstances. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 35–52.

03–130Larsen-Freeman, Diane (U. of Michigan, USA; Email: [email protected]). Making sense of frequency. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 275–85.

03–131Lee, Haemoon (Sungkyunkwan U., Korea; Email: [email protected]). Communicative output as a mode of focus on form. English Teaching (Korea), 57, 3 (2002), 171–92.

03–132Lee, Soyoung (Inha U., Korea; Email: [email protected]). The effect of task type on negotiation of meaning in synchronous text chatting. English Teaching (Korea), 57, 3 (2002), 3–17.

03–133Lee-Wong, Song Mei (Nanyang Tech. U., Singapore). Contextualising intercultural communication and sociopragmatic choices. Multilingua (Berlin, Germany), 21, 1 (2002), 79–99.

03–134Lindemann, Stephanie (Georgia State U., USA; Email: [email protected]). Listening with an attitude: A model of native-speaker comprehension of non-native speakers in the United States. Language in Society (Cambridge, UK), 31, 3 (2002), 419–41.

03–135Lozano, Cristóbal (U. of Essex, UK). Knowledge of expletive and pronominal subjects by learners of Spanish. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 37–60.

03–136Lybeck, Karen (U. of Minnesota, USA; Email: [email protected]). Cultural identification and second language pronunciation of Americans in Norway. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 174–91.

03–137Mariotti, Cristina (Università Cattolica del S. Cuore, Milan, Italy). Osservazioni sul ruolo dell'interazione nell'acquisizione incidentale del lessico in classi CLIL. [Observations on the role of interaction in the incidental acquisition of lexis in CLIL classes.] Rassegna Italiana di Linguistica Applicata (Rome, Italy), 33, 1 (2001), 119–29.

03–138McCafferty, Steven G. (U. of Nevada, Las Vegas, USA; Email: [email protected]). Gesture and creating zones of proximal development for second language learning. The Modern Language Journal (Malden, MA, USA), 86, 2 (2002), 192–203.

03–139Muncie, James (U. of Évora, Portugal; Email: james_>[email protected]). Process writing and vocabulary development: Comparing Lexical Frequency Profiles across drafts. System (Oxford, UK), 30, 2 (2002), 225–35.

03–140Nassaji, Hossein (U. of Victoria, BC, Canada). Schema theory and knowledge-based processes in second language reading comprehension: A need for alternative perspectives. Language Learning (Malden, MA, USA), 52, 2 (2002), 439–81.

03–141Nelson, Gayle L. (Georgia State U., USA), Carson, Joan, Al Batal, Mahmoud and El Bakary, Waguida. Cross-cultural pragmatics: Strategy use in Egyptian Arabic and American English refusals. Applied Linguistics (Oxford, UK), 23, 2 (2002), 163–89.

03–142Nutta, Joyce W. (U. of South Florida, USA), Feyten, Carine M., Norwood, Annette L., Meros, John N., Yoshii, Makoto and Ducher, Jeannie. Exploring new frontiers: What do computers contribute to teaching foreign languages in elementary school? Foreign Language Annals (New York, USA), 35, 3 (2002), 293–306.

03–143Park, Seon-Ho (Myongji U., Seoul, Korea; Email: [email protected]). Learning English as a second language among Korean migrant students in New Zealand. English Teaching (Korea), 57, 3 (2002), 75–100.

03–144Pavlenko, Aneta (Temple U., USA) and Jarvis, Scott. Bidirectional transfer. Applied Linguistics (Oxford, UK), 23, 2 (2002), 190–214.

03–145Perales, Josu (HABE [Inst. for the Teaching of Basque to Adult Learners], Donostia, Spain) and Cenoz, Jasone. The effect of individual and contextual factors in adult second-language acquisition in the Basque Country. Language, Culture and Curriculum (Clevedon, UK), 15, 1 (2002), 1–15.

03–146Pereiro, Myriam (Université Nancy 2, France). Être doué pour les langues: approches scientifiques et représentations sociales. [Having a gift for languages: Scientific approaches and social representations.] Mélanges CRAPEL (Nancy, France), 26 (2001), 167–84.

03–147Platt, Elizabeth and Brooks, Frank B. (Florida State U., USA; Email: [email protected]). Task engagement: A turning point in foreign language development. Language Learning (Malden, MA, USA), 52, 2 (2002), 365–400.

03–148Rott, Susanne, Williams, Jessica and Cameron, Richard (U. of Illinois at Chicago, USA). The effect of multiple-choice L1 glosses and input-output cycles on lexical acquisition and retention. Language Teaching Research (London, UK), 6, 3 (2002), 183–222.

03–149Schmitt, Norbert (U. of Nottingham, UK) and Zimmerman, Cheryl Boyd. Derivative word forms: What do learners know? TESOL Quarterly (Alexandria, VA, USA), 36, 2 (2002), 145–71.

03–150Schwienhorst, Klaus (Trinity Coll., Dublin, Ireland; Email: [email protected]). Evaluating tandem language learning in the MOO: Discourse repair strategies in a bilingual Internet project. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 135–45.

03–151Schwienhorst, Klaus (Trinity Coll., Dublin, Ireland). The state of VR: A meta-analysis of virtual reality tools in second language acquisition. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 3 (2002), 221–39.

03–152Slabakova, Roumyana (U. of Iowa, USA; Email: [email protected]). Recent research on the acquisition of aspect: An embarrassment of riches? Second Language Research (London, UK), 18, 2 (2002), 172–88.

03–153Song, Mi-Jeong (Seoul National U., Korea; Email: [email protected]). The effect of listening strategy use on listening ability: Using an immediate retrospective data collection method. English Teaching (Korea), 57, 3 (2002), 19–40.

03–154Spratt, Mary, Humphreys, Gillian and Chan, Victoria (Hong Kong Poly. U.; Email: [email protected]). Autonomy and motivation: Which comes first? Language Teaching Research (London, UK), 6, 3 (2002), 245–66.

03–155Stefánik, Jozef (Comenius U., Slovakia; Email: [email protected]). The critical period hypothesis and the Slovak language. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 2 (2001), 161–76.

03–156Storch, N. (The U. of Melbourne, Australia). Comparing ESL learners' attention to grammar on three different classroom tasks. RELC Journal (Singapore), 32, 2 (2001), 104–24.

03–157Taguchi, Tatsuya (Ryukoku U., Japan). Learner factors affecting the use of learning strategies in cross-cultural contexts. Prospect (Macquarie U., Sydney, Australia), 17, 2 (2002), 18–34.

03–158Tarone, Elaine (U. of Minnesota, USA; Email: [email protected]). Frequency effects, noticing, and creativity: Factors in a variationist interlanguage framework. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 287–96.

03–159Vandergrift, Larry (U. of Ottawa, Canada). ‘It was nice to see that our predictions were right’: Developing metacognition in L2 listening comprehension. The Canadian Modern Language Review / La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 4 (2002), 555–75.

03–160Williams, John N. (U. of Cambridge, UK; Email: [email protected]), Mobius, Peter and Choonkyong, Kim. Native and non-native processing of English wh- questions: Parsing strategies and plausibility constraints. Applied Psycholinguistics (Cambridge, UK), 22, 4 (2001), 509–40.

Colloquial Portuguese of Brazil: The Complete Course for Beginners, 2nd edn. Course comprises book and 120 minutes of audio material on CDs & cassettes; offers a step-by-step approach to written and spoken Portuguese of Brazil for beginners. Includes emphasis on conversational language with clear pronunciation guidance, grammar reference section, comprehensive vocabulary lists, and illustrated exercises. Esmenia Simões Osborne, João Sampaio & Barbara McIntyre. Routledge, 2002. ISBN 0 415 27681 0.

The following periodicals are regularly scanned in compiling the abstracts, although it should be noted that not every issue of a periodical that is scanned will be represented in every volume of Language Teaching. The majority of the periodicals are held in the CiLT (Centre for Information on Language Teaching and Research) Library in London, UK (see address on inside front cover), together with additional publications such as newsletters and bulletins which are scanned but rarely contain abstractable articles. A complete list may be obtained from the CiLT Librarian; or is available on the web at: