it In this issue, as promised, we include Richard Johnstone's review of research published in 2003. Johnstone examines and synthesises research trends in such areas as motivation, acquisition and learning, and teacher education, as well as the various components of language proficiency. He also comments on developments in terms of research approach, and notes a welcome increase in diversity. Our second article, by JoDee Walters, looks at context and vocabulary learning. Through this specific focus, Walters examines research trends over a lengthy period and discusses the implications for research and pedagogy today.

The present review refers to studies published in leading international research journals in 2003. It gives priority to published research on learning, teaching and policy in respect of second, modern foreign or additional languages. The aim is not simply to describe or summarise the studies which have been selected for comment, but rather to identify key features which seem to be significant. Since in each case only a few brief and not fully representative words can be devoted to any one article, a further aim of the review is of course to point readers in the direction of the original articles themselves. As usual, I have broken the review down into a number of key themes, beginning this year with Affective Factors. However, this does not imply that an article deals exclusively with the theme into which I have assigned it. An article appearing in the theme of Acquisition and Learning for example will in many cases have relevance to other themes such as Proficiency, Teaching, Strategies or Curriculum. As in previous years reference is made to the abstracts. Thus, MacIntyre, Baker, Clément & Donovan (2003: 03-463) refers to an article by these four authors published in 2003 and reflected in the 2003 series of this journal as abstract 463.

This article examines research in the area of instruction in the use of context to infer the meanings of unknown words. This issue is addressed initially from a first language perspective, in which approaches to teaching the use of context fall into three broad categories: general strategy instruction, context clue instruction, and the use of cloze exercises to increase awareness of context. Studies in second language vocabulary acquisition and the instruction of context are then examined, and the conclusion is drawn that, while the existing research demonstrates that students benefit from having their attention drawn to the use of context, the question of how, if at all, they should be taught to deal with context is still unanswered. The article concludes with suggestions for the direction and aims of future research in this area.

04–421Allen, Susan (U. Maryland, USA; Email: [email protected]). An analytic comparison of three models of reading strategy instruction. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 319–338.

04–422Angelini, Eileen M. (Philadelphia U., USA). La simulation globale dans les cours de Français. [Global simulation activities in French courses] Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 66–81.

04–423Beaudoin, Martin (U. of Alberta, Canada; Email: [email protected]). A principle based approach to teaching grammar on the web. ReCALL (Cambridge, UK), 16, 2 (2004), 462–474.

04–424Bianchi, Sebastián (U. Cambridge, UK; Email: [email protected]). El gran salto: de GCSE a AS level. [The big jump: GCSE to AS level] Vida Hispánica (Rugby, UK), 30 (2004), 12–17.

04–425Burden, Peter (Okayama Shoka U., Japan; Email: [email protected]). Do we practice what we teach? Influences of experiential knowledge of learning Japanese on classroom teaching of English. The Language Teacher (Tokyo, Japan), 28, 10 (2004), 3–9.

04–426Coria-Sánchez, Carlos M. (U. North Carolina-Charlotte, USA). Learning cultural awareness in Spanish for business and international business courses: the presence of negative stereotypes in some trade books used as textbooks. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 49–65.

04–427Cortes, Viviana (Iowa State U., USA). Lexical bundles in published and student disciplinary writing: Examples from history and biology. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 397–423.

04–428Cowley, Peter (U. of Sydney, Australia; Email: [email protected]) and Hanna, Barbara E. Cross-cultural skills – crossing the disciplinary divide. Language and Communication (Oxford, UK), 25, 1 (2005), 1–17.

04–429Curado Fuentes, Alejandro (U. of Extremadura, Spain; Email: [email protected]). The use of corpora and IT in evaluating oral task competence for Tourism English. CALICO Journal (Texas, USA), 22, 1 (2004), 5–22.

04–430Currie, Pat (Carleton U., Canada; Email: [email protected]) and Cray, Ellen. ESL literacy: language practice or social practice?Journal of Second Language Writing (New York, USA), 13, 2 (2004), 111–132.

04–431Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2 (2004), 82–89.

04–432Erler, Lynn (U. Oxford, UK; Email: [email protected]). Near-beginner learners of French are reading at a disability level. Francophonie (Rugby, UK), 30 (2004), 9–15.

04–433Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email: [email protected]) and Hiple, David. Distance education to distributed learning: multiple formats and technologies in language instruction. CALICO Journal (Texas, USA), 22, 1 (2004), 63–82.

04–434Fonder-Solano, Leah and Burnett, Joanne. Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA), 37, 3 (2004), 459–469.

04–435Ghaith, Ghazi (American U. of Beirut, Lebanon; Email: [email protected]). Correlates of the implementation of the STAD co-operative learning method in the English as a Foreign Language classroom. Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 279–294.

04–436Gilmore, Alex (Kansai Gaidai U., Japan). A comparison of textbook and authentic interactions. ELT Journal (Oxford, UK), 58, 4 (2004), 363–374.

04–437Hayden-Roy, Priscilla (U. of Nebraska-Lincoln, USA). Well-structured texts help second-year German students learn to narrate. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 37, 1 (2004), 17–25.

04–438He, Agnes Weiyun (SUNY Stony Brook, USA; Email: [email protected]). CA for SLA: arguments from the Chinese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 568–582.

04–439Hegelheimer, Volker (Iowa State U., USA; Email: volker@)iastate.edu), Reppert, Ketty, Broberg, Megan, Daisy, Brenda, Grggurovic, Maja, Middlebrooks, Katy and Liu, Sammi. Preparing the new generation of CALL researchers and practitioners: what nine months in an MA program can (or cannot) do. ReCALL (Cambridge, UK), 16, 2 (2004), 432–437.

04–440Hémard, Dominique (London Metropolitan U., UK; Email: [email protected]). Enhancing online CALL design: the case for evaluation. ReCALL (Cambridge, UK), 16, 2 (2004), 502–519.

04–441I-Ru, Su (National Tsing Hua U., Taiwan; Email: [email protected]). The effects of discourse processing with regard to syntactic and semantic cues: a competition model study. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 587–601.

04–442Ingram, David (Melbourne U. Private, Australia; Email: [email protected].), Kono, Minoru, Sasaki, Masako, Tateyama, Erina and O'Neill, Shirley. Cross-cultural attitudes. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 11–19.

04–443Jackson, Alison (Bridgewater High School, UK; Email: [email protected]). Pupil responsibility for learning in the KS3 French classroom. Francophonie (Rugby, UK), 30 (2004), 16–21.

04–444Jamieson, Joan, Chapelle, Carole A. and Preiss, Sherry (Northern Arizona U., USA; Email: [email protected]). Putting principles into practice. ReCALL (Cambridge, UK), 16, 2 (2004), 396–415.

04–445Jiang, Nan (Georgia State U., USA; Email: [email protected]). Morphological insensitivity in second language processing. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 603–634.

04–446Kim, Hae-Dong (Catholic U. of Korea; Email: [email protected]). Learners' opinions on criteria for ELT materials evaluation. English Teaching (Anseonggun, Korea), 59, 3 (2004), 3–28.

04–447Kim, Hae-Ri (Kyungil U., Korea; Email: [email protected]). Exploring the role of a teacher in a literature-based EFL classroom through communicative language teaching. English Teaching (Anseonggun, Korea), 59, 3 (2004) 29–51.

04–448Kim, Jung-Hee (International Graduate School of English, Korea; Email: [email protected]). Intensive or extensive listening for L2 beginners?English Teaching (Anseonggun, Korea), 59, 3 (2004), 93–113.

04–449Lan, Rae and Oxford, Rebecca L. (U. Maryland, USA; Email: [email protected]). Language learning strategy profiles of elementary school students in Taiwan. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 339–379.

04–450Levis, John (Iowa State U., USA; Email: [email protected]) and Pickering, Lucy. Teaching intonation in discourse using speech visualization technology. System (Oxford, UK), 32, 4 (2004), 505–524.

04–451Liddicoat, Anthony L. (Griffith U., Australia; Email: [email protected]). The conceptualisation of the cultural component of language teaching in Australian language-in-education policy. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 297–317.

04–452McArthur, Tom. Singapore, grammar, and the teaching of ‘internationally acceptable English’. English Today (Cambridge, UK), 20, 4 (2004), 13–19.

04–453Macbeth, Douglas (Ohio State U., USA; Email: [email protected]). The relevance of repair for classroom correction. Language in Society (Cambridge, UK), 33 (2004), 703–736.

04–454Mahoney, Sean (Fukushima U., Japan). Role Controversy among team teachers in the JET Programme. JALT Journal (Tokyo, Japan), 26, 2 (2004), 223–244.

04–455Mansoor, Sabiha (Aga Khan U., Pakistan; Email: [email protected]). The status and role of regional languages in higher education in Pakistan. Journal of Multilingual and Multicultural Development (Clevedon, UK), 25, 4 (2004), 333–353.

04–456Markee, Numa (U. Illinois, Urbana, USA; Email: [email protected]). Zones of interactional transition in ESL classes. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 583–596.

04–457Méndez García, María del Carmen (U. of Jaén, Spain; Email: [email protected]), Castro Prieto, Paloma and Sercu, Lies. Contextualising the foreign language: an investigation of the extent of teachers' sociocultural background knowledge. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 496–512.

04–458Mondada, Lorenza and Pekarek Doehler, Simona (U. de Lyon II, France; Email: [email protected]). Second language acquisition as situated practice: task accomplishment in the French second language classroom. Journal of Multilingual and Multicultural Development (Clevedon,UK), 25, 4 (2004), 297–317.

04–459Mori, Junko (U. of Wisconsin-Madison, USA; Email: [email protected]). Negotiating sequential boundaries and learning opportunities: a case from a Japanese language classroom. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 536–550.

04–460Nesi, Hilary, Sharpling, Gerard and Ganobcsik-Williams, Lisa (U. of Warwick, UK; Email: [email protected]). Student papers across the curriculum: designing and developing a corpus of British student writing. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 439–450.

04–461Nunes, Alexandra (U. of Aviero, Portugal). Portfolios in the EFL classroom: disclosing an informed practice. ELT Journal (Oxford, UK), 58, 4 (2004), 327–335.

04–462Pani, Susmita (Teaching Institute Orissa at Bhubaneswar, India). Reading strategy instruction through mental modeling. ELT Journal (Oxford, UK), 58, 4 (2004), 355–362.

04–463Pritchard, Rosalind and Nasr, Atef (U. of Ulster, Northern Ireland). Improving reading performance among Egyptian engineering students: principles and practice. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 425–456.

04–464Polansky, Susan G. (Carnegie Mellon U., USA). Tutoring for community outreach: a course model for language. Learning and bridge-building between universities and public schools. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 367–373.

04–465Reinhardt, Jonathan and Nelson, K. Barbara (Pennsylvania State U., USA; Email: [email protected]). Instructor use of online language learning resources: a survey of socio-institutional and motivational factors. ReCALL (Cambridge, UK), 16, 2 (2004), 292–307.

04–466Rose, Carol and Wood, Allen (U. of Kansas, USA). Perceived value of business language skills by doctoral students in foreign language departments. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 19–29.

04–467Snyder Ohta, Amy and Nakaone, Tomoko (U. of Washington, USA; Email: [email protected]). When students ask questions: teacher and peer answers in the foreign language classroom. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 217–237.

04–468Tajino, Akira (Kyoto U., Japan; Email: [email protected]), James, Robert and Kijima Kyoichi. Beyond needs analysis: soft systems methodology for meaningful collaboration in EAP course design. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 27–42.

04–469Wang, Xinchun (California State U., USA: Email: [email protected]) and Munro, Murray. Computer-based training for learning English vowel contrasts. System (Oxford, UK), 32, 4 (2004), 539–552.

04–470Ware, Paige D. (Southern Methodist U., Dallas, USA; Email: [email protected]). Confidence and competition online: ESL student perspectives on web-based discussions in the classroom. Computers and Composition (Amsterdam, The Netherlands), 21, 2 (2004), 451–468.

04–471Yang, Nae-Dong (National Taiwan U., Taiwan; Email: [email protected]). Integrating portfolios into learning strategy-based instruction for EFL college students. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 293–317.

04–472Zapata, Gabriela C. and Oliveras Heras, Montserrat (Tulane U., USA). CALL and task-based instruction in Spanish for business classes. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 62–74.

04–473Adler, Renatte K. and Loughrin-Sacco, Steven J. (San Diego State U., USA). Internships for American undergraduates: acquiring language and cross-cultural skills for a global market. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 30–40.

04–474Allum, Paul (Rikkyo U., Tokyo, Japan; Email: [email protected]). Evaluation of CALL: initial vocabulary learning. ReCALL (Cambridge, UK), 16, 2 (2004), 488–501.

04–475Barcroft, Joe (Washington U., USA; Email: [email protected]). Effects of sentence writing in second language lexical acquisition. Second Language Research (London, UK), 20, 4 (2004), 303–334.

04–476Belz, Julie (Pennsylvania State U., USA; Email: [email protected]). Learner corpus analysis and the development of foreign language proficiency. System (Oxford, UK), 32, 4 (2004), 577–591.

04–477Benati, Alessandro (U. Greenwich, UK; Email: [email protected]). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness (Clevedon, UK), 13, 2 (2004), 67–80.

04–478Bitchener, John (Auckland U. of Technology, New Zealand; Email: [email protected]). The relationship between the negotiation of meaning and language learning: a longitudinal study. Language Awareness (Clevedon, UK), 13, 2 (2004), 81–95.

04–479Blin, Francoise (Dublin City U., Ireland; Email: [email protected]). CALL and the development of learner autonomy: towards an activity-theoretical perspective. ReCALL (Cambridge, UK), 16, 2 (2004), 377–395.

04–480Boehringer, Michael, Bongartz, Christiane and Gramberg, Anne-Katrin (U. Waterloo, Canada). Language learning and intercultural training: the impact of cultural primers on learners and non-learners of German. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2, (2004), 1–18.

04–481Cartes-Henriquez, Ninette, Solar Rodriguez, M. I. and Quintana Letelier, R. (U. de Concepcion, Correo, Chile; Email: [email protected]). Electronic texts or learning through textbooks: an experimental study. ReCALL (Cambridge, UK), 16, 2 (2004), 539–557.

04–482Church, Ruth Breckinridge, Ayman-Nolley, Saba and Mahootian, Shahrzad (Northeastern Illinois U., USA; Email: [email protected]). The role of gesture in bilingual education: does gesture enhance learning?International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 303–319.

04–483Clyne, Michael, Isaakidis, Tina, Liem, Irene and Rossi Hunt, Claudia (U. of Melbourne, Australia; Email: [email protected]). Developing and sharing community language resources through secondary school programmes. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 255–278.

04–484Cohen, Andrew D. (U. Minnesota, USA; Email: [email protected]). The learner's side of foreign language learning: where do styles, strategies, and tasks meet?International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 279–291.

04–485Cziko, Gary A. (U. of Illinois at Urbana-Champaign, USA; Email: garycziko.net). Electronic tandem language learning (eTandem): a third approach to Second Language Learning for the 21st century. CALICO Journal (Texas, USA), 22, 1 (2004), 25–39.

04–486DiFino, Sharon M. and Lombardino, Linda J. (U. of Florida, USA). Language learning disabilities: the ultimate foreign language challenge. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 390–400.

04–487Dubreil, Sebastien (U. of Notre Dame, Indiana, USA; Email: [email protected]), Herron, Carol and Cole, Steven B. An empirical investigation of whether authentic web sites facilitate intermediate-level French language students' ability to learn culture. CALICO Journal (Texas, USA), 22, 1 (2004), 41–61.

04–488Duppenthaler, Peter M. (Tezukayama Gakuin U., Japan). Journal writing and the question of transfer of skills to other types of writing. JALT Journal (Tokyo, Japan), 26, 2 (2004), 172–188.

04–489Egbert, Joy and Yang, Yu-Feng (Washington State U., USA; Email: [email protected]). Mediating the digital divide in CALL classrooms: promoting effective language tasks in limited technology contexts. ReCall (Cambridge, UK), 16, 2 (2004), 280–291.

04–490Elder, Catherine (Monash U., Australia) and Manwaring, Diane. The relationship between metalinguistic knowledge and learning outcomes among undergraduate Students of Chinese. Language Awareness (Clevedon, UK), 13, 3 (2004), 145–162.

04–491Ewald, Jennifer D. (Saint Joseph's U., USA; Email: [email protected]). A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness (Clevedon, UK), 13, 3 (2004), 163–179.

04–492García, Paula (Northern Arizona U., USA; Email: [email protected]). Developmental differences in speech act recognition: a pragmatic awareness study. Language Awareness (Clevedon, UK), 13, 2 (2004), 96–115.

04–493Gearon, Margaret (Monash U., Australia; Email: [email protected]). Learner strategies for filling the knowledge gap during collaborative tasks. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 26–34.

04–494Grantham O'Brien, Mary (U. of Calgary, Canada). Pronunciation matters. Die Unterrichtspraxis (New Jersey, USA), 37, 1 (2004), 1–9.

04–495Gruba, Paul (U. of Melbourne, Australia). Designing tasks for online collaborative language learning. Prospect (Sydney, Australia), 19, 2 (2004), 72–81.

04–496Harris, Vee and Grenfell, Michael (U. London, UK; Email: [email protected]). Language-learning strategies: a case for cross-curricular collaboration. Language Awareness (Clevedon, UK), 13, 2 (2004), 116–130.

04–497Heift, Trude (Simon Fraser U., Canada; Email: [email protected]). Corrective feedback and learner uptake in CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 416–431.

04–498Hruska, Barbara (U. of Tampa, Florida). Constructing gender in an English dominant kindergarten: implications for second language learners. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 459–485.

04–499Hubbard, Philip and Bradin Siskin, Claire (Stanford U., California, USA; Email: [email protected]). Another look at tutorial CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 448–461.

04–500Hyland, Fiona (U. of Hong Kong, China; Email: [email protected]). Learning autonomously: contextualising out-of-class English language learning. Language Awareness (Clevedon, UK), 13, 3 (2004), 180–202.

04–501Kasper, Gabriele (U. of Hawai'i at Manoa, USA; Email: [email protected]). Participant orientations in German conversation-for-learning. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 551–567.

04–502Kim, Yong Suk (Korean U. of Technology and Education; Email: [email protected]). Exploring the role of integrative orientation in a Korean EFL environment. English Teaching (Anseonggun, Korea), 59, 3 (2004) 77–91.

04–503Lapkin, Sharon and Swain, Merrill (U. of Toronto, Canada). What underlies immersion students' production: the case ofavoir besoin de. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 349–355.

04–504Lever, Tim (U. of Sydney, Australia). AMEP students online: The view from morning self-access. Prospect (Sydney, Australia), 19, 2 (2004), 39–55.

04–505Malcolm, Diane (Arab Gulf U. in Bahrain). Why should learners contribute to the self-access centre?ELT Journal (Oxford, UK), 58, 4 (2004), 346–354.

04–506Noelle, Lamy (The Open U., UK; Email: [email protected]). Oral conversations online: redefining oral competence in synchronous environments. ReCALL (Cambridge, UK), 16, 2 (2004), 520–538.

04–507Park, Gi-Pyo (Soonchunhyang U., Korea). Comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 448–458.

04–508Riley, Jean, Burrell, Andrew and McCallum, Bet (U. of London, UK; Email: [email protected]). Developing the spoken language skills of reception class children in two multicultural, inner-city primary schools. British Educational Research Journal (London, UK), 30, 5 (2004), 657–672.

04–509Ryan-Scheutz, Colleen and Colangelo, Laura M. (U. of Notre Dame, USA). Full-scale theatre production and foreign language learning. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 374–389.

04–510Sealey, Alison and Thompson, Paul (U. of Reading, UK). ‘What do you call the dull words?’ Primary school children using corpus-based approaches to learn about language. English in Education (Sheffield, UK), 38, 1 (2004), 80–91.

04–511Stewart, Melissa A. and Pertusa, Inmaculada (Western Kentucky U., USA). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 438–447.

04–512Thomas, Alain (U. of Guelph, Canada; Email: [email protected]). Phonetic norm versus usage in advanced French as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42, 4 (2004), 365–382.

04–513Van Berkel, Ans (Free U. Amsterdam, The Netherlands; Email: [email protected]). Learning to spell in English as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 239–257.

04–514Ward, Monica (Dublin City U., Ireland; Email: [email protected]). The additional uses of CALL in the endangered language context. ReCALL (Cambridge, UK), 16, 2 (2004), 345–359.

04–515Yamamori, Koyo, Isoda, Takamichi, Hiromori, Tomohito and Oxford, Rebecca L. (National I. Educational Policy Research, Japan; Email: [email protected]). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 381–409.

04–516You, Xiaoye (Purdue U., USA; Email: [email protected]). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 97–110.

04–517Armand, Françoise (U. de Montréal, Canada; Email: [email protected]), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.

04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: [email protected]). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.

04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: [email protected]). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.

04–520Dunsmuir, Sandra (U. College London, UK; Email: [email protected]) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.

04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.

04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.

04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.

04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.

04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: [email protected]). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.

04–526Joh, Jeongsoon (Konkuk U., Korea; Email: [email protected]). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.

04–527Lee, Icy (Hong Kong Baptist U., China; Email: [email protected]). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.

04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.

04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.

04–530Moore, Tim (Monash U., Australia; Email: [email protected]) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.

04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: [email protected]), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.

04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: [email protected]). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

04–533Cheng, Winnie and Warren, Martin (Hong Kong Polytechnic U., Email: [email protected]). Peer assessment of language proficiency. Language Testing (London, UK), 22, 1 (2005), 93–121.

04–534Malabonga, Valerie, Kenyon, Dorry M. and Carpenter, Helen (Centre for Applied Linguistics, Washington, USA; Email: [email protected]). Self-assessment, preparation and response time on a computerised oral proficiency test. Language Testing (London, UK), 22, 1 (2005), 59–92.

04–535Parkinson, Jean and Adendorff, Ralph (U. of Natal, India). The use of popular science articles in teaching scientific literacy. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 379–396.

04–536Quinn, M. (Melbourne U., Australia). Talking with Jess: Looking at how metalanguage assisted explanation writing in the Middle Years. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 246–261.

04–537Raphael, T. E., Florio-Raine, S. and George, M. (Oakland U., Australia). Book club plus: organising your literacy curriculum to bring students to high levels of literacy. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 198–216.

04–538Reed, Malcolm (U. of Bristol, UK). Write or wrong? A sociocultural approach to schooled writing. English in Education (Sheffield, UK), 38, 1 (2004), 21–38.

04–539Ren, Guanxin. Introducing oval writing.Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 4–10.

04–540Richgels, Donald J. (Northern Illinois U., USA; Email: [email protected]). Paying attention to language. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 470–477.

04–541Sang-Keun, Shin (Ewha Womens U. Seoul, Korea; Email: [email protected]). Did they take the same test? Examinee language proficiency and the structure of language tests. Language Testing (London,UK), 22, 1 (2005), 31–57.

04–542Schoonen, Rob (U. of Amsterdam, The Netherlands; Email: [email protected]). Generalisability of writing scores: an application of structural equation modelling. Language Testing (London, UK), 22, 1 (2005), 1–30.

04–543So, Bronia (U. of Hong Kong, Hong Kong; Email: [email protected]). From analysis to pedagogic applications: using newspaper genres to write school genres. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 67–82.

04–544Spodark, Edwina (Hollins U., USA; Email: [email protected]). “French in Cyberspace”: an online French course for undergraduates. CALICO Journal (Texas, USA), 22, 1 (2004), 83–101.

04–545Sutherland-Smith, Wendy (Deakin U., Australia; Email: [email protected]). Pandora's box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 83–95.

04–546Thurstun, Jennifer (Macquarie U., Australia). Teaching and learning the reading of homepages. Prospect (Sydney, Australia), 19, 2 (2004), 56–71.

04–547Valencia, S. W. and Riddle Buly, M. (Washington U., USA). Behind test scores: What struggling readers REALLY need. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 217–233.

04–548Warschauer, Mark (U. of California, USA; Email: [email protected]), Grant, David, Del Real, Gabriel and Rousseau, Michele. Promoting academic literacy with technology: successful laptop programs in K-12 schools. System (Oxford, UK), 32, 4 (2004), 525–537.

04–549Young, Richard F. and Miller, Elisabeth R. (U. of Wisconsin, USA; Email: [email protected]). Learning as changing participation: discourse roles in ESL writing conferences. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 519–535.

04–550Bernhardt, Elizabeth B., Rivera, Raymond J. and Kamil, Michael L. (Stanford U., USA). The practicality and efficiency of web-based placement testing for college-level language programs. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 356–366.

04–551Brown, Gavin T. L. (U. of Auckland, New Zealand; Email: [email protected]), Glasswell, Kath and Harland, Don. Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing (New York, USA), 9, 2 (2004), 105–121.

04–552Hawkey, Roger and Barker, Fiona (Cambridge ESOL, UK; Email: [email protected]). Developing a common scale for the assessment of writing. Assessing Writing (New York, USA), 9 (2004), 122–159.

04–553Peterson, Shelley, Childs, Ruth and Kennedy, Kerrie (U. of Toronto, Canada; Email: [email protected]). Written feedback and scoring of sixth-grade girls' and boys' narrative and persuasive writing. Assessing Writing (New York, USA), 9 (2004), 160–180.

04–554Watson Todd, Richard (King Mongkut's U. of Technology Thonburi, Thailand; Email: [email protected]), Glasswell, Kath and Harland, Don. Measuring the coherence of writing using topic-based analysis. Assessing Writing (New York, USA), 9, 2 (2004), 85–104.

04–555Garvey, Erica and Murray, Denise E. (NCELTR, Macquarie U., Australia). The multilingual teacher: issues for teacher education. Prospect (Sydney, Australia), 19, 2 (2004), 3–23.

04–556Guilloteaux, Marie J. (Gyeongsang National U., Korea; Email: [email protected]). Korean teachers' practical understanding of CLT. English Teaching (Anseonggun, Korea), 59, 3 (2004), 53–76.

04–557Jones, Jeremy F. (U. of Canberra, Australia). The many benefits of a research component in English language teacher education: A case study. Prospect (Sydney, Australia), 19, 2 (2004), 25–38.

04–558Karabenick, Stuart A. (Eastern Michigan U., USA) and Clemens Noda, Phyllis A. Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 55–76.

04–559Lord, Gillian (U. of Florida, USA) and Lomicka, Lara L. Developing collaborative cyber communities to prepare tomorrow's teachers. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 401–416.

04–560Potowski, Kim (U. of Illinois at Chicago, USA) and Carreira, Maria. Teacher development and national standards for Spanish as a heritage language. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 427–437.

04–561Stepp-Greany, Jonita (Florida State U., USA). Collaborative teaching in an intensive Spanish course: a professional development experience for teaching assistants. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 417–426.

04–562Thaine, Craig (Languages International, Auckland, New Zealand). The assessment of second language teaching. ELT Journal (Oxford,UK), 58, 4 (2004), 336–345.

04–563Thompson, G. Paul (Bell International, Libya). Teacher-training in Bangladesh – some lessons learnt. The Teacher Trainer (Canterbury, UK), 18, 3 (2004), 10–13.

04–564Banfi, Cristina and Day, Raymond (U. Nacional de Córdoba and ESSARP, Argentina; Email: [email protected]). The evolution of bilingual schools in Argentina. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 398–411.

04–565Bekerman, Zvi and Shhadi, Nader (Hebrew U., Israel; Email: [email protected]). Palestinian-Jewish bilingual education in Israel: its influence on cultural identities and its impact on intergroup conflict. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 473–483.

04–566De Mejia, Anne-Marie (U. del Valle, Cali, Colombia; Email: [email protected]). Bilingual education in Colombia: towards an integrated perspective. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 381–397.

04–567Gavruseva, Elena (U. of Iowa, USA; Email: [email protected]). Root infinitives in child second language English: an aspectual features account. Second Language Research (London, UK), 20, 4 (2004), 335–371.

04–568Keshavarz, Mohammad Hossein (Teacher Training U., Tehran, Iran; Email: [email protected]) and Astaneh, Hamideh. The impact of bilinguality on the learning of English vocabulary as a foreign language (L3). International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 295–302.

04–569Lao, Christy (San Francisco State U., USA). Parents' attitudes toward Chinese-English bilingual education and Chinese language use. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 99–121.

04–570Lara-Alecio, Rafael (Texas A&M U., USA), Galloway, Martha, Irby, Beverly J., Rodríguez, Linda and Gómez, Leo. Two-way immersion bilingual programs in Texas. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 35–54.

04–571López, Lisa M. (U. of Miami, USA; Email: [email protected]) and Greenfield, Daryl B. The cross-language transfer of phonological skills of Hispanic Head Start children. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 1–18.

04–572López, María G. (Florida International U., USA) and Tashakkori, Abbas. Effects of a two-way bilingual program on the literacy development of students in kindergarten and first grade. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 19–34.

04–573Osterling, Jorge P. and Fox, Rebecca K. (George Mason U., USA; Email: [email protected]). The power of perspectives: building a cross-cultural community of learners. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 6 (2004), 489–505.

04–574Reyes, Iliana (U. of Arizona, USA; Email: [email protected]). Functions of code switching in schoolchildren's conversations. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 77–98.

04–575Yaeo Siegel, Satoko (U. of Arizona, USA). A case study of one Japanese heritage language program in Arizona. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 123–134.

04–589Coulthard, Malcolm (Aston U., UK). Author indentification, idiolect, and linguistic uniqueness. Applied Linguistics (Oxford, UK), 25, 4 (2004), 431–447.

04–576Alexander, Neville (U. of Cape Town, South Africa; Email: [email protected]). The politics of language planning in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 113–130.

04–577Bayley, Robert and Langman, Juliet (U. of Texas, USA; Email: [email protected]). Variation in the group and the individual: Evidence from second language acquisition. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 303–318.

04–578Cruickshank, Ken (U. of Wollongong, Australia; Email: [email protected]). Literacy in multilingual contexts: change in teenagers' reading and writing. Language and Education (Clevedon, UK), 18, 6 (2004), 459–473.

04–579Dailey, René M., Giles, Howard and Jansma, Laura L. (U. of California, Santa Barbara, USA; Email: [email protected]). Language attitudes in an Anglo-Hispanic context: the role of the linguistic landscape. Language and Communication (Oxford, UK), 25, 1 (2005), 27–38.

04–580Davis, Kathryn and Skilton-Sylvester, Ellen (U. of Hawai'i at Manoa, USA). Looking Back, Taking Stock, Moving Forward: Investigating Gender in TESOL. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 381–404.

04–581Dewaele, Jean-Marc (U. of London, UK; Email: [email protected]). Vous or tu? Native and non-native speakers of French on a sociolinguistic tightrope. International Review of Applied Linguistics in Language Teaching (Berlin, Germany), 42, 4 (2004), 383–402.

04–582Gordon, Daryl (Temple U., USA). “I'm tired. You clean and cook.” Shifting gender identities and second language socialization. TESOL Quarterly (Alexandria,VA, USA), 38, 3 (2004), 437–457.

04–583Kamwangamalu, Nkonko M. (Howard U., USA; Email: [email protected]). The language policy/language economics interface and mother-tongue education in post-apartheid South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 131–146.

04–584Ordonez, Claudia Lucia (U. de los Andes, Santafé de Bogota, Colombia; Email: [email protected]). EFL and native Spanish in elite bilingual schools in Colombia: a first look at bilingual adolescent frog stories. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 449–473.

04–585Simpson, M. JoEllen (Formerly at U. del Valle, Cali, Colombia; Email: [email protected]). A look at early childhood writing in English and Spanish in a bilingual school in Ecuador. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.

04–586Skliar, Carlos and Muller Quadros, Ronice (U. Federal do Rio Grande do Sul, Brazil; Email: [email protected]). Bilingual deaf education in the south of Brazil. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 432–448.

04–587Spezzini, Susan (U. of Alabama at Birmingham, USA; Email: [email protected]). English immersion in Paraguay: individual and sociocultural dimensions of language learning and use. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 412–431.

04–588Wright, Laurence (Rhodes U., South Africa; Email: [email protected]). Language and value: towards accepting a richer linguistic ecology for South Africa. Language Problems and Language Planning (Amsterdam, The Netherlands), 28, 2 (2004), 175–197.