In his overview of teaching and learning foreign languages in Germany, Frank Königs refers to the very different research currents and traditions that have come to inform the state-of-the art as we have it today. Here at language teaching, the editorial team endeavours to bring you examples of excellent research carried out in all the traditions and paradigms which inform our profession today. Here you will find accounts of small classroom-based studies side by side with reports on national research projects; you will find a full range of quantitative and qualitative methodologies represented. All of the articles abstracted appeared in peer-reviewed journals, and are carefully considered by the editor and the abstracting team. We consider all of them to be good examples of whichever research trends they represent, and hope that they will be of use in the professional work of our readers.

There is an unavoidable dilemma in any attempt to put together an overview of the research results for one subject within a discipline. A subject area is either so small that the overview is straightforward but perhaps of interest to only a few, or the subject area is much wider – in which case there is the inevitable danger that the overview will be relatively subjective. This means that some activities may be disregarded while others are given more emphasis than another observer of the subject might have considered appropriate. For example, I have not included the teaching of literature, a complex subject with its own rich research tradition. Being fully aware of both the risks and the advantages of subjectivity, I present this very personal view of foreign language learning and teaching in Germany.

04–538 Allford, D. Institute of Education, University of London. [email protected]‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages. Language Learning Journal (Rugby, UK), 27 (2003), 24–32.

04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras. [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23.

04–540 Arkoudis, S. (U. of Melbourne, Australia; Email: [email protected]). Teaching English as a second language in science classes: incommensurate epistemologies?Language and Education (Clevedon, UK), 17, 3 (2003), 161–173.

04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos. [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12.

04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers. Foreign Language Annals, 36, 3 (2003), 339–346.

04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email: [email protected]). Problem-solving and EAP: themes and issues in a collaborative teaching venture. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 297–314.

04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4. Francophonie (London, UK), 28 (2003), 10–17.

04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching. ELT Journal (Oxford, UK), 57, 3 (2003), 278–287.

04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email: [email protected]). How to talk shop through metaphor: bringing metaphor research to the ESP classroom. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 177–194.

04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.

04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: [email protected]). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.

04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.

04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.

04–551 Hird, Bernard (Edith Cowan U., Australia; Email: [email protected]). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.

04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice. ELT Journal (Oxford, UK), 57, 3 (2003), 269–277.

04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school. Language, Culture and Curriculum (), 16, 1 (2003), 70–89.

04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 467–487.

04–555 Kissau, Scott P. (U. of Windsor, UK & Greater Essex County District School Board; Email: [email protected]). The relationship between school environment and effectiveness in French immersion. The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 1 (2003), 87–104.

04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite. [From Implicit Grammar to Explicit Grammar.] Tema, 2 (2003), 40–47.

04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms. Hispania (Ann Arbor, USA), 86, 3 (2003), 541–551.

04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email: [email protected]). Learner proficiency and focus on form during collaborative dialogue. Language Teaching Research, 8, 1 (2004), 55.

04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms. TESOL Journal, 12 (2003), 13–19.

04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: [email protected]) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective. Language Learning Journal (Rugby, UK), 27 (2003), 15–23.

04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.

04–562 Morley, J. and Truscott, S. (University of Manchester; Email: [email protected]). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.

04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: [email protected]) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.

04–564 Pachler, N. (Institute of Education, University of London; Email: [email protected]). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.

04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia), 2 (2003), 9–18.

04–566 Purvis, K. (Email: [email protected]) and Ranaldo, T. Providing continuity in learning from Primary to Secondary. Babel, 38, 1 (2003), (Adelaide, Australia), 13–18.

04–567 Román-Odio, Clara and Hartlaub, Bradley A. (Kenyon College, Ohio, USA). Classroom assessment of Computer-Assisted Language Learning: developing a strategy for college faculty. Hispania (Ann Arbor, USA), 86, 3 (2003), 592–607.

04–568 Schleppegrell, Mary J. (University of California, Davis, USA) and Achugar, Mariana. Learning language and learning history: a functional linguistics approach. TESOL Journal, 12, 2 (2003), 21–27.

04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: [email protected]) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.

04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.

04–571 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, The Netherlands), 22, 2 (2003), 195–211.

04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: [email protected]) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.

04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.

04–575 Barcroft, Joe (Washington U., MO, USA; Email: [email protected]). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 546–561.

04–576 Boehlke, Olaf (Creighton U., USA; Email: [email protected]). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. Calico Journal (Texas, USA), 21, 1 (2003), 67–87.

04–577 Brandford, Verna and Wilson, Rebecca (Institute of Education, U. of London). Using PowerPoint to develop pupils' oral skills in modern foreign languages. Francophonie (London, UK), 28 (2003), 18–24.

04–578 Brouwer, Catherine E. (U. of Southern Denmark, Denmark; Email: [email protected]). Word searches in NNS-NS interaction: opportunities for language learning?The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 534–545.

04–579 Carr, Jo (Queensland U. of Technology, Australia; Email: [email protected]). Why boys into languages won't go: the problematic gender agenda in languages education. Babel, (Adelaide, Australia), 37, 2 (2002), 4–9.

04–580 Chalhoub-Deville, Micheline (U. of Iowa, USA; Email: [email protected]). Second language interaction: current perspectives and future trends. Language Testing (London, UK), 20, 4 (2003), 369–383.

04–581 Chan, Victoria, Spratt, Mary and Humphreys, Gillian (Hong Kong Polytechnic U., Hong Kong). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education (Clevedon, UK), 16, 1 (2002), 1–16.

04–582 Dam Jensen, Eva and Vinther, Thora (University of Copenhagen, Denmark; Email: [email protected].). Exact repetition as input enhancement in second language acquisition. Language Learning (University of Michigan, USA), 53, 3 (2003), 373–428.

04–583 De Carlo, Maddalena (Université de Cassino, Italy). Affectivité et acquisition du langage. [Affectivity and Language Acquisition.] Études de linguistique appliquée (Paris, France), 13, 1 (2003), 275–290.

04–584 Derwing, Tracey M. (Alberta U., Canada) and Rossiter, Marian J. The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 1–18.

04–585 Dykstra-Pruim, Pennylyn (Calvin College, MI, USA). L2 acquisition of German plurals: how students form them and textbooks teach them. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 43–55.

04–586 Eckman, Fred (University of Wisconsin, USA; Email: [email protected]), Elreyes, Abdullah and Iverson, Gregory. Some principles of second language phonology. Second Language Research (London, UK), 19, 3 (2003), 169–208.

04–587 Egbert, Joy (Washington State U., USA; Email: [email protected]). A study of flow theory in the foreign language classroom. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 499–518.

04–588 Ehrman, Madeline (Foreign Service Institute, US Dept of State, Washington DC, USA; Email: [email protected]) and Leaver, Betty Lou. Cognitive styles in the service of language learning. System, 31, 3 (2003), (Oxford), 393–415.

04–589 Felser, Claudia (U. of Essex, UK; Email: [email protected]), Roberts, Leah, Gross, Rebecca and Marinis, Theodore. The processing of ambiguous sentences by first and second language learners of English. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 453–490.

04–590 Gass, Susan (Michigan State University, USA; Email: [email protected]) and Svetics, Ildikó. Differential effects of attention. Language Learning (Michigan, USA), 53, 3 (2003), 497–545.

04–591 Griffiths, Carol (Auckland Institute of Studies, Auckland, New Zealand; Email: [email protected]). Patterns of language learning strategy use. System, (Oxford, UK), 31, 3 (2003), 367–383.

04–592 Hertel, Tammy J. (Department of World Languages and Cultures, Juniata College, USA; Email: [email protected]) Lexical and discourse factors in the second language acquisition of Spanish word order. Second Language Research (London, England), 19, 4 (2003), 273–304.

04–593 Hertel, Tammy J. (Juniata College). Using an e-mail exchange to promote cultural learning. Foreign Language Annals (New York, USA), 36, 3 (2003), 386–396.

04–594 Hu, Chieh-Fang (Taipei Municipal Teachers College, Taiwan; Email: [email protected]). Phonological memory, phonological awareness and foreign language word learning. Language Learning (University of Michigan, USA), 53, 3 (2003), 429–462.

04–595 Izumi, Shinichi (Sophia University, Japan; Email: [email protected]). Processing difficulty in comprehension and production of relative clauses by learners of English as a second language. Language Learning (Michigan, USA), 53, 2 (2003), 285–323.

04–596 Jones, Linda, J. (U. of Arkansas, USA; Email: [email protected]). Supporting listening comprehension and vocabulary acquisition with multimedia annotation: the students' voice. Calico Journal (San Marcos Tex. USA), 21, 1 (2003), 41–65.

04–597 Jung, Euen Hyuk (Sarah) (Yonsei U., South Korea; Email: [email protected]). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 562–577.

04–598 Knutson, Sonja (Memorial U., Newfoundland, Canada). Experiential learning in second-language classrooms. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 53–64.

04–599 Littlemore, Jeannette (U. of Birmingham, UK). The communicative effectiveness of different types of communication strategy. System, (Oxford, UK), 31, 3 (2003), 331–347

04–600 McCollum, Daniel L. (Pennsylvania State U., USA). Utilizing non-cognitive predictors of foreign language achievement. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 19–32.

04–601 Morris, Frank (University of Miami, USA; Email: [email protected].) and Tarone, Elaine. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning (University of Michigan, USA), 53, 2 (2003), 325–368.

04–602 Ntirampeba, Pascal (Université de Montréal, Québec, Canada). La progression en didactique du texte argumentatif écrit. [Progressive approach to written argumentative text.] Révue Canadienne de Linguistique Appliquée, 6, 2 (2003), 159–169.

04–603 Parkinson, Brian, Benson, Cathy and Jenkins, Michael (U. of Edinburgh, Scotland, UK). Learner diary research with ‘Cambridge' examination candidates. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 45–63.

04–604 Pérez, Luisa, C. (Emporia State U., USA; Email: [email protected]). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. Calico Journal (Texas, USA), 21, 1 (2003), 89–104.

04–605 Pulido, Diana (Washington State University, USA; Email: [email protected].). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning (University of Michigan, USA), 53, 2 (2003), 233–284.

04–606 Sasaki, Yoshinori (Ochanomizu U., Japan) and Hayakawa, Harumi. Does a quiz facilitate or spoil language learning? Instructional effects of lesson review quizzes. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 33–56.

04–607 Seus-Walker, Katia (IUT-Université de Toulouse III, France). Pour développer l'autonomie des apprenants. [Developing learner autonomy.] Les Cahiers de l'APLIUT, XXII, 2 (2003), 43–58.

04–608 Sparks, Richard L. (College of Mount St. Joseph, Cincinnati, Ohio) Philips, Lois and Javorsky, James. College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. Foreign Language Annals (New York, USA), 36, 3 (2003), 325–337.

04–609 Stotz, Daniel and Meuter, Tessa (Zürcher Hochschule Winterthur, Switzerland; Email: [email protected]). Embedded English: integrating content and language learning in a Swiss primary school project. Bulletin suisse de linguistique appliquée (Neuchâtel, Switzerland), 77 (2003), 83–101.

04–610 Takeuchi, Osamu (Kansai U., Osaka, Japan; Email: [email protected]). What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System, (Oxford, UK), 31, 3 (2003), 385–392.

04–611 Vandergrift, Larry (University of Ottawa, Canada; Email: [email protected]). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning (University of Michigan, USA), 53, 3 (2003), 463–496.

04–612 Vann, Roberta J. (Iowa State U., USA) and Fairbairn, Shelley B. Linking our worlds: a collaborative academic literacy project. TESOL Journal (Alexandria, VA, USA), 12, 3 (2003), 11–16.

04–613 Verspoor, Marjolijn and Lowie, Wander (University of Groningen, The Netherlands). Making sense of polysemous words. Language Learning (University of Michigan, USA), 53, 3 (2003), 547–586.

04–614 Weldon, A. and Trautmann, G. (U. of North Carolina-Asheville, USA). Spanish and service-learning: pedagogy and praxis. Hispania (Ann Arbor, USA), 86, 3 (2003), 574–585.

04–615 Wen, W. P. (Xiangtan U., Hunan, P.R. of China [email protected]) and Clément, R. A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 18–38.

04–616 Yeh, Yuli and Wang, Chai-wei. (National Tsing Hua U., Taiwan; Email: [email protected]). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal (Texas, USA), 21, 1 (2003), 131–144.

04–617 Yuet Hung Chan, C. (City U. of Hong Kong; Email: [email protected]). Cultural content and reading proficiency: a comparison of mainland Chinese and Hong Kong learners of English. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 60–69.

04–618 Zsiga, Elizabeth (Georgetown University, USA; Email: [email protected]). Articulatory timing in a second language – evidence from Russian and English. Studies in Second Language Acquisition (New York, USA), 25, 3 (2003), 399–432.

04–619 Zughoul, Muhammed Raji and Abdul-Fattah, Hussein (Yarmouk U., Jordan). Translational collocational strategies of Arab learners of English: a study in lexical semantics. Babel (Amsterdam, The Netherlands), 49, 1 (2003), 59–81.

04–620 Akamatsu, Nobuhiko (Doshisha University, Japan; Email: [email protected].). The effects of first language orthographic features on second language reading in text. Language Learning (Michigan, USA), 53, 2 (2003), 207–231.

04–621 Argamon, S., Koppel, M., Fine, J. and Shimoni, A. R. (Department of computer Science at the Illinois Institute of Technology. Email: [email protected]). Gender, genre and writing style in formal written texts. Text (Berlin, Germany), 23, 3 (2003), 321–346.

04–622 Dreyer, Carisma and Nel, Charl (Potchefstroom U., South Africa; Email: [email protected]). Teaching reading strategies and reading comprehension within a technology-enhanced learning environment. System (Oxford, UK), 31, 3 (2003), 349–365.

04–623 Fender, Michael (U. of Pittsburg, PA., USA; Email: [email protected]). English word recognition and word integration skills of native Arabic- and Japanese-speaking learners of English as a second language. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 289–316.

04–624 Flowerdew, L. (Hong Kong University of Science and Techology). A combined corpus and systemic-functional analysis of the problem-solution pattern in a student and professional corpus of technical writing. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 489–511.

04–625 Goswami, Usha (U. of Cambridge, UK), Ziegler, Johannes C., Dalton, Louise and Schneider, Woflgang. Nonword reading across orthographies: How flexible is the choice of reading units?Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 235–248.

04–626 Hinkel, Eli (Seattle University, USA; Email: [email protected]). Tense, aspect and the passive voice in L1 and L2 academic texts. Language Teaching Research (London, UK), 8, 1 (2004), 5.

04–627 Hirose, Keiko (Aichi Prefectural University, Nagakute, Aichi, Japan; Email: [email protected]). Comparing L1 and L2 organizational patterns in the argumentative writing of Japanese EFL students. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 181–209.

04–628 Lee, Miranda Y. P. (Hong Kong Polytechnic University of Hong Kong; Email: [email protected]). Discourse structure and rhetoric of English narratives: differences between native English and Chinese non-native English writers. Text (Berlin, Germany) 23, 3 (2003), 347–368.

04–629 Matsuda, Paul K. (University of New Hampshire, USA; Email: [email protected]), Canagarajah, A. Suresh, Harklau, L., Hyland, K. and Warshauer, Mark. Changing currents in second language writing research: a colloquium. Journal of Second Language Writing (New Jersey, USA), 12 (2003), 151–179.

04–630 Moreno, Ana (Universidad de Leon, Spain; Email: [email protected]). Matching theoretical descriptions of discourse and practical applications to teaching: the case of causal metatext. English for Specific Purposes (Amsterdam, The Netherlands), 22, 3 (2003), 265–295.

04–631 Ramanathan, Vaidehi (University of California, Davis, USA; Email: [email protected]). Written textual production and consumption (WTPC) in vernacular and English-medium settings in Gujarat, India. Journal of Second Language Writing (Ann Arbor, USA), 12 (2003), 125–150.

04–632 Rasinski, Timothy V. (Kent State U., USA) and Hoffman, James V. (U. of Texas, Austin, USA). Oral reading in the school literacy curriculum. Reading Research Quarterly (Newark, DE, USA), 38, 4 (2003), 510–522.

04–633 Saito, Hidetoshi and Fujita, Tomoko (Hokusei Gakuen University, Japan; Email: [email protected]). Characteristics and user acceptance of peer rating in EFL writing classrooms. Language Teaching Research (London, UK), 8, 1 (2003), 31–54.

04–634 Steinman, Linda (Seneca College, Toronto, Canada). Cultural collisions in L2 academic writing. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 80–91.

04–635 Zareva, Alla (University of Georgia Athens Georgia.) Transfer effects on the process of L2 reading and comprehension. Literacy Across Cultures (Fukui, Japan), 6 (2003), 25–34.

04–636 Chapelle, Carol A., Jamieson, Joan and Hegelheimer, Volker (Iowa State U., USA; Email: [email protected]). Validation of a web-based ESL test. Language Testing (London, UK), 20, 4, (2003), 409–439.

04–637 Choi, Inn-Chull (Sungshin Women's U., Republic of Korea; Email: [email protected]), Sung Kim, Kyoung and Boo, Jaeyool. Comparability of a paper-based language test and a computer-based language test. Language Testing (London, UK), 20, 3 (2003), 295–320.

04–638 Fulcher, Glenn (U. of Dundee, UK; Email: [email protected]) and Márquez Reiter, Rosina. Task difficulty in speaking tests. Language Testing (London, UK), 20, 3 (2003), 321–344.

04–639 Fulcher, Glenn (U. of Dundee, UK; Email: [email protected]). Interface design in computer-based language testing. Language Testing (London, UK), 20, 4 (2003), 384–408.

04–640 Hill, K. Assessment in transition. Babel, (Adelaide, Australia), 38,1 (2003), 19–24.

04–641 Luoma, Sari and Tarnanan, Mirja (U. of Jyväskylä, Finland; Email: [email protected]). Creating a self-rating instrument for second language writing: from idea to implementation. Language Testing (London, UK), 20, 4, (2003), 440–465.

04–642 Schlichting, J.E.P.T. (Liesbeth) (U. of Utrecht; The Netherlands; Email: [email protected]) and Henk C. Lutje Spelberg. A test for measuring syntactic development in young children. Language Testing (London, UK), 20, 3 (2003), 241–266.

04–643 Yamashita, Junko (Nagoya U., Japan; Email: yamashita @cc.nagoya-u.ac.jp). Processes of taking a gap-filling test: comparison of skilled and less skilled EFL readers. Language Testing (London, UK), 20, 3 (2003), 267–293.

04–644 Donaghue, H. (Shajah Women's College, UAE). An instrument to elicit teachers’ beliefs and assumptions. ELT Journal (Oxford, UK), 57, 4 (2003), 344–351.

04–645 Heller-Murphy, Anne and Northcott, Joy (U. of Edinburgh, Scotland, UK). “Who does she think she is?” constraints on autonomy in language teacher education. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 10–18.

04–646 LeLoup, J. W. (State U. of New-York-Cortland) and Schmidt-Rinchart, B. A Venezuelan experience: professional development for teachers, meaningful activities for students. Hispania (Ann Arbor, USA), 86, 3 (2003), 586–591.

04–647 Macaro, E. (University of Oxford; Email: [email protected]) Second language teachers as second language classroom researchers. Language Learning Journal (Rugby, UK), 27 (2003), 43–51.

04–648 Murphy, J. (New College, Nottingham). Task-based learning: the interaction between tasks and learners. ELT Journal (Oxford, UK), 57, 4 (2003), 352–360.

04–649 Urmston, Alan (Hong Kong Examinations and Assessment Authority, Hong Kong; Email: [email protected]). Learning to teach English in Hong Kong: the opinions of teachers in training. Language and Education (Clevedon, UK), 17, 2 (2003), 112–137.

04–650 Wharton, Sue (University of Aston, UK; Email: [email protected]). Defining appropriate criteria for the assessment of master's level TESOL assignments. Assessment and Evaluation in Higher Education (London, UK), 28, 6 (2003), 649–663.

04–651 Wildsmith-Cromarty, Rosemary (University of Natal, Pietermaritzburg, South Africa; Email: [email protected]). Mutual apprenticeship in the learning and teaching of an additional language. Language and Education (Clevedon, UK), 17, 2 (2003), 138–154.

04–652 Castro, D. and Gavruseva, E. (University of Iowa; Email: [email protected]). Finiteness and aspect in Spanish/English bilingual acquisition. First Language (Bucks, UK), 23, 2 (2003), 171–192.

04–653 Gutierrez-Clellen, Vera F. (San Diego State U., CA, USA; Email: [email protected]) and Kreiter, Jacqueline. Understanding child bilingual acquisition using parent and teacher reports. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 267–288.

04–654 Jaffe, Alexandra (California State U., USA; Email: [email protected]). Talk around text: literacy practices, cultural identity and authority in a Corsican bilingual classroom. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 3&4 (2003), 202–220.

04–655 Marian, Viorica (Northwestern U., IL, USA; Email: [email protected]) and Spivey, Michael. Bilingual and monolingual processing of competing lexical items. Applied Psycholinguistics (Cambridge, UK), 24, 2 (2003), 173–194.

04–656 Martin, D., Krishnamurthy, R., Bhardwaj, M. and Charles, R. (School of Education, University of Birmingham, UK; Email: [email protected]). Language change in young Panjabi/English children: implications for bilingual language assessment. Child Language Teaching and Therapy (London, UK), 19, 3 (2003), 245–266.

04–657 Olmedo, Irma M. (College of Education, U. of Illinois-Chicago, USA; Email: [email protected]). Language mediation among emergent bilingual children. Linguistics and Education (New York, USA), 14, 2 (2003), 143–162.

04–658 Ruan, J. (U. of Oklahoma, USA). Toward a culture-sensitive pedagogy: emergent literacy learning in Chinese-English bilinguals in America. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 39–47.

04–659 Seeff-Gabriel, B. (Department of Human Communication Science, University College London; Email: [email protected]). Phonological processing: a platform for assisting second-language learners with English spelling. Child Language Teaching and Therapy (Clevedon, UK), 19, 3 (2003), 291–310.

04–660 Chen Eoyang, Eugene (Indiana U., USA & Lingnan U., Hong Kong). English as a postcolonial tool: anti-hegemonic subversions in a hegemonic language. English Today (Cambridge, UK), 19, 4 (2003), 23–29.

04–661 Heinz, Bettina (Bowling Green State U., USA; Email: [email protected]). Backchannel responses as strategic responses in bilingual speakers' conversations. Journal of Pragmatics (Amsterdam, The Netherlands), 35, 7 (2003), 1113–1142.

04–662 Hinkel, Eli (Seattle U., USA; Email: [email protected]). Adverbial markers and tone in L1 and L2 students' writing. Journal of Pragmatics (Amsterdam, The Netherlands), 35, 7 (2003), 1049–1068.

04–663 Mackie, Ardiss (Okanagan University College, B.C., Canada). Race and desire: toward critical literacies for ESL. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 23–37.

04–664 MacPherson, Seonaigh (Manitoba U., Canada). TESOL for biolinguistic sustainability: the ecology of English as aLingua Mundi. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 1–22.

04–665 Marsh, Jackie (Sheffield U., UK). One-way traffic? Connections between literacy practices at home and in the nursery. British Educational Research Journal (London, UK), 29, 3 (2003), 369–382.

04–666 Matthews, Mona W. and Kesner, John (Georgia State U., USA). Children learning with peers: the confluence of peer status and literacy competence within small-group literacy events. Reading Research Quarterly (Newark, DE, USA), 38, 2 (2003), 208–234.

04–667 Spencer-Oatey, Helen and Jiang, Wenying (UK eUniversities Worldwide, UK; Email: [email protected]). Explaining cross-cultural pragmatic findings: moving from politeness maxims to sociopragmatic interactional principles (SIPs). Journal of Pragmatics (Amsterdam, The Netherlands), 35, 10–11 (2003), 1633–1650.

04–668 Zhu, Huimin (China). Globalization and new ELT challenges in China. An account of the teaching of English and the kinds of English used in a vast, varied, and rapidly changing society. English Today (Cambridge, UK), 19, 4 (2003), 36–41.

04–669 Hardison, Debra M. (Michigan State U., USA; Email: [email protected]). Acquisition of second-language speech: effects of visual cues, context, and talker variability. Applied Psycholinguistics (Cambridge, UK), 24, 4 (2003), 495–522.

04–670 Hirst, Elizabeth (Griffith U., Queensland, Australia; Email: [email protected]) Diverse voices in a second language classroom: burlesque, parody and mimicry. Language and Education (Clevedon, UK), 17, 3 (2003), 174–191.

04–671 Matsumura, Shoichi (Ryukoku U., Japan). Modelling the relationships among interlanguage pragmatic development, L2 proficiency, and exposure to L2. Applied Linguistics (Oxford, UK), 24, 4 (2003), 465–491.

04–672 de Mattos Pimenta Parente, Maria Alice and Geiger, Lucienne (Rio Grande do Sul Federal U., Brazil) and Dunbar, Harriet and Nespoulous, Jean-Luc. The role of phonological loop components on children's story recall during the first years of schooling. Revue Parole (Mons, Belgium), 25/26 (2003), 45–74.