The present review refers to studies published in 2002 in leading research journals. It focuses in particular on learning, teaching and policy in respect of second, modern foreign or additional languages. The comments offered about particular studies are not intended to summarise them (for that, it is best to refer to the actual abstracts which the present journal publishes). What is on offer is a personal selection made because some aspect of a particular article seemed to be of particular interest or to reflect an important trend, and I have attempted to link such elements together to form a narrative. Compared with previous years, two important themes seemed to gather particular momentum in 2002: first, the role of ‘frequency’ in acquisition; and second, the impact of complex and contradictory global factors on everyday pedagogical practice, thinking and attitudes. As in previous years reference is made to the abstracts. Thus, Tarone (2002: 03-158) refers to an article by Tarone published in 2002 and reflected in the 2003 series of this journal as abstract 158. In previous years I have discussed ICT (information and communications technology) in a separate section of its own but this has now been integrated into other sections, reflecting a process of ‘normalisation’.

03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.

03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: [email protected]). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.

03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: [email protected]). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.

03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: [email protected]). Focusing on phonology to teach morphological form in French. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 58–70.

03–390 Bax, Stephen (Canterbury Christ Church UC, UK; Email: [email protected]). CALL – past, present, and future. System (Oxford, UK), 31, 1 (2003), 13–28.

03–391 Black, Catherine (Wilfrid Laurier University; Email: [email protected]). Internet et travail coopératif: Impact sur l'attitude envers la langue et la culture-cible. [Internet and cooperative work: Impact on the students' attitude towards the target language and its culture.] The Canadian Journal of Applied Linguistics (Canada), 6, 1 (2003), 5–23.

03–392 Breen, Michael P. (U. of Stirling, Scotland; Email: [email protected]). From a Language Policy to Classroom Practice: The intervention of identity and relationships. Language and Education (Clevedon, UK), 16, 4 (2002), 260–282.

03–393 Brown, David (ESSTIN, Université Henri Poincaré, Nancy). Mediated learning and foreign language acquisition. Anglais de Spécialité (Bordeaux, France), 35–36 (2000), 167–182.

03–394 Charnock, Ross (Université Paris 9, France). L'argumentation rhétorique et l'enseignement de la langue de spécialité: l'exemple du discours juridique. [Rhetorical argumentation and the teaching of language for special purposes: the example of legal discourse.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 121–136.

03–395 Coffin, C. (The Centre for Language and Communications at the Open University, UK; Email: [email protected]). Exploring different dimensions of language use. ELT Journal (Oxford, UK), 57, 1 (2003), 11–18.

03–396 Crosnier, Elizabeth (Université Paul Valéry de Montpellier, France; Email: [email protected]). De la contradiction dans la formation en anglais Langue Etrangère Appliquée (LEA). [Some contradictions in the teaching of English as an Applied Foreign Language (LEA) at French universities.] Anglais de Spécialité (Bordeaux, France), 35–36 (2002), 157–166.

03–397 De la Fuente, María J. (Vanderbilt U., USA). Is SLA interactionist theory relevant to CALL? A study on the effects of computer-mediated interaction in L2 vocabulary acquisition. Computer Assisted Language Learning (Lisse, NE), 16, 1 (2003), 47–81.

03–398 Dhier-Henia, Nebila (Inst. Sup. des Langues, Tunisia; Email: [email protected]). “Explication de texte” revisited in an ESP context. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 233–251.

03–399 Eken, A. N. (Sabanci University, Turkey; Email: [email protected]). ‘You've got mail’: a film workshop. ELT Journal, 57, 1 (2003), 51–59.

03–400 Fernández-García, Marisol (Northeastern University, Boston, USA) and Martínez-Arbelaiz, Asunción. Learners' interactions: A comparison of oral and computer-assisted written conversations. ReCALL, 15, 1 (2003), 113–136.

03–401 Gánem Gutiérrez, Gabriela Adela (University of Southampton, UK; Email: [email protected]). Beyond interaction: The study of collaborative activity in computer-mediated tasks. ReCALL, 15, 1 (2003), 94–112.

03–402 Gibbons, Pauline. Mediating language learning: teacher interactions with ESL students in a content-based classroom. TESOL Quarterly, 37, 2 (2003), 213–245.

03–403 Gwyn-Paquette, Caroline (U. of Sherbrooke, Canada; Email: [email protected]) and Tochon, François Victor. The role of reflective conversations and feedback in helping preservice teachers learn to use cooperative activities in their second language classrooms. The Canadian Modern Language Review/La Revue Canadienne des Langues Vivantes, 59, 4 (2003), 503–545.

03–404 Hincks, Rebecca (Centre for Speech Technology, Kungliga Tekniska Högskolan, Sweden; Email: [email protected]). Speech technologies for pronunciation feedback and evaluation. ReCALL, 15, 1 (2003), 3–20.

03–405 Hinkel, Eli (Seattle University, USA). Simplicity without elegance: features of sentences in L1 and L2 academic texts. TESOL Quarterly, 37, 2 (2003), 275–302.

03–406 Huang, J. (Monmouth University, USA). Activities as a vehicle for linguistic and sociocultural knowledge at the elementary level. Language Teaching research (London, UK), 7, 1 (2003), 3–33.

03–407 Kim, Kyung Suk (Kyonggi U., South Korea; Email: [email protected]). Direction-giving interactions in Korean high-school English textbooks. ITL Review of Applied Linguistics (Leuven, Belgium), 137–138 (2002), 165–179.

03–408 Klippel, Friederike (Ludwigs-Maximilians U., Germany). New prospects or imminent danger? The impact of English medium instruction on education in Germany. Prospect (NSW, Australia), 18, 1 (2003), 68–81.

03–409 Knutson, Sonja. Experiential learning in second-language classrooms. TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.

03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.

03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.

03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: [email protected]) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.

03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.

03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: [email protected]). Acquisition des pronoms d'allocution en classe de français immersif. [The acquisition of pronouns of address in the French immersion class.] Aile, 17 (2002), 51–71.

03–415 Macdonald, Shem (La Trobe U., Australia). Pronunciation – views and practices of reluctant teachers. Prospect (NSW, Australia) 17, 3 (2002), 3–15.

03–416 Miccoli, L. (The Federal University of Minas Gerais, Brazil; Email: [email protected]). English through drama for oral skills development. ELT Journal, 57, 2 (2003), 122–129.

03–417 Mitchell, R. (University of Southampton), and Lee, J.H-W. Sameness and difference in classroom learning cultures: interpretations of communicative pedagogy in the UK and Korea. Language teaching research (London, UK), 7, 1 (2003), 35–63.

03–418 Moore, Daniele (Ecole Normale Supérieure Lettres et Sciences Humaines, Lyon, France; Email: [email protected]). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 279–93.

03–419 Nünning, Vera (Justus-Liebig-Universität, Gießen, Germany) and Nünning, Ansgar. Narrative Kompetenz durch neue erzählerische Kurzformen. [Acquiring narrative competence through short narrative forms.] Der Fremdsprachliche Unterricht Englisch (Seelze, Germany), 1 (2003), 4–10.

03–420 O'Sullivan, Emer (Johann-Wolfgang von Goethe – Universität, Germany) and Rösler, Dietmar. Fremdsprachenlernen und Kinder- und Jugendliteratur: eine kritische Bestandsaufnahme. [Foreign language learning and children's and young people's literature: a critical stocktaking.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 63–111.

03–421 Parisel, Françoise (Lycée Pablo Neruda, St Martin d'Hères, France). Traduction et TPE: quand des élèves expérimentent sur la frontière entre deux langues. [Translation and supervised individual project: when students experiment between two languages.] Les Langues Modernes, 96, 4 (2002), 52–64.

03–422 Ping, Alvin Leong, Pin Pin, Vera Tay, Wee, Samuel and Hwee Nah, Heng (Nanyang U., Singapore; Email: [email protected]). Teacher feedback: a Singaporean perspective. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 47–75.

03–423 Platt, Elizabeth, Harper, Candace, Mendoza, Maria Beatriz (Florida State University). Dueling Philosophies: Inclusion or Separation for Florida's English Language Learners?TESOL Quarterly, 37, 1 (2003), 105–133.

03–424 Polleti, Axel (Universität Passau, Germany). Sinnvoll Grammatik üben. [Meaningful grammar practice.] Der fremdsprachliche Unterricht Französisch (Seelze, Germany), 1 (2003), 4–13.

03–425 Raschio, Richard and Raymond, Robert L. (U. of St Thomas, St Paul, Minnesota, USA). Where Are We With Technology?: What Teachers of Spanish and Portuguese Have to Say About the Presence of Technology in Their Teaching. Hispania (Los Angeles, USA), 86, 1 (2003), 88–96.

03–426 Reza Kiany, G. and Shiramiry, Ebrahim (U. Essex, UK). The effect of frequent dictation on the listening comprehension ability of elementary EFL learners. TESL Canada Journal (BC, Canada), 20, 1 (2002), 57–63.

03–427 Rifkin, Benjamin (U. Wisconsin, Madison, USA). A case study of the acquisition of narration in Russian: at the intersection of foreign language education, applied linguistics, and second language acquisition. Slavic and East European Journal (Tucson, AZ, USA), 46, 3 (2002), 465–481.

03–428 Rosch, Jörg (Universität München, Germany). Plädoyer für ein theoriebasiertes Verfahren von Software-Design und Software-Evaluation. [Plea for a theoretically-based procedure for software design and evaluation.] Deutsch als Fremdsprache (Berlin, Germany), 40, 2 (2003), 94–103.

03–429 Ross, Stephen J. (Kwansei Gakuin U., Japan). A diachronic coherence model for language program evaluation. Language learning (Oxford, UK), 53, 1 (2003), 1–33.

03–430 Shei, Chi-Chiang (Chang Jung U., Taiwan; Email: [email protected]) and Pain, Helen. Computer-Assisted Teaching of Translation Methods. Literary and Linguistic Computing (Oxford, UK), 17, 3 (2002), 323–343.

03–431 Solfjeld, Kåre. Zum Thema authentische Übersetzungen im DaF-Unterricht: Überlegungen, ausgehend von Sachprosaübersetzungen aus dem Deutschen ins Norwegische. [The use of authentic translations in the Teaching of German as a Foreign Language: considerations arising from some Norwegian translations of German non-fiction texts.] Info DaF (Munich, Germany), 29, 6 (2002), 489–504.

03–432 Slatyer, Helen (Macquarie U., Australia). Responding to change in immigrant English language assessment. Prospect (NSW, Australia), 18, 1 (2003), 42–52.

03–433 Stockwell, Glenn R. (Ritsumeikan Univeristy, Japan; Email: [email protected]). Effects of topic threads on sustainability of email interactions between native speakers and nonnative speakers. ReCALL, 15, 1 (2003), 37–50.

03–434 Tang, E. (City University of Hong Kong), and Nesi H. Teaching vocabulary in two Chinese classrooms: schoolchildren's exposure to English words in Hong Kong and Guangzhou. Language teaching research (London, UK), 7,1 (2003), 65–97.

03–435 Thomas, Alain (U. of Guelph, Canada; Email: [email protected]). La variation phonétique en français langue seconde au niveau universitaire avancé. [Phonetic variation in French as a foreign language at advanced university level.] Aile, 17 (2002), 101–121.

03–436 Tudor, Ian (U. Libre de Bruxelles, Belgium; Email: [email protected]). Learning to live with complexity: towards an ecological perspective on language teaching. System (Oxford, UK), 31, 1 (2003), 1–12.

03–437 Wolff, Dieter (Bergische Universität, Wuppertal, Germany). Fremdsprachenlernen als Konstruktion: einige Anmerkungen zu einem viel diskutierten neuen Ansatz in der Fremdsprachendidaktik. [Foreign-language learning as ‘construction’: some remarks on a much-discussed new approach in foreign-language teaching.] Babylonia (Comano, Switzerland), 4 (2002), 7–14.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

03–496 Basil, C. (Universitat de Barcelona, Spain) and Reyes, S. Acquisition of literacy skills by children with severe disability. Child Language Teaching and Therapy (London, UK), 19, 1 (2003), 27–48.

03–497 Bimmell, Peter (Universiteit van Amsterdam, Holland). Strategisch lesen lernen in der Fremdsprache. [Learning to read strategically in a foreign language.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 113–141.

03–498 Casanave, C. P. (Teachers College Columbia, Japan); Email: [email protected]). Multiple uses of Applied Linguistics literature in a multidisciplinary graduate EAP class. ELT Journal, 57, 1 (2003), 43–50.

03–499 Cheng, Yuh-show (National Taiwan Normal U.). Factors associated with foreign language writing anxiety. Foreign Language Annals (New York, USA), 33, 5 (2002), 647–656.

03–500 Cotterall, S. (Email: [email protected]) and Cohen, R. (Victoria University of Wellington, New Zealand). Scaffolding for second language writers: producing an academic essay. ELT Journal, 57, 2 (2003), 158–166.

03–501 de Serres, Linda (U. of Trois-Rivières, Québec, Canada). Stratégies de lecture en français L1 et en anglais L2 chez des universitaires diplômés: aspects quantitatifs. [Reading strategies in graduate university students with L1 French and L2 English: quantitative aspects.] The Canadian Journal of Applied Linguistics, 6, 1 (2003), 31–51.

03–502 Droop, Mienke and Verhoeven, Ludo (U. of Nijmegen, NL). Language proficiency and reading ability in first- and second-language learners. Reading Research Quarterly (Newark, USA), 38, 1 (2003), 78–103.

03–503 Gillon, Gail T. (U. of Canterbury, New Zealand; Email: [email protected]). Follow-up study investigating the benefits of phonological awareness intervention for children with spoken language impairment. International Journal of Language and Communication Disorders (London, UK), 37, 4 (2002), 381–400.

03–504 Gu, Peter Yongqi (Nanyang Technological University). Fine Brush and Freehand: The Vocabulary-Learning Art of Two Successful Chinese EFL learners. TESOL Quarterly, 37, 1 (2003), 73–104.

03–505 Kamhi-Stein, Lía D. (California State University, USA). Reading in Two Languages: How Attitudes Toward Home Language and Beliefs About Reading Affect the Behaviors of “Underprepared” L2 College Readers. TESOL Quarterly, 37, 1 (2003), 35–71.

03–506 Mahfoudhi, Abdessatar (U. Ottawa, Canada). Writing processes of EFL students in argumentative essays: a case study. ITL Review of Applied Linguistics (Leuven, Belgium), 139–140 (2003), 153–190.

03–507 Martin, Michelle E. and Byrne, Brian (U. of New England, NSW, Australia). Teaching children to recognise rhyme does not directly promote phonemic awareness. British Journal of Educational Psychology (Leicester, UK), 72 (2002), 561–572.

03–508 Miller, Carol (U. of Birmingham, UK; Email: [email protected]), Lacey, Penny and Layton, Lyn. Including children with special educational needs in the Literacy Hour: a continuing challenge. British Journal of Special Education (Oxford, UK), 30, 1 (2003), 13–20.

03–509 Schoonen, R. (U. of Amsterdam, NL), Gelderen, A.v., Glopper, K.d., Hulstijn, J., Simis, A., Snellings, P. and Stevenson, M. First Language and Second Language Writing: The Role of Linguistic Knowledge, Speed of Processing, and Metacognitive Knowledge. Language Learning (Clevdon, UK), 53, 1 (2003), 165–202.

03–510 Suh, Jae-Suk (Keimyung U.). Effectiveness of CALL writing instruction: The voices of Korean EFL learners. Foreign Language Annals (New York, USA), 35, 6 (2002), 669–679.

03–511 Taylor, M. E. (University of the West Indies, Jamaica). Using collateral material to improve writing performance. ELT Journal, 57, 2 (2003), 149–157.

03–512 Wall, Kate (U. of Newcastle upon Tyne, UK; Email: [email protected]). Pupils with special needs and the National Literacy Strategy: an analysis of the literature. Support for Learning (Oxford, UK), 18, 1 (2003), 35–41.

03–513 Wenyu Wang (Nanjing U., China; Email: [email protected]) and Qiufang Wen. L1 use in the L2 composing process: An exploratory study of 16 Chinese EFL writers. Journal of Second Language Writing (Orlando, FL, USA), 11 (2002), 225–246.

03–514 Berge, Kjell Lars (U. of Oslo, Finland). Hidden norms in assessment of students’ exam essays in Norwegian Upper Secondary Schools. Written Communication (Thousand Oaks, CA, USA), 19, 4 (2002), 458–492.

03–515 Brown A. (The University of Melbourne, Australia). Interviewer variation and the co-construction of speaking proficiency. Language Testing (London, UK), 20, 1 (2003), 1–25.

03–516 Chiari, Isabella (La Sapienza University, Rome, Italy). La procedura cloze, la ridondanza e la valutazione della competenza della lingua italiana. [The cloze procedure, redundancy and the assessment of Italian language proficiency.] Italica, 79, 4 (2002), 525–540.

03–517 Coniam, David (Chinese U. of Hong Kong; Email: [email protected]). Perceptions of a multimedia syllabus: making the demands of a performance test more accessible. System (Oxford, UK), 31, 1 (2003), 55–70.

03–518 Jenkins, Susan and Parra, Isabel (Saint Michael's College, USA; Email: [email protected]). Multiple layers of meaning in an oral proficiency test: the complementary roles of nonverbal, paralinguistic, and verbal behaviours in assessment decisions. The Modern Language Journal (Malden, MA, USA), 87, 1 (2003), 90–107.

03–519 Phakiti A. (The University of Melbourne, Australia). A closer look at the relationship of cognitive and metacognitive strategy use to EFL reading achievement test performance. Language Testing (London, UK), 20, 1 (2003), 26–56.

03–520 Banfi, C. S. (Instituto Nacional de Educación Superior en Lenguas Vivas ‘J. R. Fernández’, Argentina; Email: [email protected]). Portfolios: integrating advanced language, academic, and professional skills. ELT Journal, 57, 1 (2003), 34–42.

03–521 Cajkler, Wasyl and Hislam, Jane. Trainee Teachers’ Grammatical Knowledge: The Tension Between Public Expectation and Individual Competence. Language awareness (Clevedon, UK), 11, 3 (2002), 161–177.

03–522 Ferguson, G. (U. of Sheffield, UK; Email: [email protected]) and Donno S. One-month teacher training courses: time for a change?ELT Journal, 57, 1 (2003), 26–33.

03–523 Halbach, Ana (U. of Alcalá, Alcalá de Henares, Spain; Email: [email protected]). Exporting Methodologies: The reflective approach in teacher training. Language, Culture and Curriculum (Clevedon, UK), 15, 3 (2002), 243–250.

03–524 Shin, S. J. (University of Maryland Baltimore County, USA; Email: [email protected]). The reflective L2 writing teacher. ELT Journal, 57, 1 (2003), 3–10.

03–525 Son, Jeong-Bae (Southern Queensland U., Australia). Online Discussion in a CALL Course for Distance Language Teachers. CALICO Journal (Texas, USA), 20, 1 (2002), 127–144.

03–532 Marx, Nicole. Never quite a ‘native speaker’: accent and identity in the L2 – and the L1. The Canadian Modern Language Review/La Revue Ccanadienne des Langues Vivantes, 59, 2 (2002), 264–281.

03–533 Olk, H. (Canterbury Christ Church University College UK; Email: [email protected]). Cultural knowledge in translation. ELT Journal, 57, 2 (2003), 167–174.

03–534 Schmenk, Barbara (Ruhr Üniversität Bochum, Germany). Fremdsprachenlernen – Frauensache? Einige Überlegungen zur Kategorie Geschlecht in der Fremdsprachenforschung. [Foreign language learning – A girl thing? Some reflections on gender in foreign language research.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 2 (2002), 1–62.

03–526 Bialystok, Ellen (York U., Canada; Email: [email protected]) Majumder, Shilpi and Martin, Michelle M. Developing phonological awareness: Is there a bilingual advantage?Applied Psycholinguistics (Cambridge, UK), 24, (2003), 27–44.

03–527 Blas Arroyo, José Luis (Jaume I U., Castellon, Spain; Email: [email protected]). The languages of the Valencian educational system: the results of two decades of language policy. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 5, 6 (2002), 318–338.

03–528 De Mejía Anne-Marie and Tejada, Harvey (U. del Valle, Cali, Columbia; Email: [email protected]). Bilingual curriculum construction and empowerment in Columbia. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 1 (2003), 37–51.

03–529 Jia, Gisela (Lehman Coll., City U. of New York; Email: [email protected]) and Aaronson, Doris. A longitudinal study of Chinese children and adolescents learning English in the United States. Applied Psycholinguistics (Cambridge, UK), 24 (2003), 131–161.

03–530 Keim, Inken (Institut für Deutsche Sprache, Mannheim, Germany). Sprachvariation und sozialer Stil am Beispiel jugendlicher Migrantinnen türkischer Herkunft in Mannheim. [Language variation and communicative style among young female immigrants of Turkish origin in Mannheim.] Deutsche Sprache, 30, 2 (2002), 97–123.

03–531 Valdés, Guadalupe and Angelelli, Claudia. Interpreters, interpreting, and the study of bilingualism. Annual Review of Applied Linguistics (Cambridge, UK), 23 (2003), 58–78.

03–535 Hellermann, John (Southern Illinois U., Carbondale, USA; Email: [email protected]). The interactive use of prosody in the IRF exchange: Teacher repetition in feedback moves. Language in Society (Cambridge, UK), 32, 1 (2003), 79–104.

03–536 Wendt, Michael (Universität Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Theory building in foreign language teaching and its implications for foreign language research.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 13, 1 (2002), 1–62.

03–537 Weppelman, Tammy, L., Bostow, Angela, Schiffer, Ryan, Elbert-Perez, Evelyn and Newman, Rochelle, S. (U. of Iowa, USA). Children's use of the prosodic characteristics of infant-directed speech. Language and Communication (Oxford, UK), 23, 1 (2003), 63–80.