The analysis of naturally-occurring spoken interaction is an area which has attracted growing interest over the last few years. In this issue, Paul Seedhouse reviews Conversation Analysis (CA) and its application to areas of language learning and teaching, including teaching languages for specific purposes, materials design, classroom interaction and proficiency assessment. The author then examines the complex issue of what CA can contribute to the study of ‘learning’ and discusses the contribution of CA as a tool in existing social sciences research methodologies.

Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts with a brief introduction to CA methodology and then discusses the range of areas within the broad field of language learning and teaching in which CA has been applied: teaching languages for specific purposes; language teaching materials design; language proficiency assessment; language classroom interaction; NS–NNS (native/non-native speaker) talk; and code-switching. It then discusses the relationship between CA, Applied Linguistics and Second Language Acquisition, and examines the complex issue of what CA can contribute to the study of ‘learning’. The issues are illustrated by an example of a CA analysis of language learning processes. The article proposes that there are now three distinct approaches to the application of CA methodology to the field of language learning and teaching. The article concludes by positioning CA as a social science research methodology and considers possible future directions for research.

05–372Alcón Soler, Eva (Universitat Jaume I, Spain; [email protected]), Does instruction work for learning pragmatics in the EFL context?System (Amsterdam, the Netherlands) 33.3 (2005), 417–435.

05–373Butler, Yuko Goto (U of Pennsylvania, USA), Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan. Language Teaching Research (London, UK) 9.4 (2005), 423–446.

05–374D'Angelo, James F. (Chukyo U, Japan; [email protected]), Educated Japanese English: expanding oral/aural core vocabulary. World Englishes (Oxford, UK) 24.3 (2005), 329–349.

05–375Ebunlola Adamo, Grace (Delta State U, Nigeria), Globalization, terrorism, and the English language in Nigeria. English Today (Cambridge, UK) 21.4 (2005), 21–26.

05–376Facella, Melissa A., Kirsten M. Rampino & Elizabeth K. Shea (Lesley U, USA), Effective teaching strategies for English language. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 209–221.

05–377Gourlay, Lesley (Napier U, Edinburgh, UK), OK, who's got number one? Permeable Triadic Dialogue, covert participation and the co-construction of checking episodes. Language Teaching Research (London, UK) 9.4 (2005), 403–422.

05–378Hardison, Debra & Chayawan Sonchaeng (Michigan State U, USA; [email protected]), Theatre voice training and technology in teaching oral skills: integrating the components of a speech event. System (Amsterdam, the Netherlands) 33.4 (2005), 593–608.

05–379Hassan, Abdullah (Sultan Idris, U of Education, Malaysia), Language planning in Malaysia: the first hundred years. English Today (Cambridge, UK) 21.4 (2005), 3–12.

05–380Hato, Yumi (Fukui Prefectural U, Japan), Problems in top–down goal setting in second language education: a case study of the ‘Action plan to cultivate “Japanese with English abilities”’. JALT Journal (Tokyo, Japan) 27.1 (2005), 33–52.

05–381Ho, Judy Woon Yee (Lingnan U, Hong Kong, China), Metaphorical construction of self in teachers' narratives. Language and Education (Clevedon, UK) 19.5 (2005), 359–379.

05–382Hui, Leng (Edith Cowan U, Australia & Liaoning Normal U, China), Cultural knowledge and foreign language teaching and learning: a study of Chinese Family schemas in language, culture and intercultural communication. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 17–37.

05–383Kim, Sun Hee Ok (U of Auckland, New Zealand) & Catherine Elder, Language choices and pedagogic functions in the foreign language classroom: a cross-linguistic functional analysis of teacher talk. Language Teaching Research (London, UK) 9.4 (2005), 355–380.

05–384Koike, Dale April (U of Texas, USA; [email protected]) & Lynn Pearson, The effect of instruction and feedback in the development of pragmatic competence. System (Amsterdam, the Netherlands) 33.3 (2005), 481–501.

05–385Lacorte, Manel (U of Maryland, College Park, USA), Teachers' knowledge and experience in the discourse of foreign-language classrooms. Language Teaching Research (London, UK) 9.4 (2005), 381–402.

05–386Macedonia, Manuela (Linz U, Austria; [email protected]), Games and foreign language teaching. Support for Learning (Oxford, UK) 20.3 (2005), 135–140.

05–387Martínez-Flor, Alicia (Universitat Jaume I, Spain; [email protected]) & Yoshinori Fukuya, The effects of instruction on learners' production of appropriate and accurate suggestions. System (Amsterdam, the Netherlands) 33.3 (2005), 463–480.

05–388Morrison, Richard & Mathew White (Chukyo U, Japan; [email protected]), Nurturing global listeners: increasing familiarity and appreciation for world Englishes. World Englishes (Oxford, UK) 24.3 (2005), 361–370.

05–389Myhill, Debra (U of Essex, UK) & Pauline Warren, Scaffolds or straitjackets? Critical moments in classroom discourse. Educational Review (London, UK) 57.1 (2005), 55–69.

05–390Qiang, Niu (Tongji U, China; [email protected]) & Martin Wolff, Is EFL a modern Trojan Horse?English Today (Cambridge, UK) 21.4 (2005), 55–60.

05–391Rose, Kenneth R. (City U of Hong Kong, Hong Kong, China; [email protected]), On the effects of instruction in second language pragmatics. System (Amsterdam, the Netherlands) 33.3 (2005), 385–399.

05–392Sakai, Sanzo & James F. D'Angelo (U of Chukyo, Japan; [email protected]), A vision for world Englishes in the expanding circle. World Englishes (Oxford, UK) 24.3 (2005), 323–327.

05–393Scott, Robert A. (Adelphi U, USA), Many calls, little action: global illiteracy in the United States. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.1 (2005), 67–82.

05–394Takahashi, Satomi (Rikkyo U, Japan; [email protected]), Noticing in task performance and learning outcomes: a qualitative analysis of instructional effects in interlanguage pragmatics. System (Amsterdam, the Netherlands) 33.3 (2005), 437–461.

05–395Yoshikawa, Hiroshi (Chukyo U, Japan; [email protected]), Recognition of world Englishes: changes in Chukyo University students' attitudes. World Englishes (Oxford, UK) 24.3 (2005), 351–360.

05–396Altenberg, Evelyn P. (Hofstra U, USA; [email protected]), The perception of word boundaries in a second language. Second Language Research (London, UK) 21.4 (2005), 325–358.

05–397Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich, Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech (Twickenham, UK) 48.1 (2005), 1–27.

05–398Bardovi-Harlig, Kathleen (Indiana U, USA; [email protected]) & Robert Griffin, L2 pragmatic awareness: evidence from the ESL classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 401–415.

05–399Barron, Anne (Universität Bonn, Germany; [email protected]), Variational pragmatics in the foreign language classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 519–536.

05–400Barwell, Richard (U of Bristol, UK; [email protected]), Working on arithmetic word problems when English is an additional language. British Educational Research Journal (Abingdon, UK) 31.3 (2005), 329–348.

05–401Benazzo, Sandra (CNRS & U of Lille 3, France), L'expression de la causalité dans le discours narratif en français L1 et L2 [The expression of causality in French narrative discourse]. Langages (Paris, France) 155 (2005), 33–51.

05–402Carroll, Susanne E. (U of Potsdam, Germany; [email protected]), Input and SLA: adults' sensitivity to different sorts of cues to French gender. Language Learning (Malden, MA, USA) 55.S1 (2005), 177, 79–138.

05–403Chamot, Anna Uhl (George Washington U, Washington, DC, USA; [email protected]), Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 112–130.

05–404Chen, Aoju (Max-Planck-Institute for Psycholinguistics, Nijmegen, the Netherlands), Carlos Gussenhoven & Toni Rietveld, Language-specificity in the perception of paralinguistic intonational meaning. Language and Speech (Twickenham, UK) 47.4 (2004), 311–349.

05–405Cheng, Gao Yihong, Ying Zhao Yuan & Zhou Yan (Peking U, China; gaoyh@pku), Self-identity changes and English learning among Chinese undergraduates. World Englishes (Oxford, UK) 24.1 (2005), 39–51.

05–406Chew, Kheng-Suan (Hong Kong Baptist U, Hong Kong, China; [email protected]), An investigation of the English language skills used by new entrants in banks in Hong Kong. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 423–435.

05–407Chieh-Fang, Hu (Taipei Municipal Teacher's College, Taiwan, China; [email protected]) & C. Melanie Schuele, Learning non-native names: the effect of poor native phonological awareness. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 343–362.

05–408Clachar, Arlene (U of Miami, USA; [email protected]), Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse. Language Learning (Malden, MA, UK) 55.2 (2005), 275–334.

05–409Clark, Martyn K. & Saori Ishida (U of Hawai'i, Manoa, USA; [email protected]), Vocabulary knowledge differences between placed and promoted EAP students. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 225–238.

05–410Dahl, Tove I., Margrethe Bals & Anne Lene Turi (U of Tromsø, Norway; [email protected]), Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 257–273.

05–411Dalton-Puffer, Christiane (U of Vienna, Austria; [email protected]), Negotiating interpersonal meanings in naturalistic classroom discourse: directives in content-and-language-integrated classrooms. Journal of Pragmatics37.8 (2005), 1275–1293.

05–412DaSilva, Iddings & Ana Christina (Vanderbilt U, USA), Linguistic access and participation: English language learners in an English-dominant community of practice. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 165–183.

05–413Davis, Adrian (Macao Polytechnic Institute, China), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Clevedon, UK) 17.4 (2004), 207–222.

05–414De Angelis, Gessica (U of Toronto at Mississauga, Canada; [email protected]), Interlanguage transfer of function words. Language Learning (Malden, MA, USA) 55.3 (2005), 379–414.

05–415Dekydtspotter, Laurent (Indiana U, USA; [email protected]) & Jon C. Hathorn, Quelque chose…de remarquable in English–French acquisition: mandatory, informationally encapsulated computations in second language interpretation. Second Language Research (London, UK) 21.4 (2005), 291–323.

05–416Demagny, Annie-Claude (Université de Paris VIII, France) & Urszula Paprocka-Pietrowska, L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2 [The acquisition of the lexis of verbs and of temporal connectors in the telling of fictional stories in French as L1 and L2]. Langages (Paris, France) 155 (2005), 52–75.

05–417Dewaele, Jean-Marc (U of London; [email protected]), Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 367–380.

05–418Fleckenstein, Kristie S. (Ball State U, Muncie, USA; [email protected]), Faceless students, virtual places: emergence and communal accountability in online classrooms. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 149–176.

05–419Goldschneider, Jennifer M. & Robert M. DeKeyser (U of Pittsburgh, USA; [email protected]), Explaining the ‘natural order of L2 morpheme acquisition’ in English: a meta-analysis of multiple determinants. Language Learning (Malden, MA, UK) 55.S1 (2005), 27–77.

05–420Grüter, Theres (McGill U, Québec, Canada; [email protected]), Comprehension and production of French object clitics by child second language learners and children with specific language impairment. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 363–391.

05–421Hincks, Rebecca (The Royal Institute of Technology, Sweden; [email protected]), Measures and perceptions of liveliness in student oral presentation speech: a proposal for automatic feedback mechanism. System (Amsterdam, the Netherlands) 33.4 (2005), 575–591.

05–422Huang, Jing (Zhanjiang Teachers U, China; [email protected]), A diary study of difficulties and constraints in EFL learning. System (Amsterdam, the Netherlands) 33.4 (2005), 609–621.

05–423Kempe, Vera (U of Stirling, UK) & Patricia J. Brooks, The role of diminutives in the acquisition of Russian gender: can elements of child-directed speech aid in learning morphology?Language Learning (Malden, MA, USA) 55.S1 (2005), 139–176.

05–424Kirtley, Susan (Western Oregon U, USA; [email protected]), Students' views on technology and writing: the power of personal history. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 209–230.

05–425Kiss, Csilla (Tessedik Sámuel College, Hungary; [email protected]) & Marianne Nikolov, Developing, piloting, and validating an instrument to measure young learners' aptitude. Language Learning (Malden, MA, USA) 55.1 (2005), 99–150.

05–426Krashen, Stephen (U of Southern California, USA) & Clara Lee Brown, The ameliorating effects of high socioeconomic status: a secondary analysis. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 185–196.

05–427Mahoney, Kate S. & Jeff MacSwan (Arizona State U, USA), Reexamining identification and reclassification of English language learners: a critical discussion of select state practices. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 31–42.

05–428McColl, Hilary (Tayside, Scotland, UK; [email protected]), Foreign language learning and inclusion: Who? Why? What? – and How?Support for Learning (Oxford, UK) 20.3 (2005), 103–108.

05–429Meiring, Lynne (U of Wales, Swansea, UK) & Nigel Norman, How can ICT contribute to the learning of foreign languages by pupils with SEN?Support for Learning (Oxford, UK) 20.3 (2005), 129–134.

05–430Morgan, Brian (York U, Toronto, Canada; [email protected]) & Vaidehi Ramanathan, Critical literacies and language education: global and local perspectives. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 151–169.

05–431Mortimore, Tilly (U of Southampton, UK; [email protected]), Dyslexia and learning style–a note of caution. British Journal of Special Education (Oxford, UK) 32.3 (2005) 145–148.

05–432Murphy, Ellen (Trinity College, Dublin, Ireland; [email protected]), Ian M. Grey & Rita Honan, Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation. British Journal of Special Education (Oxford, UK) 32.3 (2005), 157–164.

05–433Murray, Denise E. (Macquarie U, Australia; [email protected]), Technologies for second language literacies. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 188–201.

05–434Myles, Florence (U of Newcastle, UK; [email protected]), Interlanguage corpora and second language acquisition research. Second Language Research (London, UK) 21.4 (2005), 373–391.

05–435Odlin, Terence (Ohio State U, USA; [email protected]), Crosslinguistic influence and conceptual transfer: what are the concepts?Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 3–25.

05–436Orsini-Jones, Marina (Coventry U, UK; [email protected]),Kathy Courtney & Anne Dickinson, Supporting foreign language learning for a blind student: a case study from Coventry University. Support for Learning (Oxford, UK) 20.3 (2005), 146–152.

05–437Ortega, Lourdes (U of Hawai'i, Manoa, USA; [email protected]) & Gina Iberri-Shea, Longitudinal research in second language acquisition: recent trends and future directions. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 26–45.

05–438Parodi, Teresa (U of Cambridge, UK; [email protected]) & Ianthi-María Tsimpli, ‘Real’ and apparent optionality in second language grammars: finiteness and pronouns in null operator structures. Second Language Research (London, UK) 21.3 (2005), 250–285.

05–439Peñate, Marcos & Geraldine Boylan (U of Las Palmas, Spain), The effect of interactional adjustments on the overall comprehension of spoken texts: a case study. JALT Journal (Tokyo, Japan) 27.2 (2005), 187–207.

05–440Reder, Stephen & Erica Davila (Portland State U, USA; [email protected]), Context and literacy practices. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 170–187.

05–441Reinders, Hayo (U of Auckland, New Zealand), Nonparticipation in university language support. JALT Journal (Tokyo, Japan) 27.2 (2005), 209–226.

05–442Robinson, Peter (Aoyama Gakuin U, Tokyo; [email protected]), Aptitude and second language acquisition. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 46–73.

05–443Rydland, Veslemøy & Vibeke Grøver Aukrust (U of Oslo, Norway; [email protected]), Lexical repetition in second language learners' peer play interaction. Language Learning (Malden, MA, USA) 55.2 (2005), 229–274.

05–444Sparks, Richard L. (College of Mount St. Joseph, USA; [email protected]),James Javorsky & Lois Philips, Comparison of the performance of college students classified as ADHD, LD, and LD/ADHD in foreign language courses. Language Learning (Malden, MA, USA) 55.1 (2005), 151–177.

05–445Stevens, Anne (The Open U, UK) & David Marsh, Foreign language teaching within special needs education: learning from Europe-wide experience. Support for Learning (Oxford, UK) 20.3 (2005), 109–114.

05–446Strenski, Ellen (U of California, Irvine, USA; [email protected]),Caley O'DwyerFeagin & Jonathan A. Singer, Email small group peer review revisited. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 191–208.

05–447Tarone, Elaine & Martha Bigelow (U of Minnesota, USA; [email protected]), Impact of literacy on oral language processing: implications for second language acquisition research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 77–97.

05–448Thomas, Margaret (Boston College, USA; [email protected]), Theories of second language acquisition: three sides, three angles, three points. Second Language Research (London, UK) 21.4 (2005), 393–414.

05–449Tickoo, Asha (Southern Illinois U, USA; [email protected]), Text building, language learning and the emergence of local varieties in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 21–38.

05–450Tokimoto, Shingo (Mejiro U, Japan), Disambiguation of homonyms in real-time Japanese sentence processing: case-markings and thematic constraint. Language and Speech (Twickenham, UK) 48.1 (2005), 65–90.

05–451Wigglesworth, Gillian (U of Melbourne, Australia; [email protected]), Current approaches to researching second language learner processes. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 98–111.

05–452Wilks, Clarissa (Kingston U, UK; [email protected]),Paul Meara & Brent Wolter, A further note on simulating word association behaviour in a second language. Second Language Research (London, UK) 21.4 (2005), 359–372.

05–453Williams, John N. (U of Cambridge, UK; [email protected]) & Peter Lovatt, Phonological memory and rule learning. Language Learning (Malden, MA, USA) 55.S1 (2005), 177–233.

05–454Wire, Vivienne (East Ayrshire, Scotland, UK; [email protected]), Autistic Spectrum Disorders and learning foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 123–128.

05–455Wright, Margaret & Orla McGrory (Queen's U Belfast, Northern Ireland), Motivation and the adult Irish language learner. Educational Research (London, UK) 47.2 (2005), 191–204.

05–456Wright, Wayne E. (U of Texas, San Antonio, USA), English language learners left behind in Arizona: the nullification of accommodations in the intersection of federal and state policies. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 1–29.

05–457Zareva, Alla (Northern Arizona U, USA; [email protected]), Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System (Amsterdam, the Netherlands) 33.4 (2005), 547–562.

05–458Zareva, Alla (Northern Arizona U, Flagstaff; [email protected]), Paula Schwanenflugel & Yordanka Nikolova, Relationship between lexical competence and language proficiency: variable sensitivity. Studies in Second Language Acquisition (Cambridge, UK) 27.4 (2005), 567–595.

05–459Abella, Rodolfo, Joanne Urritia & Aleksandr Schneyderman (Miami-Dade County Public Schools, USA), An examination of the validity of English language achievement test scores in an English language learner population. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 128–144.

05–460Chalhoub-Deville, Micheline & Gillian Wigglesworth (U of Iowa, USA; [email protected]), Rater judgment and English language speaking proficiency. World Englishes (Oxford, UK) 24.3 (2005), 383–391.

05–461Hudson, Thom (U of Hawai'i, Manoa, USA; [email protected]), Trends in assessment scales and criterion-referenced language assessment. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 2–227.

05–462Jamieson, Joan (Northern Arizona U, USA; [email protected]), Trends in computer-based second language assessment. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 228–242.

05–463Major, Roy C. (Arizona State U, USA; [email protected]), Susan M. Fitzmaurice, Ferenc Bunta & Chandrika Balasubramanian, Testing the effects of regional, ethnic, and international dialects of English on listening comprehension. Language Learning (Malden, MA, USA) 55.1 (2005), 37–69.

05–464McKay, Penny (Queensland U of Technology, Brisbane, Australia; [email protected]), Research into the assessment of school-age language learners. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 243–263.

05–465Munro, Miles & Virginia Mann (U of Califormia, Irvine, USA; [email protected]), Age of immersion as a predictor of foreign accent. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 311–341.

05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; [email protected]) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.

05–467Collins, Fiona M. (Roehampton U, London, UK; [email protected]), ‘She's sort of dragging me into the story!’ Student teachers' experiences of reading aloud in Key Stage 2 classes. Literacy (Oxford, UK) 39.1 (2005), 10–17.

05–468Fischl, Dita (Kaye College for Teacher Education, Israel) & Shifra Sagy, Beliefs about teaching, teachers and schools among pre-service teachers: the case of Israeli-Bedouin students. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 59–71.

05–469Gamliel, Eyal & Liema Davidovitz (Ruppin Academic Center, Israel; [email protected]), Online versus traditional teaching evaluation: mode can matter. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 581–592.

05–470Gebhard, Jerry G. (Indiana U of Pennsylvania, USA), Awareness of teaching through action research: examples, benefits, limitations. JALT Journal (Tokyo, Japan) 27.1 (2005), 53–69.

05–471Gillies, Robyn M. (U of Queensland, Australia; [email protected]), The effects of communication training on teachers' and students' verbal behaviours during cooperative learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.3 (2005), 257–279.

05–472Grugeon, Elizabeth (De Montfort U, Bedford, UK; [email protected]), Listening to learning outside the classroom: student teachers study playground literacies. Literacy (Oxford, UK) 39.1 (2005), 3–9.

05–473Harfitt, Gary & Nicole Tavares (U of Hong Kong, Hong Kong, China; [email protected]), Obstacles as opportunities in the promotion of teachers' learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 353–366.

05–474Hosie, Peter (Curtin U of Technology, Australia; [email protected]), Renato Schibeci & Ann Backhaus, A framework and checklists for evaluating online learning in higher education. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 539–553.

05–475Katyal, Kokila & Colin Evers (U of Hong Kong, Hong Kong, China; [email protected]), Teacher leadership and autonomous student learning: adjusting to the new realities. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 367–382.

05–476Kwo, Ora W. Y. (U of Hong Kong, Hong Kong, China; [email protected]), Understanding the awakening spirit of a professional teaching force. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 292–306.

05–477Lewis, Ramon (La Trobe U, Melbourne, Australia), Shlomo Romi, Xing Qui & Yaacov J. Katz, Teachers' classroom discipline and student misbehavior in Australia, China and Israel. Teaching and Teacher Education21.6 (2005), 729–741.

05–478Ogier, John (U of Canterbury, New Zealand; [email protected]), Evaluating the effect of a lecturer's language background on a student rating of teaching form. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.5 (2005), 477–488.

05–479Orland-Barak, Lily (The U of Haifa, Israel) & Hayuta Yinon, Different but similar: student teachers' perspectives on the use of L1 in Arab and Jewish EFL classroom settings. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 91–113.

05–480Pearson, Sue (Leeds U, UK; [email protected]) & Gary Chambers, A successful recipe? Aspects of the initial training of secondary teachers of foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 115–122.

05–481Perry, Bill & Timothy Stewart (Kumamoto U, Japan; [email protected]), Insights into effective partnership in interdisciplinary team teaching. System (Amsterdam, the Netherlands) 33.4 (2005), 563–573.

05–482Ricketts, Chris (Plymouth U, UK; [email protected]) & Stan Zakrzewski, A risk-analysis approach to implementing web-based assessment. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 603–620.

05–483Tajino, Akira (Kyoto U, Japan) & Craig Smith, Exploratory practice and Soft Systems Methodology. Language Teaching Research (London, UK) 9.4 (2005), 448–469.

05–484Wu, Zongjie (Zhejiang U, China; [email protected]), Being, understanding and naming: teachers' life and work in harmony. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 307–323.

05–485Zeegers, Margaret (U of Ballarat, Australia), English community school teacher education and English as a second language in Papua New Guinea: a study of a practicum. Asia-Pacific Journal of Teacher Education (London, UK) 33.2 (2005), 135–146.

05–486Balnaves, Edmund (U of Sydney, Australia; [email protected]), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.

05–487Barwell, Graham (U of Wollongong, Australia; [email protected]), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.

05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; [email protected]), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 302–319.

05–489Belcher, Diane (Georgia State U, USA; [email protected]) & Alan Hirvela, Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 187–205.

05–490Bernhardt, Elisabeth (U of Minnesota, USA; [email protected]), Progress and procrastination in second language reading. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150.

05–491Bishop, Dorothy (U of Oxford, UK; [email protected]), Caroline Adams, Annukka Lehtonen & Stuart Rosen, Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 144–157.

05–492Bowey, Judith A., Michaela McGuigan & Annette Ruschena (U of Queensland, Australia; [email protected]), On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 400–422.

05–493Bowyer-Crane, Claudine & Margaret J. Snowling (U of York, UK; [email protected]), Assessing children's inference generation: what do tests of reading comprehension measure?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 189–201.

05–494Bruce, Ian (U of Waikato, Hamilton, New Zealand; [email protected]), Syllabus design for general EAP writing courses: a cognitive approach. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 239–256.

05–495Burrows, John (U of Newcastle, Australia; [email protected]), Who wroteShamela? Verifying the authorship of a parodic text. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 437–450.

05–496Clarke, Paula, Charles Hulme & Margaret Snowling (U of York, UK; [email protected]), Individual differences in RAN and reading: a response timing analysis. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 73–86.

05–497Colledge, Marion (Metropolitan U, London, UK; [email protected]), Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school. Literacy (Oxford, UK) 39.1 (2005), 24–30.

05–498De Pew, Kevin Eric (Old Dominion U, Norfolk, USA; [email protected]) & Susan Kay Miller, Studying L2 writers' digital writing: an argument for post-critical methods. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 259–278.

05–499Dekydtspotter, Laurent (Indiana U, USA; [email protected]) & Samantha D. Outcalt, A syntactic bias in scope ambiguity resolution in the processing of English French cardinality interrogatives: evidence for informational encapsulation. Language Learning (Malden, MA, USA) 55.1 (2005), 1–36.

05–500Fernández Toledo, Piedad (Universidad de Murcia, Spain; [email protected]), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics37.7 (2005), 1059–1079.

05–501French, Gary (Chukyo U, Japan; [email protected]), The cline of errors in the writing of Japanese university students. World Englishes (Oxford, UK) 24.3 (2005), 371–382.

05–502Green, Chris (Hong Kong Polytechnic U, Hong Kong, China), Profiles of strategic expertise in second language reading. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 1–16.

05–503Groom, Nicholas (U of Birmingham, UK; [email protected]), Pattern and meaning across genres and disciplines: an exploratory study. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 257–277.

05–504Harris, Pauline & Barbara McKenzie (U of Wollongong, Australia; [email protected]), Networking aroundThe Waterholeand other tales: the importance of relationships among texts for reading and related instruction. Literacy (Oxford, UK) 39.1 (2005), 31–37.

05–505Harrison, Allyson G. & Eva Nichols (Queen's U, Canada; [email protected]), A validation of the Dyslexia Adult Screening Test (DAST) in a post-secondary population. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 423–434.

05–506Hirvela, Alan (Ohio State U, USA; [email protected]), Computer-based reading and writing across the curriculum: two case studies of L2 writers. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 337–356.

05–507Holdom, Shoshannah (Oxford U, UK; [email protected]), E-journal proliferation in emerging economies: the case of Latin America. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 351–365.

05–508Hopper, Rosemary (U of Exeter, UK; [email protected]), What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy (Oxford, UK) 39.3 (2005), 113–120.

05–509Jarman, Ruth & Billy McClune (Queen's U, Northern Ireland; [email protected]), Space Science News: Special Edition, a resource for extending reading and promoting engagement with newspapers in the science classroom. Literacy (Oxford, UK) 39.3 (2005), 121–128.

05–510Jia-ling Charlene Yau (Ming Chuan U, Taiwan; [email protected]), Two Mandarin readers in Taiwan: characteristics of children with higher and lower reading proficiency levels. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 108–124.

05–511Justice, Laura M, Lori Skibbel, Andrea Canning & Chris Lankford (U of Virginia, USA; [email protected]), Pre-schoolers, print and storybooks: an observational study using eye movement analysis. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 229–243.

05–512Kelly, Alison (Roehampton U, UK; [email protected]), ‘Poetry? Of course we do it. It's in the National Curriculum.’ Primary children's perceptions of poetry. Literacy (Oxford, UK) 39.3 (2005), 129–134.

05–513Kern, Richard (U of California, Berkeley, USA; [email protected]) & Jean Marie Schultz, Beyond orality: investigating literacy and the literary in second and foreign language instruction. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 381–392.

05–514Kispal, Anne (National Foundation for Educational Research, UK; [email protected]), Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions, 1993–2004. Literacy (Oxford, UK) 39.3 (2005), 149–157.

05–515Kriss, Isla & Bruce J. W. Evans (Institute of Optometry, London, UK), The relationship between dyslexia and Meares-Irlen Syndrome. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 350–364.

05–516Lavidor, Michal & Peter J. Bailey (U of Hull, UK; [email protected]), Dissociations between serial position and number of letters effects in lateralised visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 258–273.

05–517Lee, Sy-ying (Taipei, Taiwan, China; [email protected]), Facilitating and inhibiting factors in English as a foreign language writing performance: a model testing with structural equation modelling. Language Learning (Malden, MA, USA) 55.2 (2005), 335–374.

05–518Leppänen, Ulla, Kaisa Aunola & Jari-Erik Nurmi (U of Jyväskylä, Finland; [email protected]), Beginning readers' reading performance and reading habits. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 383–399.

05–519Lingard, Tony (Newquay, Cornwall, UK; [email protected]), Literacy Acceleration and the Key Stage 3 English strategy–comparing two approaches for secondary-age pupils with literacy difficulties. British Journal of Special Education32.2, 67–77.

05–520Liu, Meihua (Tsinghua U, China; [email protected]) & George Braine, Cohesive features in argumentative writing produced by Chinese undergraduates. System (Amsterdam, the Netherlands) 33.4 (2005), 623–636.

05–521Masterson, Jackie, Veronica Laxon, Emma Carnegie, Sheila Wright & Janice Horslen (U of Essex; [email protected]), Nonword recall and phonemic discrimination in four- to six-year-old children. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 183–201.

05–522Merttens, Ruth & Catherine Robertson (Hamilton Reading Project, Oxford, UK; [email protected]), Rhyme and Ritual: a new approach to teaching children to read and write. Literacy (Oxford, UK) 39.1 (2005), 18–23.

05–523Min Wang (U of Maryland, USA; [email protected]) & Keiko Koda, Commonalities and differences in word identification skills among learners of English as a Second Language. Language Learning (Malden, MA, USA) 55.1 (2005), 71–98.

05–524O'Brien, Beth A., J. Stephen Mansfield & Gordon E. Legge (Tufts U, Medford, USA; [email protected]), The effect of print size on reading speed in dyslexia. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 332–349.

05–525Pisanski Peterlin, Agnes (U of Ljubljana, Slovenia; [email protected]), Text-organising metatext in research articles: an English–Slovene contrastive analysis. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 307–319.

05–526Rilling, Sarah (Kent State U, Kent, USA; [email protected]), The development of an ESL OWL, or learning how to tutor writing online. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 357–374.

05–527Schacter, John & Jo Booil (Milken Family Foundation, Santa Monica, USA; [email protected]), Learning when school is not in session: a reading summer day-camp intervention to improve the achievement of exiting First-Grade students who are economically disadvantaged. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 158–169.

05–528Shapira, Anat (Gordon College of Education, Israel) & Rachel Hertz-Lazarowitz, Opening windows on Arab and Jewish children's strategies as writers. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 72–90.

05–529Shillcock, Richard C. & Scott A. McDonald (U of Edinburgh, UK; [email protected]), Hemispheric division of labour in reading. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 244–257.

05–530Singleton, Chris & Susannah Trotter (U of Hull, UK; [email protected]), Visual stress in adults with and without dyslexia. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 365–378.

05–531Spelman Miller, Kristyan (Reading U, UK; [email protected]), Second language writing research and pedagogy: a role for computer logging?Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 297–317.

05–532Su, Susan Shiou-mai (Chang Gung College of Technology, Taiwan, China) & Huei-mei Chu, Motivations in the code-switching of nursing notes in EFL Taiwan. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 55–71.

05–533Taillefer, Gail (Toulouse U, France; [email protected]), Reading for academic purposes: the literacy practices of British, French and Spanish Law and Economics students as background for study abroad. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 435–451.

05–534Tardy, Christine M. (DePaul U, Chicago, USA; [email protected]), Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 319–336.

05–535Thatcher, Barry (New Mexico State U, USA; [email protected]), Situating L2 writing in global communication technologies. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 279–295.

05–536Topping, Keith & Nancy Ferguson (U of Dundee, UK; [email protected]), Effective literacy teaching behaviours. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 125–143.

05–537Torgerson, Carole (U of York, UK; [email protected]), Jill Porthouse & Greg Brooks, A systematic review of controlled trials evaluating interventions in adult literacy and numeracy. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 87–107.

05–538Willett, Rebekah (U of London, UK; [email protected]), ‘Baddies’ in the classroom: media education and narrative writing. Literacy (Oxford, UK) 39.3 (2005), 142–148.

05–539Wood, Clara, Karen Littleton & Pav Chera (Coventry U, UK; [email protected]), Beginning readers' use of talking books: styles of working. Literacy (Oxford, UK) 39.3 (2005), 135–141.

05–540Wood, Clare (The Open U, UK; [email protected]), Beginning readers' use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 170–182.

05–541Yasuda, Sachiko (Waseda U, Japan), Different activities in the same task: an activity theory approach to ESL students' writing process. JALT Journal (Tokyo, Japan) 27.2 (2005), 139–168.

05–542Zelniker, Tamar (Tel-Aviv U, Israel) & Rachel Hertz-Lazarowitz, School–Family Partnership for Coexistence (SFPC) in the city of Acre: promoting Arab and Jewish parents' role as facilitators of children's literacy development and as agents of coexistence. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 114–138.

05–543Aguilar-Sánchez, Jorge (INTESOL, Indianapolis, USA; [email protected]), English in Costa Rica. World Englishes (Oxford, UK) 24.2 (2005), 161–172.

05–544Campbell, Jamie I. D. (U of Saskatchewan, Canada; [email protected]), Asymmetrical language switching costs in Chinese–English bilinguals' number naming and simple arithmetic. Bilingualism: Language and Cognition (Cambridge, UK) 8.1 (2005), 39–61.

05–545Cohen, Roger (U of Guam, The Territory of Guam, USA), English in Mongolia. World Englishes (Oxford, UK) 24.2 (2005), 203–216.

05–546Curco, Carmen (National Autonomous U of Mexico, Mexico), Code switching and identity in the discourse of Catalan immigrants in Mexico. AILA Review (Amsterdam, the Netherlands) 18 (2005), 18–40.

05–547Dimova, Slobodanka (Purdue U, USA; [email protected]), English in Macedonia. World Englishes (Oxford, UK) 24.2 (2005), 187–202.

05–548Edwards, Viv (U of Reading, UK) & Lynda Pritchard Newcombe, Language transmission in the family in Wales: an example of innovative language planning. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.2 (2005), 135–150.

05–549Francis, Norbert (Northern Arizona U, Flagstaff, USA; [email protected]), Research findings on early first language attrition: implications for the discussion on critical periods in language acquisition. Language Learning (Malden, MA, USA) 55.3 (2005), 491–531.

05–550García Mayo, María del Pilar (U del País Vasco, Vitoria, Spain; [email protected]), Amparo Lázaro Ibarrola & Juana M. Liceras, Placeholders in the English interlanguage of bilingual (Basque/Spanish) children. Language Learning (Malden, MA, USA) 55.3 (2005), 445–489.

05–551Gómez, Leo, David Freeman & Yvonne Freeman (U of Texas Pan American, USA), Dual language education: a promising 50–50 model. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 145–164.

05–552Guion, Susan G. (U of Oregon, Eugene, USA; [email protected]), Knowledge of English word stress patterns in early and late Korean–English bilinguals. Studies in Second Language Acquisition (Cambridge, UK) 27.4 (2005), 503–533.

05–553Hilgendorf, Suzanne K. (Detroit, USA; [email protected]), ‘Brain Gain statt[instead of]Brain Drain’: the role of English in German education. World Englishes (Oxford, UK) 24.1 (2005), 53–67.

05–554Johnson, Eric (Arizona State U, USA), Proposition 203: a critical metaphor analysis. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 69–84.

05–555Leung, Yan-kit Ingrid (U of Essex, UK; [email protected]), L2 vs. L3 initial state: a comparative study of the acquisition of French DPs by Vietnamese monolinguals and Cantonese–English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK) 8.1 (2005), 39–61.

05–556Montrul, Silvina (U of Illinois at Urbana-Champaign, USA; [email protected]), Second language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities. Second Language Research (London, UK) 21.3 (2005), 199–249.

05–557Nickels, Edelmira L. (Indiana U, USA; [email protected]), English in Puerto Rico. World Englishes (Oxford, UK) 24.2 (2005), 227–238.

05–558Nicoladis, Elena (U of Alberta, Edmonton, Canada; [email protected]), The acquisition of complex deverbal words by a French–English bilingual child. Language Learning (Malden, MA, USA) 55.3 (2005), 415–443.

05–559Oakes, Leigh (Queen Mary, U of London, UK), From internationalisation to globalisation: language and the nationalist revival in Sweden. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.2 (2005), 151–176.

05–560Rolstad, Kellie, Kate S. Mahoney & Gene V. Glass (Arizona State U, USA), Weighing the evidence: a meta-analysis of bilingual education in Arizona. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 43–67.

05–561Tan, Peter K. W. (National U of Singapore, Singapore), The medium-of-instruction debate in Malaysia: English as a Malaysian language?Language Problems and Language Planning (Amsterdam, the Netherlands) 29.1 (2005), 47–66.

05–562Thordardottir, Elin T. (McGill U, Montreal, Canada; [email protected]), Early lexical and syntactic development in Quebec French and English: implications for cross-linguistic and bilingual assessment. International Journal of Language & Communication Disorders (London, UK) 40.3 (2005), 243–278.

05–563Ustinova, Irina P. (Murray State U, USA; [email protected]), English in Russia. World Englishes (Oxford, UK) 24.2 (2005), 239–252.

05–564Valdés, Guadalupe (Stanford U, USA; [email protected]), Bilingualism, heritage language learners, and SLA research: opportunities lost or seized?The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 410–426.

05–566Abu-Rabia, Salim (U of Haifa, Israel), Social aspects and reading, writing, and working memory skills in Arabic, Hebrew, English, and Circassian: the quadrilingual case of Circassians. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 27–58.

05–567Bao, Zhiming (National U of Singapore, Singapore; [email protected]), The aspectual gsystem of Singapore English and the systemic substratist explanation. Journal of Linguistics (Cambridge, UK) 41.2, (2005), 237–267.

05–568Barwick, Linda (U of Sydney, Australia; [email protected]), Allan Marett, Michael Walsh, Lysbeth Ford & Nicholas Reid, Communities of interest: issues in establishing a digital resource on Murrinh-patha song at Wadeye (Port Keats), NT. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 383–397.

05–569Berns, Margie (Purdue U, USA; [email protected]), Expanding on the Expanding Circle: where do WE go from here?World Englishes (Oxford, UK) 24.1 (2005), 85–93.

05–570Bolton, Kingsley (Stockholm U, Sweden: [email protected]), Where WE stands: approaches, issues, and debate in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 69–83.

05–571Carter, Julie A. (The Wolfson Centre, London, UK; [email protected]), Gladys M. Murira, Joseph Gona, Brian G. R. Neville & Charles R. J. C. Newton, Issues in the development of cross-cultural assessments of speech and language for children. International Journal of Language & Communication Disorders (London, UK) 40.4 (2005), 385–401.

05–572CoetzeeVan Rooy, Susan (Potchefstroom, S. Africa; [email protected]) & Bertus Van Rooy, South African English: labels, comprehensibility and status. World Englishes (Oxford, UK) 24.1 (2005), 1–19.

05–573de Haan, Mariëtte & Ed Elbers (U of Utrecht, the Netherlands; [email protected]), Reshaping diversity in a local classroom: communication and identity issues in multicultural schools in the Netherlands. Language & Communication (Amsterdam, the Netherlands) 25.3 (2005), 315–333.

05–574Dogançay-Aktuna, Seran (Southern Illinois U Edwardsville, USA; [email protected]) & Zeynep Kiziltepe, English in Turkey. World Englishes (Oxford, UK) 24.2 (2005), 253–265.

05–575Hiraga, Yuko (Keio U, Japan; [email protected]), British attitudes towards six varieties of English in the USA and Britain. World Englishes (Oxford, UK) 24.3 (2005), 289–308.

05–576Joseph, Clara A. B. (U of Calgary, Canada; [email protected]), Language in contact and literatures in conflict: text, context, and pedagogy. World Englishes (Oxford, UK) 24.2 (2005), 131–143.

05–577Lai, Mee-Ling (Hong Kong Institute of Education, Hong Kong, China; [email protected]), Language attitudes of the first postcolonial generation in Hong Kong secondary schools. Language in Society (Cambridge, UK), 34.3 (2005), 363–388.

05–578Moraa Michieka, Martha (Purdue U, USA; [email protected]), English in Kenya: a sociolinguistic profile. World Englishes (Oxford, UK) 24.2 (2005), 173–186.

05–579Nickerson, Catherine (Radboud U Nijmegen, the Netherlands; [email protected]), English as alingua francain international business contexts. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 367–380.

05–580Ouhiala-Salminen, Leena, Charles Mirjaliisa & Anne Kankaanranta (Helsinki School of Economics, Finland; [email protected]), English as alingua francain Nordic corporate mergers: two case companies. English for Specific Purposes (Amsterdam, the Netherlands) 24.4. (2005), 410–421.

05–581Planken, Brigitte (Radboud U Nijmegen, the Netherlands; [email protected]), Managing rapport inlingua francasales negotiations: a comparison of professional and aspiring negotiators. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 381–400.

05–582Rajagopalan, Kanavillil (State U at Campinas (UNICAMP), Brazil), Language politics in Latin America. AILA Review (Amsterdam, the Netherlands) 18 (2005), 76–93.

05–583Seargeant, Philip (U of London, UK; [email protected]), Globalisation and reconfigured English in Japan. World Englishes (Oxford, UK) 24.3 (2005), 309–319.

05–584Smith, Geoff P. (University of Hong Kong, Hong Kong, China), Chinese language sources for Chinese Pidgin English: what we know and what we need to know. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 72–79.

05–585Sweeting, Anthony & Edward Vickers (U of Hong Kong, Hong Kong, China; [email protected]), On colonizing ‘colonialism’: the discourses of the history of English in Hong Kong. World Englishes (Oxford, UK) 24.2 (2005), 113–130.

05–586Tanaka, Hiroko (U of Essex; [email protected]), Grammar and the ‘timing’ of social action: word order and preference organization in Japanese. Language in Society (Cambridge, UK), 34.3 (2005), 389–430.

05–587Allwright, Dick (U of Lancaster; [email protected]), Developing principles for practitioner research: the case of exploratory practice. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 353–366.

05–588De Klerk, Vivian (Rhodes U, South Africa; [email protected]), The use ofactuallyin spoken Xhosa English: a corpus study. World Englishes (Oxford, UK) 24.3 (2005), 275–288.

05–589E, He An (The Hong Kong Institute of Education, Hong Kong, China), Use of verbs in teacher talk: a comparison study between LETs and NETs. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 38–54.

05–590Erdener, V. Doǧu & Denis K. Burnham (U of Western Sydney, Australia; [email protected]), The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning (Malden, MA, USA) 55.2 (2005), 191–228.

05–591Hosoda, Yuri (Kanagawa U, Japan), Directives and assessments in Japanese native and nonnative conversation. JALT Journal (Tokyo, Japan) 27.1 (2005), 5–31.

05–592Hu, Xiaoling, Nigel Williamson & Jamie McLaughlin (U of Sheffield, UK; [email protected]), Sheffield corpus of Chinese for diachronic linguistic study. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 281–293.

05–593Hudson, Richard (U College London, UK) & John Walmsley, The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics (Cambridge, UK) 41.3 (2005), 593–622.

05–594Johnson, Greer Cavallaro (Griffith U, Australia; [email protected]), Simon Clarke & Neil Dempster, The discursive (re)construction of parents in school texts. Language and Education (Clevedon, UK) 19.5 (2005), 380–399.

05–595Ohta, Amy Snyder (U of Washington, USA; [email protected]), Interlanguage pragmatics in the zone of proximal development. System (Amsterdam, the Netherlands) 33.3 (2005), 503–517.

05–596Pica, Teresa (U of Pennsylvania, Philadelphia, USA; [email protected]), Classroom learning, teaching, and research: a task-based perspective. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 339–352.

05–597Sardinha, Berber (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), A influência do tamanho do corpus de referência na obtenção de palavaras-chave usando o programa computacional WordSmith Tools [The influence of reference corpus size on WordSmith Tools keywords extraction]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 183–204.

05–598Seedhouse, Paul (U of Newcastle upon Tyne, UK; [email protected]), ‘Task’ as research construct. Language Learning (Malden, MA, USA) 55.3 (2005), 533–570.

05–599Spada, Nina (U of Toronto, Canada; [email protected]), Conditions and challenges in developing school-based SLA research programs. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 328–338.

05–600Von Staa, Betina (Pontifícia Universidade Católica de São Paulo (PUC-SP), Brazil), Deselvomiento de interpretações literárias lógicas e coerentes [Development of loigical and coherent literary interpretations]. The ESPecialist (São Paulo, Brazil) 26.2 (2005), 157–181.

05–601Wong, Jock (Australian National U, Canberra, Australia; [email protected]), ‘Why you so Singlishone?’A semantic and cultural interpretation of the Singapore English particleone. Language in Society (Cambridge, UK), 34.2 (2005), 239–275.