Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.

Martin East is Professor of Language Education in the School of Cultures, Languages and Linguistics, the University of Auckland, New Zealand. Prior to this, he spent ten years as a language teacher educator in the University's Faculty of Education and Social Work. He has also taught languages at a broad range of proficiency levels and in a variety of contexts, including leading a school languages department in the UK. His numerous publications in the field of language education include two books dedicated to the phenomenon of TBLT: Task-based language teaching from the teachers’ perspective (John Benjamins, 2012) and Foundational principles of task-based language teaching (Routledge, 2021).

An important shift in language learning research is the understanding that pronunciation instruction is necessary to ensure learners’ balanced development in pronunciation and second language (L2) speech. Research focusing on understanding what types of pronunciation instruction are effective and what makes them most effective has grown dramatically over the past decade. Given the methodological heterogeneity apparent in this body of literature, however, many questions remain to understand the specific effects of pronunciation training paradigms on learners’ L2 development. In this article, we make the case that replication is a productive means of validating findings and assessing the strength of existing evidence in L2 pronunciation research. As prime targets for replication, we review three studies that offer different perspectives on how L2 pronunciation instruction can be optimized. We have chosen each of these studies because they significantly advance the field conceptually, have broken new ground empirically, and point to areas in which replication studies can have a large impact. We describe a series of close and/or approximate replications of each initial study that would add detail to existing knowledge and provide a more comprehensive understanding of how and why L2 pronunciation instruction is effective, for whom, and under what conditions.

As part of their commitment to research in applied linguistics, The British Association of Applied Linguistics (BAAL) and Cambridge University Press annually support a number of seminars on applied linguistics and second language acquisition. Starting this volume, Language Teaching will be publishing specially-commissioned reports on the seminars.

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.

Increased work connectivity and study mobility over national boundaries in recent decades has led to a shift in the kind of English as a Second Language (ESL) instruction implemented in many educational institutions. Instruction to develop learners’ general English language proficiency may appear as a time-consuming and abstract endeavour. Instead, many institutions implement English for Specific Purposes (ESP), including English for Academic Purposes (EAP) type instruction. In ESP, the aim is to help students develop the specialized academic and work-related linguistic registers they need to function in target settings where English is used as a medium of instruction or in businesses and workplace communication. A great deal of ESP research has now been conducted to build linguistic descriptions of specialized registers. Rather less research has focused on the learning of such specialized registers. This article identifies areas for a research agenda to develop an understanding of learning a specialized register. It sets out two sites for enquiry, namely, learning in a target workplace or disciplinary study setting and learning in instructed ESP, and four topics for enquiry, namely, processes of learning, conditions for learning, learning trajectories, and transfer of learning. Example tasks are suggested for research into learning in target settings.

The invitation to speak at this conference on corpora and data-driven language learning (DDL) at COSEDI, the University of Grenoble, was received at the beginning of February 2023. ChatGPT had been released on 30 November 2022 and it was already becoming obvious that this technology would present revolutionary opportunities and challenges for corpus applications to language learning. Through a limited number of case studies – the Collins Cobuild Dictionary, a data-driven workshop for academic writing for research students, and the replication of the tasks used in the workshop, using ChatGPT – this presentation selectively highlights the trajectory of DDL from its beginnings to the present day and takes a look into a possible future with large language models (LLMs) such as ChatGPT.

07–398Ammar, Ahlem (U de Montréal, Canada; [email protected]) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.

07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.

07–400Beasley, Robert (Franklin College, USA; [email protected]), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.

07–401Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.

07–402Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.

07–403Chambers, Andrea (Insa de Lyon, France; [email protected]) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.

07–404Chan, Alice (City U of Hong Kong, China; [email protected]), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.

07–405Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.

07–406Elia, Antonella (U Naples, Italy; [email protected]), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.

07–407Ellis, Rod (U Auckland, New Zealand; [email protected]) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.

07–408Farrell, Thomas S. C. (Brock U, Canada; [email protected]) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.

07–409Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–277

07–410Harada, Tetsuo (Waseda U, Japan; [email protected]), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.

07–411Karlsson, Leena (Helsinki U, Finland; [email protected]) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.

07–412Lieberman, Moti (American U, USA; [email protected]) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.

07–413Macaro, Ernesto (U Oxford; [email protected]), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.

07–414Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.

07–415Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.

07–416Mozzon-McPherson, Marina (U Hull, UK; [email protected]), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.

07–417Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.

07–418Nassaji, Hossein (U Victoria, Canada; [email protected]), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.

07–419Nıxon, Helen & Barbara Comber (U South Australia, Australia; [email protected]), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.

07–420Reinders, Hayo (U Auckland, New Zealand; [email protected]), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.

07–421Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.

07–422Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.

07–423Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.

07–424Stroud, Christopher (U West Cape, South Africa; [email protected]) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.

07–425Sunderman, Gretchen (Florida State U, USA; [email protected]) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.

07–426Woodrow, Lindy J. (U Sydney, Australia; [email protected]), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.

07–427Xuesong, Gao (U Hong Kong, China; [email protected]), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.

07–428Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.

07–429Zyzik, Eve (Michigan State U, USA; [email protected]), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.