Language learning

Abstract

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

04–474Allum, Paul (Rikkyo U., Tokyo, Japan; Email: allum@rikkyo.ac.jp). Evaluation of CALL: initial vocabulary learning. ReCALL (Cambridge, UK), 16, 2 (2004), 488–501.

04–475Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu). Effects of sentence writing in second language lexical acquisition. Second Language Research (London, UK), 20, 4 (2004), 303–334.

04–476Belz, Julie (Pennsylvania State U., USA; Email: jab63@psu.edu). Learner corpus analysis and the development of foreign language proficiency. System (Oxford, UK), 32, 4 (2004), 577–591.

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

04–478Bitchener, John (Auckland U. of Technology, New Zealand; Email: john.bitchener@aut.ac.nz). The relationship between the negotiation of meaning and language learning: a longitudinal study. Language Awareness (Clevedon, UK), 13, 2 (2004), 81–95.

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

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

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

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

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

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

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

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

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

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

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

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

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

04–492García, Paula (Northern Arizona U., USA; Email: pg4@dana.ucc.nau.edu). Developmental differences in speech act recognition: a pragmatic awareness study. Language Awareness (Clevedon, UK), 13, 2 (2004), 96–115.

04–493Gearon, Margaret (Monash U., Australia; Email: margaret.gearon@education.monash.edu.au). Learner strategies for filling the knowledge gap during collaborative tasks. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 26–34.

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

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

04–496Harris, Vee and Grenfell, Michael (U. London, UK; Email: m.grenfell@soton.ac.uk). Language-learning strategies: a case for cross-curricular collaboration. Language Awareness (Clevedon, UK), 13, 2 (2004), 116–130.

04–497Heift, Trude (Simon Fraser U., Canada; Email: heift@sfu.ca). Corrective feedback and learner uptake in CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 416–431.

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

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

04–500Hyland, Fiona (U. of Hong Kong, China; Email: hylandf@hkucc.hku.hk). Learning autonomously: contextualising out-of-class English language learning. Language Awareness (Clevedon, UK), 13, 3 (2004), 180–202.

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

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

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

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

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

04–506Noelle, Lamy (The Open U., UK; Email: m.n.lamy@open.ac.uk). Oral conversations online: redefining oral competence in synchronous environments. ReCALL (Cambridge, UK), 16, 2 (2004), 520–538.

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

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

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

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

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

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

04–513Van Berkel, Ans (Free U. Amsterdam, The Netherlands; Email: aj.van.berkel@let.vu.nl). Learning to spell in English as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 239–257.

04–514Ward, Monica (Dublin City U., Ireland; Email: mward@computing.dcu.edu.ie). The additional uses of CALL in the endangered language context. ReCALL (Cambridge, UK), 16, 2 (2004), 345–359.

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

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