Although there has been continuous debate over many years about the place of authentic discourse and materials in language learning, Alex Gilmore's review article in this issue is the first to review and debate many of the key issues and research in this area in a systematic way. His paper places the use of authentic material in historical context, showing how the arguments for and against the use of such material in textbooks go back a long way. After discussing the thorny issue of definition, he addresses four key areas of current concern and examines some of the reasons behind the perceived resistance to curriculum and textbook changes.

Our reviews of work in national publications return with a review by Steve Cornwell, Andrea Simon-Maeda and Eton Churchill of selected research on language education published in English in Japan from 2000 to 2006. In their article, the authors attempt to show the academic diversity and intellectual depth of current research agendas in Japan, with particular reference to current topics such as language policy issues, team-teaching, World Englishes, multilingualism, interlanguage pragmatics, and motivation.

Richard Johnstone's article in which he reviews research on language teaching, learning and policy published in 2004 and 2005 is available online in Language Teaching 39.4 (2006), at http://journals.cambridge.org/jid_LTA.

From 2008, a new section of the journal will be dedicated to academic studies which use a replication approach. We invite submissions of previously unpublished articles based on LITERAL, APPROXIMATE OR CONSTRUCTIVE REPLICATION OF A PREVIOUS STUDY OR STUDIES of an aspect of L2 education. In keeping with the survey characteristics of Language Teaching, we also encourage submissions of META-ANALYSES which attempt to combine or synthesise a series of comparable research replications.

This article reviews some of the wide-ranging issues and research surrounding authentic materials and authenticity in foreign language learning. After a brief historical overview and a discussion of some of the definitional ambiguities associated with authenticity, the paper goes on to discuss four important areas of concern: i) the gap between authentic and textbook discourse; ii) the English-as-a-world-language debate; iii) authenticity and motivation; iv) text difficulty and task design and their effects on language acquisition. The article concludes by examining some of the reasons behind resistance to change in curriculum and materials design and possible future directions.

This review presents selected research on language education published in English in Japan from 2000 to 2006. In an attempt to show the academic diversity and intellectual depth of current research agendas in Japan, it looks at the following areas: LANGUAGE POLICY, in which recent government mandates are outlined, including a stronger focus on English education in elementary school; TEAM-TEACHING situations that are commonly found at the high school and junior high school level; TESTING and PLACEMENT, focusing on entrance exams and placement exams which can be a driving force behind many classroom practices and continue to be the focus of considerable criticism; BILINGUALISM, which is receiving more and more attention in Japan as the number of returnees, children of bi-cultural families and other English-speaking Japanese nationals increases; WORLD ENGLISHES, reflecting the reality that many adult Japanese speakers of English interact with speakers from Outer and Expanding Circle countries; INTERLANGUAGE PRAGAMATICS, which is attracting more and more researchers interested in cross-cultural differences and interlanguage development; MOTIVATION, which continues to receive a great deal of attention and has been examined in a more nuanced approach of late; WRITING, in light of its importance in many educational settings; and GENDER and its interconnectedness to EFL learning and use.

07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.

07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.

07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.

07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.

07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 208–219.

07–178Cushıon, Steve (London Metropolitan U, UK), What does CALL have to offer computer science and what does computer science have to offer CALL?Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 193–242.

07–179Fidler, S. (National Education Institute, Slovenia; soca.fidler@guest.arnes.si), Awakening to languages in primary school. ELT Journal (Oxford University Press) 60.4 (2006), 346–354.

07–180Gillies, Robyn M. (U Queensland, Australia), Teachers' and students' verbal behaviours during cooperative and small-group learning. British Journal of Educational Psychology (British Psychological Society) 76.2 (2006), 271–287.

07–181Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.

07–182Goh, Christine & Yusnita Taib (Nanyang U, Singapore), Metacognitive instruction in listening for young learners. ELT Journal (Oxford University Press) 60.3 (2006), 222–232.

07–183Hémard, Domınıque (London Metropolitan U, UK), Design issues related to the evaluation of learner–computer interaction in a web-based environment: Activities v. tasks.Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 261–276.

07–184Howard, Elizabeth R., Igone Arteagoitia, Mohammed Louguit, Valerie Malabonga & Dorry M. Kenyon (Centre for Applied Linguistics, Washington DC, USA), The development of the English Developmental Contrastive Spelling Test: A tool for investigating Spanish influence on English spelling development. TESOL Quarterly 40.2 (2006), 399–420.

07–185Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.

07–186Lau, Kit-ling (Chinese U Hong Kong), Implementing strategy instruction in Chinese language classes: A school-based Chinese reading strategy instruction programme. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 195–209.

07–187Littlemore, Jeannette & Graham Low (U Birmingham, UK), Metaphoric competence, second language learning, and communicative language ability. Applied Linguistics (Oxford University Press) 27.2 (2006), 268–294.

07–188Liu, Ping (California State U, USA), Community-based Chinese schools in Southern California: A survey of teachers. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 237–247.

07–189Mackey, A. (Georgetown U, USA), Feedback, noticing and instructed second language learning. Applied Linguistics (Oxford University Press) 27.3 (2006), 405–430.

07–190McPake, Joanna (U Stirling, UK) & Jo Arthur, Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 155–170.

07–191Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.

07–192Santos, Denise (U Reading, UK; d.m.d.santos@reading.ac.uk) & Branca Falabella Fabrício, The English lesson as a site for the development of critical thinking. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.

07–193Schmid, E. Cutrim (U of Education Heidelberg, Germany), Investigating the use of interactive whiteboard technology in the English language classroom through the lens of a critical theory of technology. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 47–62.

07–194Stephens, Meredith (Matsuyama U, Japan), The use and abuse of Japanese in the university English class. The Language Teacher (Japan Association for Language Teaching) 30.8 (2006), 13–18.

07–195Stoller, Fredricka L. (Northern Arizona U, USA), Bradley Horn, William Grabe & Marin S. Robinson, Evaluative review in materials development. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 174–192.

07–196Timuçin, Metin (Sakarya U, Turkey; mtimucin@sakarya.edu.tr), Implementing CALL in an EFL context. ELT Journal (Oxford University Press) 60.3 (2006), 262–271.

07–197Ward, Monıca (Dublin City U, Ireland), Using software design methods in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.2–3 (2006), 129–147.

07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.

07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.

07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.

07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101.

07–202Brown, 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.

07–203Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth. Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526.

07–204Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2 (2006), 375–397.

07–205Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research (Sage) 22.2 (2006), 115–144.

07–206Cots J. (U Lleida, Spain; jmcots@dal.udl.es), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal (Oxford University Press) 60.4 (2006), 336–345.

07–207Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207.

07–208Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194.

07–209Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463.

07–210Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.

07–211Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491.

07–212Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & 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.

07–213Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2 (2006), 273–293.

07–214Goad, Heather (McGill U, Montreal, Canada) & Lydia White, Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research (Sage) 22.3 (2006), 243–268.

07–215Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124.

07–216Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204.

07–217Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), 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.

07–218Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk), Teacher and learner perceptions of language learning activity. ELT Journal (Oxford University Press) 60.3 (2006), 242–252.

07–219Hawkins, Roger (U Essex, UK) & Hajime Hattori, Interpretation of English multiplewh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research (Sage) 22.3 (2006), 269–301.

07–220Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly 40.2 (2006), 321–339.

07–221Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-mediated communication in ESL teacher education. ELT Journal (Oxford University Press) 60.3 (2006), 233–241.

07–222Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu) & Alexandra Leavell, Language learning strategy use of ESL students in an intensive English learning context. System (Elsevier) 34.3 (2006), 399–415.

07–223Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing. Second Language Research (Sage) 22.3 (2006), 369–397.

07–224Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp), Learner and native speaker perspectives on a culturally-specific Japanese refusal. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143.

07–225Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language. TESOL Quarterly 40.2 (2006), 341–373.

07–226Lai, Chun & Yong Zhao (Michigan State U, USA; laichun1@msu.edu), Noticing and text-based chat. Language Learning & Technology (University of Hawaii) 10.3 (2006), 102–120.

07–227Lee, Siok H. & James Muncie (Simon Fraser U, Canada), From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly 40.2 (2006), 295–320.

07–228Lee, Y. (DePaul U, USA; ylee19@depaul.edu), Towards respecification of communicative competence: Condition of L2 Instruction or its objective?Applied Linguistics (Oxford University Press) 27.3 (2006), 349–376.

07–229Lew, Robert (Adam Mickiewicz U, Poznań, Poland; rlew@amu.edu.pl) & Anna Dziemianko, A new type of folk-inspired definition in English monolingual learners' dictionaries and its usefulness for conveying syntactic information. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 225–242.

07–230Liaw, Meei-ling (National Taichung U, Taiwan; meeilingliaw@gmail.com), E-learning and the development of intercultural competence. Language Learning & Technology (University of Hawaii) 10.3 (2006), 49–64.

07–231Lieberman, Moti (American U, USA; aoshima@american.edu), 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.

07–232Lin, Huifen (Kun Shan U, China; huifen5612@yahoo.com.tw) & Tsuiping Chen, Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organisers in facilitating EFL learners' comprehension of an animation-based content lesson. System (Elsevier) 34.3 (2006), 416–431.

07–233Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com), Anxiety in Chinese EFL students at different proficiency levels. System (Elsevier) 34.3 (2006), 301–316.

07–234Lotz, Anja (Philipps-Universität Marburg, Germany) & Annette Kinder, Transfer in artificial grammar learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.4 (2006), 707–715.

07–235Lozano, Cristobal (Universidad Autónoma de Madrid, Spain), Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research (Sage) 22.2 (2006), 145–187.

07–236Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.

07–237McCafferty, Steven (U Nevada, USA; mccaffes@unlv.nevada.edu), Gesture and the materialization of second language prosody. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 197–209.

07–238Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), 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.

07–239Palfreyman, David (Zayed U, United Arab Emirates; David.Palfreyman@zu.ac.ae), Social context and resources for language learning. System (Elsevier) 34.3 (2006), 352–370.

07–240Qing Ma (U Louvain, Belgium) & Peter Kelly, Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 15–45.

07–241Reinders, Hayo & Marilyn Lewis (U Auckland, NZ), An evaluative checklist for self-access materials. ELT Journal (Oxford University Press) 60.3 (2006), 272–278.

07–242Rule, Sarah (U Southampton, UK) & Emma Marsden, The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts. Second Language Research (Sage) 22.2 (2006), 188–218.

07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.

07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.

07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.

07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.

07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.

07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.

07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.

07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & 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.

07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.

07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.

07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.

07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.

07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.

07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.

07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.

07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

07–259Abasi, Ali R., Nahal Akbari & Barbara Graves (U Ottawa, Canada), Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school. Journal of Second Language Writing (Elsevier) 15.2 (2006), 102–117.

07–260Brantmeier, Cindy (Washington U, St Louis, USA), Toward a multicomponent model of interest and L2 reading: Sources of interest, perceived situational interest, and comprehension. Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 89–115.

07–261Bremner, Stephen (City U Hong Kong, China), Politeness, power, and activity systems: Written requests and multiple audiences in an institutional setting. Written Communication (Sage) 23.4 (2006), 397–423.

07–262Cargill, Margaret (U Adelaide, Australia) & Patrick O'Connor, Developing Chinese scientists' skills for publishing in English: Evaluating collaborating-colleague workshops based on genre analysis. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 207–221.

07–263Edge, Julian, Reading to take notes and to summarize: A classroom procedure (reprint of author's 1983 article). Reading in a Foreign Language (U Hawaii, USA), 1.2, 93–98.

07–264Edge, Julian (Manchester U, UK; julian.edge@manchester.ac.uk), From paragraphs to patterns: Ablocutionary value in autobiography. Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 124–127.

07–265Goetry, Vincent, Lesly Wade-Woolley, Régine Kolinsky & Philıppe Mousty (Queen's U, Belgium; vgoetry@ulb.ac.be), The role of stress processing abilities in the development of bilingual reading. Journal of Research in Reading (Blackwell) 29.3 (2006), 349–362.

07–266Huang, Shu-Chen (National Chiao Tung U, Hsinchu, China; sjh241@yahoo.com.tw), Reading English for academic purposes – What situational factors may motivate learners to read?System (Elsevier) 34.3 (2006), 371–383.

07–267Huang, Shu-Chen, Yuh-Show Cheng & Chiou-Lan Chern (National Chiao Tung U, Hsinchu, Taiwan; sjh241@yahoo.com.tw), Pre-reading materials from subject matter texts – Learner choices and the underlying learner characteristics. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 193–206.

07–268Hui-Tzu Min (National Cheng Kung U, Tainan, Taiwan), The effects of trained peer review on EFL students' revision types and writing quality. Journal of Second Language Writing (Elsevier) 15.2 (2006), 118–141.

07–269Ikeda, Makiko (Himeji Dokkyo U, Japan; maikoike@wonder.ocn.ne.jp) & Takeuchi, Osamu, Clarifying the differences in learning EFL reading strategies: An analysis of portfolios. System (Elsevier) 34.3 (2006), 384–398.

07–270Juzwik, Mary M. (Michigan State U, East Lansing, USA, mmjuzwik@msu.edu), Svjetlana Curcic, Kimberly Wolbers, Kathleen D. Moxley, Lisa M. Dimling & Rebecca K. Shankland, Writing into the 21st century: An overview of research on writing, 1999 to 2004. Written Communication (Sage) 23.4 (2006), 452–476.

07–271Ma, Jee Hyun (U Hawaii, USA; jeehyun@hawaii.edu), Just taking notes is not enough. Reading in a Foreign Language (U Hawaii, USA) 18.2 (2006), 128–130.

07–272Orsolini, Margherita (Università degli Studi di Roma ‘La Sapienza’; margherita.orsolini@uniroma1.it), Rachele Fanari, Valeria Tosi, Barbara De Nigris & Roberto Carrieri, From phonological recoding to lexical reading: A longitudinal study on reading development in Italian. Language and Cognitive Processes (Routledge/Taylor & Francis) 21.5 (2006), 576–607.

07–273Pretorious, Elizabeth (U South Africa, South Africa; pretoej@unisa.ac.za), The comprehension of logical relations in expository texts by students who study through the medium of ESL. System (Elsevier) 34.3 (2006), 432–450.

07–274Rogers, Rebecca & Melissa Mosley, Racial literacy in a second-grade classroom: Critical race theory, whiteness studies, and literacy research. Reading Research Quarterly (International Reading Association) 41.4 (2006), 462–495.

07–275Ross, Nigel (Institute for Interpreters and Translators, Milan, Italy), Writing in the Information Age. English Today (Cambridge University Press) 22.3 (2006), 47–50.

07–276Schwanenflugel, Paula J., Elizabeth B. Meisinger, Joseph M. Wisenbaker, M. R. Kuhn, Gregory P. Strauss & Robin D. Morris, Becoming a fluent and automatic reader in the early elementary school years. Reading Research Quarterly (International Reading Association) 41.4 (2006), 496–522.

07–277Starfield, Sue & Louise J. Ravelli (U New South Wales, Sydney, Australia), ‘The writing of this thesis was a process that I could not explore with the positivistic detachment of the classical sociologist’: Self and structure inNew Humanitiesresearch theses. Journal of English for Academic Purposes (Elsevier) 5.3 (2006), 222–243.

07–278Tardy, Christine M. (DePaul U, Chicago, USA), Researching first and second language genre learning: A comparative review and a look ahead. Journal of Second Language Writing (Elsevier) 15.2 (2006), 79–101.

07–279Weber, Rose-Marıe (State U New York, USA; rweber@albany.edu), Function words in the prosody of fluent reading. Journal of Research in Reading (Blackwell) 29.3 (2006), 258–269.

07–280Wood, Clare (Coventry U, UK; c.wood@coventry.ac.uk), Metrical stress sensitivity in young children and its relationship to phonological awareness and reading. Journal of Research in Reading (Blackwell) 29.3 (2006), 270–287.

07–281Ziegler, Johannes C. & Usha Goswami (U Cambridge, UK; ucg10@cam.ac.uk), Becoming literate in different languages: Similar problems, different solutions. Developmental Science (Blackwell) 9.5 (2006), 429–436.

07–282In'nami, Yo (U Tsukuba, Japan; s025053@ipe.tsukuba.ac.jp), The effects of test anxiety on listening test performance. System (Elsevier) 34.3 (2006), 317–340.

07–283McCoy, Damien (Australian Centre for Education and Training, Vietnam), Utilizing students' preferred language learning strategies for IELTS test preparation. EA Journal (English Australia) 23.1 (2006), 3–13.

07–284McGinley K. (Dublin Language Institute; dublang@iol.ie), The ‘Test of Interactive English’: From conception to implementation. ELT Journal (Oxford University Press) 60.4 (2006), 374–381.

07–285Atay, Derin (Marmara U, Istanbul, Turkey; dyatay@yahoo.com), Teachers' professional development: Partnerships in research. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 15 pp.

07–286Brandt, C. (Petroleum Institute in Abu Dhabi, United Arab Emirates; c.brandt@yahoo.co.uk), Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal (Oxford University Press) 60.4 (2006), 355–364.

07–287Carless, David (U Hong Kong, China; dcarless@hkucc.hku.hk), Good practices in team teaching in Japan, South Korea and Hong Kong. System (Elsevier) 34.3 (2006), 341–351.

07–288Diab, Rula L. (American U Beirut, Lebanon; rd10aub@edu.lb), Teaching practices and student learning in the introductory research methods class. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.

07–289Gorsuch, Greta (Texas Tech U, USA; greta.gorsuch@ttu.edu), Doing language education research in a developing country. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 13 pp.

07–290Hiep, Pham Hoa (U Hue, Vietnam; hiepsuu@gmail.com), Researching the research culture in English language education in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 20 pp.

07–291Hussin, Habsah (U Malaysia Sabah, Malaysia; hbh_hussin@yahoo.co.uk), Dimensions of questioning: A qualitative study of current classroom practice in Malaysia.TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.

07–292Kubanyiova, Magdalena (U Nottingham, UK; aexmk1@nottingham.ac.uk), Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.

07–293Leitch, Ruth (Queen's U, UK), Limitations of language: Developing arts-based creative narrative in stories of teachers' identities. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 549–569.

07–294Louden, William & Mary Rohl (U Western Australia, Australia; bill.louden@uwa.edu.au), ‘Too many theories and not enough instruction’: Perceptions of pre-service teacher preparation for literacy teaching in Australian schools. Literacy (Blackwell) 40.2 (2006), 66–78.

07–295Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.

07–296Pani, Susmita (English Language Teaching Institute, Bhubaneswar, India; susmitapani@yahoo.com), Teacher development through reading strategy instruction: the story of Supriya. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 21 pp.

07–297Pardo, Laura S. (Hope College, USA), The role of context in learning to teach writing: What teacher educators need to know to support beginning urban teachers. Journal of Teacher Education (Sage) 57.4 (2006), 378–394.

07–298Paris, Cynthia (U Delaware, USA) & Combs, Barbara, Lived meanings: What teachers mean when they say they are learner-centered. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 571–592.

07–299Peter, Lizette (U Kansas, Lawrence, USA) & Tracy E. Hirata-Edds, Using assessment to inform instruction in Cherokee language revitalisation. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 643–658.

07–300Rankin, Jamie (Princeton U, USA; jrankin@princeton.edu) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.

07–301Søreide, Gunn Elisabeth (U Bergen, Norway), Narrative construction of teacher identity: Positioning and negotiation. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 527–547.

07–302Tin, Tan Bee (U Auckland, NZ: tb.tin@auckland.ac.nz), Looking at teaching through multiple lenses. ELT Journal (Oxford University Press) 60.3 (2006), 253–261.

07–303Twiselton, Samantha (St Martin's College, Lancaster, UK; s.twiselton@ucsm.ac.uk), The problem with English: The exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy (Blackwell) 40.2 (2006), 88–96.

07–304Watson, Cate (U Aberdeen, UK), Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 509–526.

07–305Allen, Shanley E. M. (Boston U, USA), Martha Cregg & Diane Pesco, The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 578–596.

07–306Barkhuizen, Gary (U Auckland, New Zealand), Ute Knoch & Donna Starks, Language practices, preferences and policies: Contrasting views of Pakeha, Maori, Pasifika and Asian students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 375–391.

07–307Bedore, Lisa M. (U Texas at Austin, USA; lbedore@mail.utexas.edu), Christine E. Fiestas, Elizabeth D. Pena & Vanessa J. Nagy, Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 249–261.

07–308Boumans, Louis (Radboud U, Nijmegen, the Netherlands; l.boumans@let.ru.nl), The attributive possessive in Moroccan Arabic spoken by young bilinguals in the Netherlands and their peers in Morocco. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 233–247.

07–309de Klerk, Vivian (Rhodes U, Grahamstown, South Africa), Codeswitching, borrowing and mixing in a corpus of Xhosa English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 597–614.

07–310Dorian, Nancy C., Negative borrowing in an indigenous-language shift to the dominant national language. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 557–577.

07–311Fflur Huws, Catrın, Adran y Gyfraıth & Adeılad Hugh Owen (Ceredigion, Wales, UK; trh@aber.ac.uk), The Welsh language act 1993: A measure of success. Language Policy (Springer) 5.2 (2006), 141–160.

07–312Finkbeiner, Matthew (Harvard U, USA), Jorge Almeida, Niels Janssen & Alfonso Caramazza, Lexical selection in bilingual speech production does not involve language suppression. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1075–1089.

07–313Hamel, Rainer Enrique (U Autónoma Metropolitana, Mexico) & Norbert Francis, The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 171–188.

07–314Ho, Debbie G. E. (U Brunei, Brunei), ‘I'm not west. I'm not east. So how leh?’English Today (Cambridge University Press) 22.3 (2006), 17–24.

07–315Hohenstein, Jill (King's College London, UK; jill.hohenstein@kcl.ac.uk), Ann Eisenberg & Letitia Naigles, Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish–English bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 263–280.

07–316Huguet, Ángel (U Lleida, Spain), Attitudes and motivation versus language achievement in cross-linguistic settings. What is cause and what effect?Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 413–429.

07–317Lee, Borim (Wonkwang U, Korea; brlee@wonkwang.ac.kr), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.

07–318McCarty, Teresa L. (Arizona State U, Phoenix, USA), Mary Eunice Romero-Little & Ofelia Zepeda, Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 659–677.

07–319Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle’: Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.

07–320Ngai, Phyllis Bo-Yuen (U Montana, USA), Grassroots suggestions for linking native-language learning, Native American studies, and mainstream education in reservation schools with mixed Indian and white student populations. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 220–236.

07–321Pika, Simone (U St Andrews, Scotland; sp60@st-andrews.ac.uk), Elena Nicoladis & Paula F. Marentette, A cross-cultural study on the use of gestures: Evidence for cross-linguistic transfer?Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 319–327.

07–322Portelli, John (U Malta), Language: An important signifier of masculinity in a bilingual context. Gender and Education (Routledge/Taylor & Francis) 18.4 (2006), 413–430.

07–323Prevost, Philippe (Laval U, Canada; philippe.prevost@lli.ulaval.ca), The phenomenon of object omission in child L2 French. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 281–297.

07–324Reagan, Tımothy (U Witwatersrand, South Africa; reagant@hse.wits.ac.za), Claıre Penn & Dale Ogılvy, From policy to practice: Sign language developments in post-apartheid South Africa. Language Policy (Springer) 5.2 (2006), 187–208.

07–325Reichelt, Melinda (U Toledo, USA), English in a multilingual Spain. English Today (Cambridge University Press) 22.3 (2006), 3–9.

07–326Salamoura, Angeliki (U Cambridge, UK; as350@cam.ac.uk) & John N. Williams, Lexical activation of cross-language syntactic priming. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 309–318.

07–327Sánchez, Liliana (Rutgers U, New Brunswick, USA), Kechwa and Spanish bilingual grammars: Testing hypotheses on functional interference and convergence. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 535–556.

07–328Schwartz, Ana I. (U Texas at El Paso, USA; aischwartz@utep.edu) & Judith F. Kroll, Bilingual lexical activation in sentence context. Journal of Memory and Language (Elsevier) 55.2 (2006), 197–212.

07–329Sııner, Maarja (Copenhagen, Denmark; maarja_siiner@hotmail.com), Planning language practice: A sociolinguistic analysis of language policy in post-communist Estonia. Language Policy (Springer) 5.2 (2006), 161–186.

07–330Smits, Erica (Antwerp U, Belgium; erica.smits@ua.ac.be), Heike Martensen, Ton Dijkstra & Dominiek Sandra, Naming interlingual homographs: Variable competition and the role of the decision system. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 299–307.

07–331Soukup, Barbara (Georgetown U, USA; bks5@georgetown.edu), Language news in review: UNESCO and the quest for cultural diversity. Language Policy (Springer) 5.2 (2006), 209–218.

07–332Tillman, Amy E. (Georgia State U, USA), A love affair with pidgin. English Today (Cambridge University Press) 22.3 (2006), 53–60.

07–333Torres, Lourdes (DePaul U, Chicago, USA), Bilingual discourse markers in indigenous languages. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 615–624.

07–334Trudell, Barbara (SIL International, Nairobi, Kenya), Language development and social uses of literacy: A study of literacy practices in Cameroonian minority language communities. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 625–642.

07–335Wang, Hongyuan & Ying Yang (Yulin College, Shaanxi, China), Using letter words in China. English Today (Cambridge University Press) 22.3 (2006), 51–52.

07–336Yiakoumetti, Androula (U Cambridge, UK), A bidialectal programme for the learning of Standard Modern Greek in Cyprus. Applied Linguistics (Oxford University Press) 27.2 (2006), 295–317.

07–337Aiello, Giorgia (U Washington, USA) & Crispin Thurlow, Symbolic capitals: Visual discourse and intercultural exchange in the European Capital of Culture scheme. Language and International Communication (Multilingual Matters) 6.2 (2006), 148–162.

07–338Armstrong, Nigel (U Leeds, UK; n.r.armstrong@leeds.ac.uk) & Philippe Blanchet, Special issue: The dynamics of levelling and diversity in French/Dynamiques de ‘standardisations partielles’ en français. Journal of French Language Studies (Cambridge University Press) 16.3 (2006), 247–250.

07–339Dalton-Puffer, Christiane & Nikula Tarja (U Vienna, Austria), Pragmatics of content-based instruction: Teacher and student directives in Finnish and Austrian classrooms. Applied Linguistics (Oxford University Press) 27.2 (2006), 241–267.

07–340Pereira De S. Thiago, Elisa Maria Costa (U São Paulo, Brazil), Indigenous writing in Brazil: Towards a literacy of vision and transformation. Language and International Communication (Multilingual Matters) 6.2 (2006), 113–123.

07–341Al-Kufaishi, Adil (Copenhagen U, Denmark; adil@hum.kd.uk), A pedagogic model of translating expository texts. Babel (John Benjamins) 52.1 (2006), 1–16.

07–342Anderson, Wendy (U Glasgow, UK), ‘Absolutely, totally, filled to the brim with the Famous Grouse’. English Today (Cambridge University Press) 22.3 (2006), 10–16.

07–343Boudreault, Patrick (California State U, Northridge, USA; patrick.boudreault@csun.edu) & Rachel I. Mayberry, Grammatical processing in American Sign Language: Age of first-language acquisition effects in relation to syntactic structure. Language and Cognitive Processes (Routledge/Taylor&Francis) 21.5 (2006), 608–635.

07–344Charles, M. (U Oxford, UK), The construction of stance in reporting clauses: A cross-disciplinary study of theses. Applied Linguistics (Oxford University Press) 27.3 (2006), 492–518.

07–345Frazier, Lyn (U Massachusetts, Amherst, USA; lyn@linguist.umass.edu), Katy Carlson & Charles Clifton Jr., Prosodic phrasing is central to language comprehension. Trends in Cognitive Sciences (Elsevier) 10.6 (2006), 244–249.

07–346Goatly, Andrew (Lingnan U, Hong Kong, China), Ideology and metaphor. English Today (Cambridge University Press) 22.3 (2006), 25–39.

07–347Goral, Mira (City U New York, USA; mgoral@bu.edu), Erika S. Levy, Loraine K. Obler & Eyal Cohen, Cross-language lexical connections in the mental lexicon: Evidence from a case of trilingual aphasia. Brain and Language (Elsevier) 98.2 (2006), 235–247.

07–348Hellermann J. (Portland State U, USA), Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics (Oxford University Press) 27.3 (2006), 377–404.

07–349Joseph, John E. (U Edinburgh, UK), Linguistic identities: Double-edged swords. Language Problems & Language Planning (John Benjamins) 30.3 (2006), 261–267.

07–350Kuo, I-Chun (Canterbury Christ Church U College, UK; ick1@cant.ac.uk), Addressing the issue of teaching English as a lingua franca. ELT Journal (Oxford University Press) 60.3 (2006), 213–221.

07–351McDonald, Janet L. (Louisiana State U, Baton Rouge, USA; psmcdo@lsu.edu), Beyond the critical period: Processing-based explanations for poor grammaticality judgment performance by late second language learners.Journal of Memory and Language (Elsevier) 55.3 (2006), 381–401.

07–352Mori, Junko & Makoto Hayashi (U Wisconsin-Maddison, USA), The achievement of intersubjectivity through embodied completions: A study of interactions between first and second language speakers. Applied Linguistics (Oxford University Press) 27.2 (2006), 195–219.

07–353Oberlander, Jon (U Edinburgh, UK) & Alastair J. Gill, Language with character: A stratified corpus comparison of individual differences in e-mail communication. Discourse Processes (Erlbaum) 42.3 (2006), 239–270.

07–354Rosenberger Shankar, Tara (Massachusetts Institute of Technology, USA), Speaking on the record: A theory of composition. Computers and Composition (Elsevier) 23.3 (2006), 374–373.

07–355Sanford, Anthony J. (U Glasgow, UK) & Arthur C. Graesser, Shallow processing and underspecification. Discourse Processes (Erlbaum) 42.2 (2006), 99–108.

07–356Sears, Christopher R. (U Calgary, Canada), Crystal R. Campbell & Stephen J. Lupker, Is there a neighborhood frequency effect in English? Evidence from reading and lexical decision. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.4 (2006), 1040–1062.

07–357Sebastian-Gallés, Núria (GRNC, Parc Científic Universitat de Barcelona & Hospital Sant Joan de Déu, Spain; nsebastian@ub.edu), Antoni Rodríguez-Fornells, Ruth de Diego-Balaguer & Begoña Díaz, First- and second-language phonological representations in the mental lexicon. Journal of Cognitive Neuroscience (MIT Press) 18.8 (2006), 1277–1291.

07–358Sebba, Mark (Lancaster U, UK), Ideology and alphabets in the former USSR. Language Problems & Language Planning (John Benjamins) 30.2 (2006), 99–125.

07–359Valdois, Sylviane (Université Pierre Mendès France, Grenoble, France) & Sonia Kandel, French- and Spanish-speaking children use different visual and motor units during spelling acquisition. Language and Cognitive Processes (Routledge/Taylor & Francis) 21.5 (2006), 531–561.

07–360Ashby, Michael (U College London, UK; m.ashby@phon.ucl.ac.uk), Prosody and idioms in English. Journal of Pragmatics (Elsevier) 38.10 (2006), 1580–1597.

07–361Baltazani, Mary (U Ioannina, Athens, Greece; marybalt@netscape.net), Intonation and pragmatic interpretation of negation in Greek. Journal of Pragmatics (Elsevier) 38.10 (2006), 1658–1676.

07–362Curl, Traci S., John Local (U York, UK; lang4@york.ac.uk) & Gareth Walker, Repetition and the prosody–pragmatics interface. Journal of Pragmatics (Elsevier) 38.10 (2006), 1721–1751.

07–363Fahmi Bataineh, Ruba (Yarmouk U, Irbid, Jordan; rubab@yu.edu.jo) & Rula Fahmi Bataineh, Apology strategies of Jordanian EFL university students. Journal of Pragmatics (Elsevier) 38.11 (2006), 1901–1927.

07–364Hlavac, Jim (Monash U, Victoria, Australia; Jim.Hlavac@arts.monash.edu.au), Bilingual discourse markers: Evidence from Croatian–English code-switching. Journal of Pragmatics (Elsevier) 38.11 (2006), 1870–1900.

07–365House, Jill (U College London, UK; jill@phonetics.ucl.ac.uk), Constructing a context with intonation. Journal of Pragmatics (Elsevier) 38.10 (2006), 1542–1558.

07–366Ishida, Hiroji (Massey U, Palmerston North, New Zealand; ishidah@r8.dion.ne.jp), Learners' perception and interpretation of contextualization cues in spontaneous Japanese conversation: Back-channel cueUun. Journal of Pragmatics (Elsevier) 38.11 (2006), 1943–1981.

07–367Jung, Euen Hyuk (Yonsei U, Seoul, South Korea; junge@yonsei.ac.kr), Misunderstanding of academic monologues by nonnative speakers of English. Journal of Pragmatics (Elsevier) 38.11 (2006), 1928–1942.

07–368Labastia, Leopoldo Omar (Rio Negro, Argentina; leolabas@hotmail.com), Prosodic prominence in Argentinian Spanish. Journal of Pragmatics (Elsevier) 38.10 (2006), 1677–1705.

07–369Meyer, Roland (Universität Regensburg, Germany; roland.meyer@sprachlit.uni-regensburg.de) & Ina Mleinek, How prosody signals force and focus – a study of pitch accents in Russian yes–no questions. Journal of Pragmatics (Elsevier) 38.10 (2006), 1615–1635.

07–370Nakane, Ikuko (U Melbourne, Australia; inakane@unimelb.edu.au), Silence and politeness in intercultural communication in university seminars. Journal of Pragmatics (Elsevier) 38.11 (2006), 1811–1835.

07–371Ogden, Richard (U York, UK; rao1@york.ac.uk), Phonetics and social action in agreements and disagreements. Journal of Pragmatics (Elsevier) 38.10 (2006), 1752–1775.

07–372Wilson, Deirdre (U College London, UK; deirdre@ling.ucl.ac.uk) & Tim Wharton, Relevance and prosody. Journal of Pragmatics (Elsevier) 38.10 (2006), 1559–1579.

07–373Cutting, L. E. (Kennedy Krieger Institute, Baltimore, USA; cutting@kennedykrieger.org), A. M. Clements, S. L. Rimrodt, J. R. Abel, J. G. Blankner, S. H. Mostofsky, J. J. Pekar & M. B. Denckla, Sex differences in cerebral laterality of language and visuospatial processing. Brain and Language (Elsevier) 98.2 (2006), 150–158.

07–374Fiebach, Christian J. (U California, Berkeley, USA; fiebach@uni-heidelberg.de), Jesse Rissman & Mark D'Esposito, Modulation of inferotemporal cortex activation during verbal working memory maintenance. Neuron (Cell Press) 51.2 (2006), 251–261.

07–375Kobayashi, Chiyoko (Cornell U, New York, USA; ck227@cornell.edu), Gary H. Glover & Elise Temple, Cultural and linguistic influence on neural bases of ‘Theory of Mind’: An fMRI study with Japanese bilinguals. Brain and Language (Elsevier) 98.2 (2006), 210–220.

07–376Xue, Gui, Chuansheng Chen, Zhen Jin & Qi Dong (Beijing Normal U, Beijing, China; dongqi@bnu.edu.cn), Cerebral asymmetry in the fusiform areas predicted the efficiency of learning a new writing system. Journal of Cognitive Neuroscience (MIT Press) 18.6 (2006), 923–931.