04–28Atienza Merino, José Luis (Universidad de Oviedo, Spain). L'émergence de l'inconscient dans l'appropriation des langues étrangères. [The role of the Subconscious in Foreign Language Learning.] Études delinguistique appliquée (Paris, France), 131, 3 (2003), 305–328.

04–29Belz, Julie A. and Kinginger, Celeste (Pennsylvania State U., USA). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning (Malden, MA, USA), 53, 4 (2003), 591–647.

04–30Berry, Rita Shuk Yin (Hong Kong Institute of Education) and Williams, Marion. In at the deep end. Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology (Thousand Oaks, CA, USA), 23, 1 (2004), 118–34.

04–31Couper, Graeme (Auckland University of Technology, New Zealand). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect (Sydney, Australia), 18, 3 (2003), 53–70.

04–32De Fraine, Bieke, Van Damme, Jan, Van Landeghem, Georges and Opdenakker, Marie-Christine (Centre for Educational Effectiveness and Evaluation, Belgium; Email: Beatrijs.DeFraine@ped.kuleuven.ac.be) and Onghena, Patrick. The effect of schools and classes on language achievement. British Educational Research Journal (London, UK), 29, 6 (2003), 841–859.

04–33Detey, Sylvain (Université de Toulouse-Le Mirail, France). Invariance, variations et “centration cognitive”: quelles nécessités pour la didactique des langues? [Universals, individuality and “cognitive centring”: what is their use for language teaching?]Revue Parole (Paris, France), 25/26 (2003), 75–114.

04–34Durán, Pilar (Reading U., UK; Email: p.duran@reading.ac.uk). Children as mediators for the second language learning of their migrant parents. Language and Education (Clevedon, UK), 17, 5 (2003), 311–331.

04–35Erlam, Rosemary (U. of Auckland, New Zealand). Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning. Studies in Second Language Acquisition (New York, USA), 25, (4) (2003), 559–582.

04–36Gardner, R. C. (University of Western Ontario, Canada; Email: gardner@uwo.ca), Masgoret, A. M., Tennant, J. and Mihic L. Integrative motivation: changes during a year-long intermediate level language course. Language Learning (Malden, MA, USA), 54, 1 (2004), 1–34.

04–37Gélat, Mona (Twickenham, UK; Email: mona_gelat@onetel.net.uk). Taking others' perspectives in a peer interactional setting while preparing for a written argument. Language and Education (Clevedon, UK), 17, 5 (2003), 332–354.

04–38Graham, Suzanne (Reading U., UK; Email: suzanne@graham11.freeserve.co.uk). Learner strategies and advanced level listening comprehension. Language Learning Journal (London, UK), 28 (Winter 2003), 64–69.

04–39Hew, Soon-Hin and Ohki, Mitsuri (Kyoto U., Japan; Email: my711010@hotmail.com). Effect of animated graphic annotations and immediate visual feedback in aiding Japanese pronunciation learning: a case study. Calico Journal (Texas, USA), 21, 2 (2004), 397–419.

04–40Itakura, Hiroko (The Hong Kong Polytechnic University, Hong Kong; Email: eghiroko@polyu.edu.hk). Changing cultural stereotypes through e-mail assisted foreign language learning. System (Oxford, UK), 32, 1 (2004), 37–51.

04–41Johnstone, Richard (Stirling U., UK; Email: r.m.johnstone@stir.ac.uk). Evidence-based policy: early modern language learning at primary. Language Learning Journal (London, UK), 28 (Winter 2003), 14–21.

04–42Kingston, John (University of Massachusetts, USA; Email: jkingston@linguist.umass.edu). Learning foreign vowels. Language and Speech (Twickenham, UK), 46, 2–3 (2003), 295–349.

04–43Lamb, Martin (University of Leeds, UK; Email: m.v.lamb@education.leeds.ac.uk). Integrative motivation in a globalizing world. System (Oxford, UK), 32, 1 (2004), 3–19.

04–44Larson-Hall, Jennifer (University of North Texas, USA). Predicting perceptual success with segments: a test of Japanese speakers of Russian. Second Language Research (London, UK), 20, 1 (2004), 33–76.

04–45Lazaraton, Anne (University of Minnesota, USA; Email: lazaratn@umn.edu). Gesture and speech in the vocabulary explanations of one ESL teacher: a microanalytic inquiry. Language Learning (Malden, MA, USA), 54, 1 (2004), 79–117.

04–46Lightbown, Patsy M. (Concordia U., Canada; Email: patsy.lightbown@verizon.net). SLA research in the classroom/SLA research for the classroom. Language Learning Journal (London, UK), 28 (Winter 2003), 4–13.

04–47Loewen, Shawn (University of Auckland, New Zealand; Email: s.loewen@auckland.ac.nz). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning (Malden, MA, USA), 54, 1 (2004), 153–188.

04–48Matsuda, Sae and Gobel, Peter (Kyoto Sangyo University, Japan; Email: sae@ cc.kyoto-su.as.jp). Anxiety and predictors of performance in the foreign language classroom. System (Oxford, UK), 32, 1 (2004), 21–36.

04–49Mills, N., Herron, C. and Cole, S. (Emory University, Atlanta; Email: nmills@learnlink.emory.edu.). Teacher-assisted versus individual viewing of foreign language video: relation to comprehension, self-efficacy, and engagement. Calico Journal (Texas, USA), 21, 2 (2004), 291–316.

04–50Mishra, Ranjita (Utkal U., India). The development of narration ability among pre-school children. Psycho-lingua (Raipur, India), 33, 1 (2003), 8–16.

04–51Mondria, Jan-Arjen (U. of Groningen, The Netherlands). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition (New York, USA), 25, (4) 473–499.

04–52Park, Hyeson (University of South Carolina, USA). A minimalist approach to null objects and subjects in second language acquisition. Second Language Research, 20, 1 (2004), 1–32.

04–53Phakiti, Aek (U. of Melbourne, Australia; Email: aekmaejo@hotmail.com). Acloser look at gender and strategy use in L2 reading. Language Learning (Malden, MA, USA), 53, 4 (2003), 649–702.

04–54Roed, J. (University College London, UK; Email: j.roed@ucl.ac.uk). Language learner behaviour in a virtual environment. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 155–172.

04–55Rogerson-Revell, Pamela (U. of Leicester, UK; Email: pmrr1@le.ac.uk). Developing a cultural syllabus for business language e-learning materials. ReCall (Cambridge, UK), 15, 2 (2003), 155–168.

04–56Sanz, Cristina and Morgan-Short, Kara (Georgetown University, USA; Email: sanzc@georgetown.edu). Positive evidence versus explicit rule presentation and explicit negative feedback: a computer assisted study. Language Learning (Malden, MA, USA), 54, 1 (2004), 35–78.

04–57Savignon, S. and Roithmeier, W. (The Pennsylvania State University, USA; Email: SJSavignon@psu.edu). Computer-mediated communication: texts and strategies. Calico Journal (Texas, USA), 21, 2 (2004), 265–290.

04–58Shaughnessy, Michael (Washington and Jefferson C, USA; Email: mshaughnessy@washjeff.edu). CALL, commercialism, and culture: inherent software design conflicts and their results. ReCall (Cambridge, UK), 15, 2 (2003), 251–268.

04–59Shedivy, Sandra (University of Wisconsin, USA; Email: shed2@msn.com). Factors that lead some students to continue the study of foreign language past the usual 2 years in high school. System (Oxford, UK), 32, 1 (2004), 103–119.

04–60Stunder, Thérèse (Geneva, Switzerland). Kann man Grammatik unterrichten?Antworten aus der Perspektive des Genfer DiGS-Projekts [Can we teach grammar? Some answers from the Geneva's DiGS-project.] Der Unterrichtspraxis (Cherry Hill, NJ, USA), 35, 2 (Spring 2003), 109–122.

04–61Waring, Rob (Notre Dame Seishin U., Japan) and Takaki, Misako.At what rate do learners learn and retain new vocabulary from reading a graded reader?Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 130–163.

04–62Wu, Xinyi (Sunchime & Yiyan Science and Education Development Corporation, China; Email: xinyi525@sohu.com). Intrinsic motivation and young language learners: the impact of the classroom environment. System (Oxford, UK), 31 (4) (2003), 501–517.

04–63Yashima, Tomoko (Kansai University, Japan; Email: yashima@ipcku.kansai-u.ac.jp), Zenuk-Nishide, Loriand Shimizu, Kazuaki. The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning (Malden, MA, USA), 54, 1 (2004), 119–152.

04–517Armand, Françoise (U. de Montréal, Canada; Email: Francoise.Armand@umontreal.ca), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.

04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: t22035@cc.ntnu.edu.tw). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.

04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: jongtm@fsw.leidenuniv.nl). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.

04–520Dunsmuir, Sandra (U. College London, UK; Email: s.dunsmuir@ucl.ac.uk) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.

04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.

04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.

04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.

04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.

04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: k.hyland@ioe.ac.uk). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.

04–526Joh, Jeongsoon (Konkuk U., Korea; Email: johjs@konkuk.ac.kr). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.

04–527Lee, Icy (Hong Kong Baptist U., China; Email: icylee@hkbu.edu.hk). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.

04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.

04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.

04–530Moore, Tim (Monash U., Australia; Email: tim.moore@celts.monash.edu.au) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.

04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: taguchi@ic.daito.ac.jp), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.

04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: yoon.98@osu.edu). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.

04–378 Arkoudis, Sophie (U. of Melbourne, Australia; Email: s.arkoudis@unimelb.edu.au) and O'Loughlin, Kieran. Tensions between validity and outcomes: teacher assessment of written work of recently arrived ESL students. Language Testing (London, UK), 24, 3 (2004), 284–304.

04–379 Cheng, Lyang (Queen's U. Canada; Email: chengl@educ.queensu.ca). Rogers, Todd and Hu, Huiqin. ESL/EFL instructors' classroom assessment practices: purpose, methods and procedures. Language Testing (London, UK), 24, 3 (2004), 360–389.

04–380 Davison, Chris (U. of Hong Kong, China; Email: cdavison@hkucc.hku.hk). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing (London, UK), 24, 3 (2004), 305–334.

04–381 Edelenbos, Peter (U. of Groningen and The Netherlands Language Academy, The Netherlands; Email: peter.edelenbos@talenacademie.nl) and Kubanek-German, Angelika. Teacher-assessment: the concept of ‘diagnostic competence'. Language Testing (London, UK), 24, 3 (2004), 259–283.

04–382 Laufer, Batia and Goldstein, Zahava (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 399–436.

04–383 Lee, Soyoung (Inha U., South Korea; Email: soyoungl@inha.ac.kr). A study on comparability of paper-based and computer-based reading tests scores. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 165–178.

04–384 Leung, Constant (Kings College, London, UK; Email: leung@kcl.ac.uk) and Mohan, Bernard. Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing (London, UK), 24, 3 (2004), 335–359.

04–385 MacDonald, Kim (St Francis Xavier U, Canada; Email: kmcdona@stfx.ca), Nielsen, Jean and Lai, Lisa. Selecting and using computer-based language tests (CBLTs) to assess language proficiency: guidelines for educators. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 2 (2004), 93–104.

04–218Barrette, Catherine (Wayne State U., USA). An analysis of foreign language achievement test drafts. Foreign Language Annals (New York, USA), 37, 1 (2004), 58–70.

04–219Cho, Yeonsuk (Ballard & Tighe, California, USA; Email: ycho@ballard-tighe.com) Assessing writing: are we bound by only one method?Assessing Writing (New York, USA), 8, 3 (2003), 165–91.

04–220Cumming, Alister (U. of Toronto, Canada; Email: acumming@oise.utoronto.ca). Grant, Leslie, Mulcahy-Ernt, Patricia and Powers, Donald E. A teacher-verification study of speaking and writing prototype tasks for a new TOEFL. Language Testing (London, UK), 21, 2 (2004), 107–45.

04–221Pae, Tae-Il (Yeungnam U., Republic of Korea; Email: paet@gwm.sc.edu). Gender effect on reading comprehension with Korean EFL learners. System (Oxford, UK), 32 (2004), 265–81.

04–222Penny, James A. (Castle Worldwide Inc., North Carolina, USA; Email: jpenny@castleworldwide.com). Reading high stakes writing samples: my life as a reader. Assessing Writing (New York, USA), 8, 3 (2003), 192–215.

04–223Snellings, Patrick and Van Gelderen, Amos (U. of Amsterdam, Holland) and de Glopper, Kees. Validating a test of second language written lexical retrieval: a new measure of fluency in written language production. Language Testing (London, UK), 21, 2 (2004), 174–201.

04–224Stricker, J. Lawrence (Educational Testing Service, USA). The performance of native speakers of English and ESL speakers on the computer-based TOEFL and GRE general test. Language Testing (London, UK), 21, 2 (2004), 146–73.

04–386 Benson, Carol (Stockholm U., Sweden; Email: Carol.benson@biling.su.se). Do we expect too much of bilingual teachers? Bilingual teaching in developing countries. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 204–221.

04–387 Butler, Y. G. (U. of Pennsylvania USA). What level of English proficiency do elementary school teachers need to attain to teach EFL? Case studies from Korea, Taiwan, and Japan. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 245–278.

04–388 Erben, Tony. Emerging research and practices in immersion teacher education. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 320–338.

04–389 Gray, Carol (U. of Birmingham, UK). Exploring the language teacher's mind – helping student teachers see beneath the surface. Language Learning Journal (Oxford, UK), 29 (2004), 23–31.

04–390 Hornberger, Nancy H. (Pennsylvania U., USA; Email: nancyh@gse.upenn.edu). The continua of biliteracy and the bilingual educator: educational linguistics in practice. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 155–171.

04–391 Pomphrey, Cathy (London Metropolitan U., UK). Professional development through collaborative curriculum planning in English and modern languages. Language Learning Journal (Oxford, UK), 29 (2004), 12–17.

04–392 Sharkey, Judy (U. of New Hampshire, USA). ESOL teachers' knowledge of context as critical mediator in curriculum development. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 279–299.

04–393 Varghese, Manka (Washington U., Seattle, USA; Email: mankav@u.washington.edu). Professional development for bilingual teachers in the United States: a site for articulating and contesting professional roles. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 222–237.

04–394 Wade, Suzanne E. (U. of Utah, USA; Email: Wade@ed.utah.edu) and Fauske, Janice R. Dialogue online: prospective teachers' discourse strategies in computer-mediated discussions. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 134–160.

04–225Burley, Suzanne, and Pomphrey, Cathy (London Metropolitan U., UK). Intercomprehension in language teacher education: a dialogue between English and Modern Languages. Language Awareness. (Clevedon, UK), 12, 3&4 (2003), 247–55.

04–226Cooper, Thomas C. (U. of Georgia, USA). How foreign language teachers in Georgia evaluate their professional preparation: a call to action. Foreign Language Annals (New York, USA), 37, 1 (2004) 37–48.

04–227Cruickshank, Ken, Newell, Sandra (Sydney U., Australia; Email: k.cruickshank@edfac.usyd.edu.au) and Cole, Stephanie. Meeting English language needs in teacher education: a flexible support model for non-English speaking background students. Asia-Pacific Journal of Teacher Education (Bunbury, Australia), 31, 3 (2003), 239–48.

04–228Doecke, Brenton (Deakin University, Australia). Locke, Terry and Petrosky, Anthony. Explaining ourselves (to ourselves): English teachers, professional identity and change. English in Australia (Norwood, Australia), 139 (2004), 103–12.

04–229Ebsworth, M. (New York U., USA). Feknous, B., Loyet, D., and Zimmerman, S. Tape it yourself: videotapes for teacher education. ELT Journal (Oxford, UK), 58, 2 (2004), 145–54.

04–230Hart, Juliet E. (College of William and Mary, USA) and Lee, Okhee. Teacher professional development to improve the science and literacy achievement of English language learners. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 475–501.

04–231Jewett, P. and Smith, K. (Arizona State U., USA). Becoming critical: moving toward a critical literacy pedagogy – an argument for critical literacy. Action in Teacher Education (Reston, Virginia, USA), 25, 3 (2003), 69–77.

04–232Johnston, Marilyn, Bendau, Shirley, Covert, Julia, Christenson, Mary, Dyer, Jennifer, Risko, Georgene and Slutsky, Ruslan (Ohio State U., USA). Conducting action research while teaching about it. Action in Teacher Education (Reston, Virginia, USA), 25, 2 (2003), 9–15.

04–233Kamler, Barbara (Deakin University, Australia) and Comber, Barbara. The new English teacher: redesigning pedagogies. English in Australia (Norwood, Australia), 139 (2004), 131–42.

04–234Locke, Terry (University of Waikato, New Zealand). Reshaping classical professionalism in the aftermath of neo-liberal reform. English in Australia (Norwood, Australia), 139 (2004), 113–21.

04–235Reeves, J. (Auburn University, USA). ‘Like everybody else’: equalizing educational opportunity for English language learners. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 43–66.

04–236Szesztay, M. (Eötvös Loránd U., Hungary). Teachers' ways of knowing. ELT Journal (Oxford, UK), 58, 2 (2004), 129–36.

04–237Tardy, C. (Purdue University, USA) and Snyder, B. ‘That's why I do it’: flowand EFL teachers' practices. ELT Journal (Oxford, UK), 58, 2 (2004), 118–28.

04–238Wanae, Gertrude M. and Kang'ethe-Kamau, Rachel W. (Kenyatta University, Kenya; Email: getrudewam@yahoo.com). The concept of inclusive education: teacher training and acquisition of English language in the hearing impaired. British Journal of Special Education (Oxford, UK), 31, 1 (2004), 33–40.

04–533Cheng, Winnie and Warren, Martin (Hong Kong Polytechnic U., Email: egwcheng@polyu.edu.hk). Peer assessment of language proficiency. Language Testing (London, UK), 22, 1 (2005), 93–121.

04–534Malabonga, Valerie, Kenyon, Dorry M. and Carpenter, Helen (Centre for Applied Linguistics, Washington, USA; Email: valerie@cal.org). Self-assessment, preparation and response time on a computerised oral proficiency test. Language Testing (London, UK), 22, 1 (2005), 59–92.

04–535Parkinson, Jean and Adendorff, Ralph (U. of Natal, India). The use of popular science articles in teaching scientific literacy. English for Specific Purposes (Oxford, UK), 23, 4 (2004), 379–396.

04–536Quinn, M. (Melbourne U., Australia). Talking with Jess: Looking at how metalanguage assisted explanation writing in the Middle Years. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 246–261.

04–537Raphael, T. E., Florio-Raine, S. and George, M. (Oakland U., Australia). Book club plus: organising your literacy curriculum to bring students to high levels of literacy. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 198–216.

04–538Reed, Malcolm (U. of Bristol, UK). Write or wrong? A sociocultural approach to schooled writing. English in Education (Sheffield, UK), 38, 1 (2004), 21–38.

04–539Ren, Guanxin. Introducing oval writing.Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 4–10.

04–540Richgels, Donald J. (Northern Illinois U., USA; Email: richgels@niu.edu). Paying attention to language. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 470–477.

04–541Sang-Keun, Shin (Ewha Womens U. Seoul, Korea; Email: sangshin@ewhaac.kr). Did they take the same test? Examinee language proficiency and the structure of language tests. Language Testing (London,UK), 22, 1 (2005), 31–57.

04–542Schoonen, Rob (U. of Amsterdam, The Netherlands; Email: rob.schoonen@uva.nl). Generalisability of writing scores: an application of structural equation modelling. Language Testing (London, UK), 22, 1 (2005), 1–30.

04–543So, Bronia (U. of Hong Kong, Hong Kong; Email: bronia_so@yahoo.com.hk). From analysis to pedagogic applications: using newspaper genres to write school genres. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 67–82.

04–544Spodark, Edwina (Hollins U., USA; Email: spodark@hollins.edu). “French in Cyberspace”: an online French course for undergraduates. CALICO Journal (Texas, USA), 22, 1 (2004), 83–101.

04–545Sutherland-Smith, Wendy (Deakin U., Australia; Email: wendyss@deakin.edu.au). Pandora's box: academic perceptions of student plagiarism in writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 83–95.

04–546Thurstun, Jennifer (Macquarie U., Australia). Teaching and learning the reading of homepages. Prospect (Sydney, Australia), 19, 2 (2004), 56–71.

04–547Valencia, S. W. and Riddle Buly, M. (Washington U., USA). Behind test scores: What struggling readers REALLY need. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 3 (2004), 217–233.

04–548Warschauer, Mark (U. of California, USA; Email: markw@uci.edu), Grant, David, Del Real, Gabriel and Rousseau, Michele. Promoting academic literacy with technology: successful laptop programs in K-12 schools. System (Oxford, UK), 32, 4 (2004), 525–537.

04–549Young, Richard F. and Miller, Elisabeth R. (U. of Wisconsin, USA; Email: rfyoungt@wisc.edu). Learning as changing participation: discourse roles in ESL writing conferences. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 519–535.

04–550Bernhardt, Elizabeth B., Rivera, Raymond J. and Kamil, Michael L. (Stanford U., USA). The practicality and efficiency of web-based placement testing for college-level language programs. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 356–366.

04–551Brown, Gavin T. L. (U. of Auckland, New Zealand; Email: gt.brown@auckland.ac.uz), Glasswell, Kath and Harland, Don. Accuracy in the scoring of writing: Studies of reliability and validity using a New Zealand writing assessment system. Assessing Writing (New York, USA), 9, 2 (2004), 105–121.

04–552Hawkey, Roger and Barker, Fiona (Cambridge ESOL, UK; Email: roger@hawkey58.freeserve.co.uk). Developing a common scale for the assessment of writing. Assessing Writing (New York, USA), 9 (2004), 122–159.

04–553Peterson, Shelley, Childs, Ruth and Kennedy, Kerrie (U. of Toronto, Canada; Email: slpeterson@oise.utoronto.ca). Written feedback and scoring of sixth-grade girls' and boys' narrative and persuasive writing. Assessing Writing (New York, USA), 9 (2004), 160–180.

04–554Watson Todd, Richard (King Mongkut's U. of Technology Thonburi, Thailand; Email: irictodd@kmutt.ac.th), Glasswell, Kath and Harland, Don. Measuring the coherence of writing using topic-based analysis. Assessing Writing (New York, USA), 9, 2 (2004), 85–104.

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.

04–65Beard, Roger (Leeds U., UK; Email: R.F.Beard@education.leeds.ac.uk). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.

04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: monique.bournot-trites@ubc.ca). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.

04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.

04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.

04–69Jarvis, Scott (Ohio University, USA; Email: Jarvis@ohio.edu), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.

04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.

04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: Anne.Vandeventer@lettres.unige.ch). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.

04–72Pecorari, Diane (Stockholm University, Sweden; Email: Diane.Pecorari@English.su.se). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.

04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.

04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: ling.shi@ubc.ca). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.

04–75Stuart, Morag (U. of London; Email: m.stuart@ioe.ac.uk). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.

04–76Stuart, Morag (U. of London, UK; Email: m.stuart@ioe.ac.uk), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.

04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.

04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: vanpoel@uia.ua.ac.be). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.

04–79Wang, Lurong (University of Toronto, Canada; Email: lwang@oise.utoronto.ca). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.

04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.

04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).

04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: d.wyse@livijm.ac.uk). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

04–555Garvey, Erica and Murray, Denise E. (NCELTR, Macquarie U., Australia). The multilingual teacher: issues for teacher education. Prospect (Sydney, Australia), 19, 2 (2004), 3–23.

04–556Guilloteaux, Marie J. (Gyeongsang National U., Korea; Email: marie@gsnu.ac.kr). Korean teachers' practical understanding of CLT. English Teaching (Anseonggun, Korea), 59, 3 (2004), 53–76.

04–557Jones, Jeremy F. (U. of Canberra, Australia). The many benefits of a research component in English language teacher education: A case study. Prospect (Sydney, Australia), 19, 2 (2004), 25–38.

04–558Karabenick, Stuart A. (Eastern Michigan U., USA) and Clemens Noda, Phyllis A. Professional development implications of teachers' beliefs and attitudes toward English language learners. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 55–76.

04–559Lord, Gillian (U. of Florida, USA) and Lomicka, Lara L. Developing collaborative cyber communities to prepare tomorrow's teachers. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 401–416.

04–560Potowski, Kim (U. of Illinois at Chicago, USA) and Carreira, Maria. Teacher development and national standards for Spanish as a heritage language. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 427–437.

04–561Stepp-Greany, Jonita (Florida State U., USA). Collaborative teaching in an intensive Spanish course: a professional development experience for teaching assistants. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 417–426.

04–562Thaine, Craig (Languages International, Auckland, New Zealand). The assessment of second language teaching. ELT Journal (Oxford,UK), 58, 4 (2004), 336–345.

04–563Thompson, G. Paul (Bell International, Libya). Teacher-training in Bangladesh – some lessons learnt. The Teacher Trainer (Canterbury, UK), 18, 3 (2004), 10–13.

04–239Bradshaw, Julie (Monash University, Australia; Email: julie.bradshaw@arts.monash.edu.au) and Truckenbrodt, Andrea. Divergent orientations to Greek and its teaching in an Australian Greek school. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 6 (2003), 439–57.

04–240Francis, Norbert (Northern Arizona University, USA; Email: Norbert.Francis@nau.edu). Nonlinear processing as a comprehension strategy: a proposed typology for the study of bilingual children's self-corrections of oral reading miscues. Language Awareness (Clevedon, UK), 13, 1 (2004), 17–33.

04–241Geary, D. Norman (Guizhou University, China; Email: norman_geary@sil.org) and Pan, Yongrong. A bilingual education pilot project among the Kam people in Guizhou province, China. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 274–89.

04–242Kenner, Charmian, Kress, Gunther, Al-Khatib, Hayat, Kam, Roy, and Tsai, Kuan-Chun (Institute of Education, U. of London, UK; Email: ck@mariposa.u-net.com). Finding the keys to biliteracy: how young children interpret different writing systems. Language and Education (Clevedon, UK), 18, 2 (2004), 124–44.

04–243Kyeyune, Robinah (Makerere U., Uganda). Challenges of using English as a medium of instruction in multilingual contexts: a view from Ugandan classrooms. Language, Culture and Curriculum (Clevedon, UK), 16, 2 (2003), 173–84.

04–244Muller, Alexandra and Beardsmore, Hugo Baetens (Vrije U. Brussel and U. Libre de Bruxelles; Email: hbb@skynet.be). Multilingual interaction in plurilingual classes – European school practice. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 1 (2004), 24–42.

04–245Wiese, Ann-Marie (West Ed, USA; Email: awiese@wested.org). Bilingualism and biliteracy for all? Unpacking two-way immersion of second grade. Language and Education (Clevedon, UK), 18, 1 (2004), 69–92.

04–246Wright, Wayne E. (Arizona State U., USA; Email: wayne.wright@asu.edu). What English-only really means: a study of the implementation of California language policy with Cambodian-American students. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 1 (2004), 1–23.

04–83Akiyama, Tomoyasu (U. Melbourne, Australia). Assessing speaking: issues in school-based assessment and the introduction of speaking tests into the Japanese senior high school entrance examination. JALT Journal (Tokyo, Japan), 25, 2 (2003), 117–141.

04–84Chiang, Steve (Yuan Ze University, Taiwan). The importance of cohesive conditions to perceptions of writing quality at the early stages of foreign language learning. System (Oxford, UK), 31 (2003), 471–484.

04–85Escamilla, Kathy, Mahon, Elizabeth, Riley-Bernal, Heather and Rutledge, David (U. of Colorado, Boulder, USA). High-stakes testing, Latinos, and English language learners: lessons from Colorado. Bilingual Research Journal (Arizona, USA), 27, 1 (2003), 25–49.

04–86Gorsuch, Greta (Texas Tech U., USA; Email: greta.gorsuch@ttu.edu). Test takers' experiences with computer-administered listening comprehension tests: interviewing for qualitative explorations of test validity. Calico Journal (Texas, USA), 21, 2 (2004), 339–371.

04–87Hardcastle, Peter.How to not test language (Part 2). Language Testing Update (Lancaster, UK), 33 (2003), 28–35.

04–88Hemard, D. and Cushion, S. (London Metropolitan, University, UK; Email: hemard@lgu.ac.uk). Design and evaluation of an online test: assessment conceived as a complementary CALL tool. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 119–139.

04–89Ishii, David N. and Baba, Kyoko (U. of Toronto, Canada; Email: dishii@aoise.utoronto.ca). Locally developed oral skills evaluation in ESL/EFL classrooms: a checklist for developing meaningful assessment procedures. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 79–96.

04–90Iwashita, Noriko and Grove, Elizabeth (University of Melbourne, Australia). A comparison of analytic and holistic scales in the context of a specific-purpose speaking test. Prospect (Sydney, Australia), 18, 3 (2003), 25–35.

04–91Lee, Yong-Won (Educational Testing Service, Princeton, NJ, US; Email: ylee@ets.org). Examining passage-related local item dependence (LID) and measurement construct using Q3statistics in an EFL reading comprehension test. Language Testing (London, UK), 21, 1 (2004), 74–100.

04–92Qian, David D. (Hong Kong Polytechnic U., Hong Kong; Email: David.Qian@polyu.edu.hk) and Schedl, Mary (Educational Testing Service, Princeton, NJ, US). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing (London, UK), 21, 1 (2004), 28–52.

04–93Rea-Dickins, Pauline (University of Bristol, UK). Classroom assessment of English as an additonal language: Key stage 1 contexts – summary of research findings. Language Testing Update (Lancaster, UK), 33 (2003), 48–53.

04–94Rodgers, Catherine, Meara, Paul and Jacobs, Gabriel (U. of Wales Swansea, UK). Factors affecting the standardisation of translation examinations. Language Learning Journal (London, UK), 28 (Winter 2003), 49–54.

04–395 Abendroth-Timmer, Dagmar (U. of Bremen, Germany). Evaluation bilingualer Module aus Schülerperspektive: zur Lernbewusstheit und ihrer motivationalen Wirkung. [Evaluation of bilingual modules from the learners' perspective: learning awareness and its motivational effect.] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 27.

04–396 Creese, Angela (Birmingham U., UK; Email: a.creese@bham.ac.uk). Bilingual teachers in mainstream secondary school classrooms: using Turkish for curriculum learning. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 189–203.

04–397 Dauster, Judith. Bilingualer Unterricht an verschiedenen Schulformen und seine Akzeptanz bei Schülern und Elter. [Bilingual teaching in various schools and its acceptance by pupils and parents.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 156–167.

04–398 Kielhöfer, Bernd. Strukturen und Entwicklungen bilingualer Sprachfähigkeit in der zweisprachigen Grundschule – eine Evaluation an der Berliner Europa-Schule Judith Kerr. [Patterns and developments of bilingual language competency in a bilingual primary school – an evaluation carried out in a Judith Kerr Europe-school in Berlin.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 168–175.

04–399 Morgan, Brian (York U., Toronto, Canada; Email: bmorgan@yorku.ca). Teacher identity as pedagogy: towards a field-internal conceptualisation in bilingual and second language education. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 172–188.

04–400 Rymes, Betsy (U. of Georgia,USA; Email: brymes@coe.uga.edu). Contrasting zones of comfortable competence: popular culture in a phonics lesson. Linguistics and Education (New York, USA), 14 (2004), 321–335.

04–401 Theis, Rolf and Werkman, Robert. Kann der Englischunterricht von bilingualen Modellen lernen? Eine empirische Untersuchung. [What the traditional approach to teach English as a foreign language can learn from bilingual models? An empirical investigation.] Neusprachliche Mittelungen aus Wissenschaft und Praxis (Berlin, Germany), 3 (2004), 145–155.

04–402 Valdés, Guadalupe (Stanford U., USA; Email: gvaldes@stanford.edu). Between support and marginalisation: the development of academic language in linguistic minority children. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 2&3 (2004), 102–132.

04–564Banfi, Cristina and Day, Raymond (U. Nacional de Córdoba and ESSARP, Argentina; Email: cbanfi@essarp.org.ar). The evolution of bilingual schools in Argentina. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 398–411.

04–565Bekerman, Zvi and Shhadi, Nader (Hebrew U., Israel; Email: mszviman@mscc.huji.ac.il). Palestinian-Jewish bilingual education in Israel: its influence on cultural identities and its impact on intergroup conflict. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 6 (2003), 473–483.

04–566De Mejia, Anne-Marie (U. del Valle, Cali, Colombia; Email: annemariemejia@hotmail.com). Bilingual education in Colombia: towards an integrated perspective. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 5 (2004), 381–397.

04–567Gavruseva, Elena (U. of Iowa, USA; Email: elena-gavruseva@uiowa.edu). Root infinitives in child second language English: an aspectual features account. Second Language Research (London, UK), 20, 4 (2004), 335–371.

04–568Keshavarz, Mohammad Hossein (Teacher Training U., Tehran, Iran; Email: mhkeshavarz@yahoo.com) and Astaneh, Hamideh. The impact of bilinguality on the learning of English vocabulary as a foreign language (L3). International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 295–302.

04–569Lao, Christy (San Francisco State U., USA). Parents' attitudes toward Chinese-English bilingual education and Chinese language use. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 99–121.

04–570Lara-Alecio, Rafael (Texas A&M U., USA), Galloway, Martha, Irby, Beverly J., Rodríguez, Linda and Gómez, Leo. Two-way immersion bilingual programs in Texas. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 35–54.

04–571López, Lisa M. (U. of Miami, USA; Email: lopezli@gse.harvard.edu) and Greenfield, Daryl B. The cross-language transfer of phonological skills of Hispanic Head Start children. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 1–18.

04–572López, María G. (Florida International U., USA) and Tashakkori, Abbas. Effects of a two-way bilingual program on the literacy development of students in kindergarten and first grade. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 19–34.

04–573Osterling, Jorge P. and Fox, Rebecca K. (George Mason U., USA; Email: josterli@gmu.edu). The power of perspectives: building a cross-cultural community of learners. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 6 (2004), 489–505.

04–574Reyes, Iliana (U. of Arizona, USA; Email: ireyes@email.arizona.edu). Functions of code switching in schoolchildren's conversations. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 77–98.

04–575Yaeo Siegel, Satoko (U. of Arizona, USA). A case study of one Japanese heritage language program in Arizona. Bilingual Research Journal (Washington, USA), 28, 1 (2004), 123–134.

04–247Banda, Felix (U. of the Western Bellville, South Africa). A survey of literacy practices in Black and Coloured communities in South Africa: towards a pedagogy of multiliteracies. Language, Culture and Curriculum (Clevedon, UK), 16, 2 (2003), 173–84.

04–248Park, Yong-Yae (Seoul National University, South Korea; Email: parky@snu.ac.kr). Characteristics of NNS talk in oral interview. English Teaching (Anseonggun, South Korea), 58, 3 (2003), 41–68.

04–249Pennycook, Alistair (University of Technology, Sydney, Australia). The myth of English as an international language. English in Australia (Norwood, Australia), 139 (2004), 26–32.

04–95Andrews, Stephen (University of Hong Kong, Hong Kong SAR, China). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness (Clevedon, UK), 12, 2 (2003), 81–95.

04–96Carless,David R. (Hong Kong Institute of Education; Email: dcarless@ied.edu.hk). Putting the learning into assessment. The Teacher Trainer (Canterbury, UK), 17 (2003), 14–18.

04–97Gupta, Renu (National University of Singapore, Singapore). Old habits die hard: literacy practices of pre-service teachers. Journal of Education for Teaching (Abingdon, UK), 30, 1 (2004), 67–78.

04–98Lamb, Terry (Sheffield U., UK; Email: t.lamb@sheffield.ac.uk) and Simpson, Michael. Escaping from the treadmill: practitioner research and professional autonomy. Language Learning Journal (London, UK), 28 (Winter 2003), 55–63.

04–99Lawes, Shirley (London U., UK). What, when, how and why? Theory and foreign language teaching. Language Learning Journal (London, UK), 28 (Winter 2003), 22–28.

04–100Moris, Lori (Universite du Québec à Montreal, Canada). Linguistic knowledge, metalinguistic knowledge and academic success in a language teacher education programme. Language Awareness (Clevedon, UK), 12, 2 (2003), 109–122.

04–101Mullock, Barbara (University of New South Wales, Australia). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect (Sydney, Australia), 18, 3 (2003), 3–24.

04–102Roessingh, Hetty and Kover, Pat (U. of Calgary, Canada). Variability of ESL learners' acquisition of cognitive academic language proficiency: what can we learn from achievement measures?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 1–21.

04–103Simpson, Carole, Popovic, Radmila and Stojanovic, Smiljka.Modifying tasks in teacher education sessions to meet learners' need better. The Teacher Trainer (Canterbury, UK), 18, 1 (2004), 5–?

04–104Walsh, Steve (Queen's University Belfast, Northern Ireland). Developing interactional awareness in the second language classroom. Language Awareness (Clevedon, UK) 12, 2 (2003), 124–142.

04–105Wang, Wendy (OISE, U. of Toronto, Canada). How is pedagogical grammar defined in current TESOL training practice?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 64–78.

04–106Yurtseven, Bengü (Bilkent U., Turkey; Email: bengu@bilkent.edu.tr). Three-way observation: including language learner feedback. The Teacher Trainer (Canterbury, UK), 17 (2003), 3–6.

04–403 Ammon, Ulrich. Sprachenpolitik in Europa- unter dem vorrangigen Aspekt von Deutsch als Fremdsprache (2). [Policy towards languages in Europe with special reference to German as a foreign language (2)]. Deutsch als Fremdsprache (Leipzig, Germany), 41 (2004), 3–10.

04–404 Bray, Gayle Babbitt (U. of Iowa, USA; Email: gayle-bray@uiowa.edu), Pascarella, Ernest T. and Pierson, Christopher T. Postsecondary education and some dimensions of literacy development: An exploration of longitudinal evidence. Reading Research Quarterly (Newark, USA), 39, 3 (2004), 306–330.

04–405 Dufon, Margaret A. (California State U., USA). Producing a video for teaching pragmatics in the second or foreign language. Prospect (Sydney, Australia), 19, 1 (2004), 65–83.

04–406 Intachakra, S. (Thammasat U., Thailand; Email: songthama@tu.ac.th). Contrastive pragmatics and language teaching: apologies and thanks in English and Thai. RELC Journal (Singapore), 35, 1 (2004), 37–62.

04–407 Kerkes, Julie (California State U., Los Angeles, USA). Preparing ESL learners for self-presentation in institutional settings outside the classroom. Prospect (Sydney, Australia), 19, 1 (2004), 22–46.

04–408 Kozlova, Iryna (Georgia State U., USA). Can you complain? Cross-cultural comparison of indirect complaints in Russian and American English. Prospect (Sydney, Australia), 19, 1 (2004), 84–105.

04–409 McLean, Terence (Grant MacEwan College, Edmonton, Canada; Email: mcleanky@telusplanet.net). Giving students a fighting chance: pragmatics in the language classroom. TESL Canada Journal/Revue TESL du Canada (Barnaby, Canada), 21, 2 (2004), 72–92.

04–410 Newton, Jonathan (Victoria U. of Wellington, New Zealand). Face-threatening talk on the factory floor: using authentic workplace interactions in language teaching. Prospect (Sydney, Australia), 19, 1 (2004), 47–64.

04–411 Nichols, Susan (U. of South Australia). Literacy learning and children's social agendas in the school entry classroom. Australian Journal of Language and Literacy (Norwood, Australia), 27, 2 (2004), 101–113.

04–412 Yates, Lynda (La Trobe U., Australia). The ‘secret rules of language‘: tackling pragmatics in the classroom. Prospect (Sydney, Australia), 19, 1 (2004), 3–20.

04–589Coulthard, Malcolm (Aston U., UK). Author indentification, idiolect, and linguistic uniqueness. Applied Linguistics (Oxford, UK), 25, 4 (2004), 431–447.

04–250Bohm, Arnd (Carleton University, USA). Avoiding pitfalls in rendering into German formulaic English phrases. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA) 36, 2 (2003), 176–91.

04–251Haneda, M. (U. of Nebrasca-Lincoln, USA). The joint construction of meaning in writing conferences. Applied Linguistics (Oxford, UK), 25, 2 (2004), 178–219.

04–252Hyland, K & Tse, P. (U. of London, UK). Metadiscourse in academic writing: a reappraisal. Applied Linguistics (Oxford, UK), 25, 2 (2004), 156–77.

04–253Lake, J. (SOAS, London, UK). Using ‘on the contrary’: the conceptual problems for EAP students. ELT Journal (Oxford, UK), 58, 2 (2004), 137–44.

04–254Lowe, Mark (Webster Education Institute, Nanning, China; Email: markglowe@hotmail.com). Language philosophy and language teaching: a rich source of ideas about language. Modern English Teacher, 12, 3 (2003), 5–12.

04–107Amara, Muhammad Hasan (Bar-Ilan University). Recent foreign language education policies in Palestine. Language Problems and Language Planning (Amsterdam, The Netherlands), 27, 3 (2003), 217–232.

04–108Bekker, Ian.Using historical data to explain language attitudes: A South African case study.Africa and Applied Linguistics: AILA Review (Amsterdam, The Netherlands), 16 (2003), 62–77.

04–109Costa, Albert, Colomé Angel, Gómez, Olga and Sebastián-Gallés, Núria (U. of Barcelona, Spain; Email: Acosta@psi.ub.edu). Another look at cross-language competition in bilingual speech production: lexical and phonological factors. Bilingualism: Language and Cognition (Cambridge, UK), 6, 3 (2003), 167–179.

04–110Dei, G. and Asgharzadeh, A. (University of Toronto, Canada; Email: gdei@oise.utoronto.ca). Language, education and development: case studies from the southern contexts. Language and Education (Clevedon, UK), 17, 6 (2003), 421–449.

04–111Ferguson, Gibson.Classroom code-switching in post-colonial contexts: functions, attitudes and policies. Africa and Applied Linguistics: AILA Review (Amsterdam, The Netherlands), 16 (2003), 38–51.

04–112Jackson, Jane (Chinese U. of Hong Kong; Email: jjackson@cuhk.edu.hk). Case-based learning and reticence in a bilingual context: perceptions of business students in Hong Kong. System (Oxford, UK), 31 (2003), 457–469.

04–113Kouega, J-P. (Email: jkouega@uycdc.uninet.cm). English in francophone elementary grades in Cameroon. Language and Education (Clevedon, UK), 17, 6 (2003), 408–420.

04–114Ovando, Carlos, J. (Arizona State U., USA). Bilingual education in the United States: historical development and current issues. Bilingual Research Journal (Arizona, USA), 27, 1 (2003), 1–24.

04–413 Biber, Douglas and Cortes, Viviana (Northern Arizona U., USA). If you look at…: lexical bundles in university teaching and textbooks. Applied Linguistics (Oxford, UK), 25, 3 (2004), 371–405.

04–414 Davies, C. E. (U. of Alabama, USA), Developing awareness of crosscultural pragmatics: The case of American/German sociable interactionMultilingua (Berlin, Germany), 23, 3 (2004), 207–231.

04–415 Kaufman, Dorit.Constructivist issues in language learning and teaching. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 303–319.

04–416 Kern, Richard, Ware, Paige and Warschauer, Mark. Crossing frontiers: new directions in online pedagogy and research. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 243–260.

04–417 Liszka, S. A. (U. of London, UK; Email: salisza@yahoo.co.uk). Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective. Second Language Research (London,UK), 20, 3 (2004), 212–231.

04–418 McArthur, T. Is it world or international or globalEnglish, and does it matter?English Today (Cambridge, UK), 20, 3 (2004), 3–15.

04–419 Ying, H. G. (U. of Colorado at Denver, USA; Email: HongGuang.Ying@cudenver.edu). Relevance mapping: a study of second language learners' processing of syntactically ambiguous sentences in English. Second Language Research (London,UK), 20, 3 (2004), 232–255.

04–420 Zegarac, V. (U. of Luton, UK; Email: vladimir.zegarac@luton.ac.uk). Relevance Theory andthein second language acquisition. Second Language Research (London, UK), 20, 3 (2004), 193–211.