Phil Benson's state-of-the-art review of autonomy in L2 learning and teaching is a timely response to an ever-growing interest in autonomous language learning. Focusing his attention on the recent literature, he explores how this interest in autonomy is influencing theory and practice, leading to the emergence of new research agendas in the field. He focuses particularly on the ways in which conceptions of autonomy have evolved and continue to change, and how these new conceptions fit in with broader developments in language teaching and learning theory, educational practice, and social thought.

This issue includes also a call for papers on Replication Research Studies, two features marking the publication of this fortieth volume of the journal, and reports on a series of research seminars.

Richard Johnstone's article in which he reviews research published in 2004 and 2005 on language teaching, learning and policy is available online at <http://journals.cambridge.org/jidLTA&volumeId=39&issueId=04>.

In her review of Language Awareness (LA), Agneta Svalberg shows how its multidisciplinary nature and wide scope make it particularly suited to dealing with the complexities of language. After a brief discussion of definitions, she reviews the place of LA in teaching languages. The author considers also other aspects of LA including critical language awareness, intercultural language awareness and multilingualism.

The new series of plenary and keynote speeches from international applied linguistics and second language acquisition conferences continues in this issue with an adapted version of the speech given at the Applied Linguistics Association of New Zealand symposium in 2006 by Cynthia White and with Patricia Duff's speech given at the Pacific Second Language Research Forum and Australian Association of Applied Linguistics joint conference in the same year.

The present issue of Language Teaching is the last one in which we include the Abstracts section. In future volumes, starting with volume 41 in January 2008, the state-of-the-art articles will continue to present research on specific topics. A new strand of articles will survey recent second language acquisition and teaching research conducted in individual countries and another new strand will survey research on the teaching of languages other than English. The plenary and keynote speeches series, and the section with annual reports from research groups around the world will continue to feature in the new-look journal. A further section will be allocated to empirical research papers which follow a replication approach in their methodology.

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.

In this issue's state-of-the-art article, Larry Vandergrift suggests that L2 listening remains the least understood and the least researched of all four skills. His paper focuses on a number of areas central to the topic, including the implicit nature of the listening product and process, the cognitive dimensions of the listening skill, listening tasks and the assessment of the skill.

The present issue of Language Teaching sees the start of a new series, surveying recent research in some of the most widely-taught L2s. It can be argued that nowadays too much L2 research is focussed on English, and there is very often an implied assumption that ‘one size fits all’ in methodological terms for all languages, which is clearly not the case. We also feel that this journal needs to serve its readers more comprehensively by providing an accessible and regular means of obtaining information about research into languages other than English. Michael Evans opens the series with a review of research on L2 French; reviews of research into L2 German, Spanish, Japanese, Italian and Chinese are currently being prepared.

This issue also sees the start of another regular section, wherein we will be publishing plenary and invited speeches from recent language teaching and second language acquisition conferences around the world. Many of these speeches are of fundamental interest to a community wider than those present at such events. To begin the series, Fred Davidson with Glenn Fulcher discuss the flexible language of the Common European Framework of References for Languages and explore the pragmatic utility of such language to guide language test development, and William Littlewood discusses the problems encountered in incorporating new methodologies developed in Europe into East Asian educational institutions. In future issues, we will be presenting speeches from events as diverse as the annual conference of the American Association for Applied Linguistics and the conference of the Applied Linguistics Association of New Zealand, and papers based on the invited speakers' lecture series at the University of Berkeley and the University of Wisconsin-Madison.

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.

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.

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.

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.

Listening comprehension lies at the heart of language learning, but it is the least understood and least researched skill. This paper brings together recent research and developments in the field of second and foreign language (L2) listening. It begins with a brief discussion of the different cognitive and social factors that impact listening, followed by a summary of recent research into the development of perception skills and metacognitive knowledge. An integrated model for teaching learners how to listen is then elaborated. In addition, recent research on listening in multimedia environments, academic listening and listening assessment is presented. The paper concludes with a discussion of areas for further research, arguing that the process of listening needs more research attention with in-depth studies that probe deeper into the interaction of the processes and factors that influence successful L2 listening.

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 article reviews Language Awareness (LA) as a field of research and practice. It deals with the period from 1990 to the present, asking what LA is, how it has been collectively constructed during this time, what the theoretical underpinnings might be and what it means in practical, methodological terms in the classroom and for society. It is recognized that its multidisciplinary nature and wide scope could lead to fragmentation, but it is argued that the holistic view evident in LA research and practice is a strength, and that its different sub-fields have certain core notions in common which give LA coherence. The paper begins with a brief background sketch and outline, and goes on to discuss the literature on cognitive aspects of LA, such as awareness, attention and noticing. The review then enquires into the characteristics of LA teaching methodology, and what LA is needed for teachers to implement it. Social and political perspectives are then explored in brief reviews of Critical Language Awareness, Inter-/Cross-cultural Awareness, and multilingualism. The paper closes by drawing conclusions and making suggestions for further research.

It was at a meeting of the Board of Language Teaching in 2005 that discussion began on how we might suitably commemorate our 40th year of publication. The late Chris Brumfit made the suggestion that it would be interesting to gather in nostalgia from a number of academics who had started their careers in one of the preceding four decades and ask them to comment on what appeared to them were the major new trends that represented best hopes for the future at that time. As the project grew, we extended the brief to include those who expressed a particular yearning to describe another decade although it did not see the launch of their careers as such. Sadly, Chris is no longer with us to see the fruits of his original idea, but the editors – and those who have here responded to his call – would like to dedicate these reflections to the memory of a man whose commitment to our field spanned all four decades, and more.

In this paper, I describe the relationship between language socialization and sociocultural theory (SCT) and the implications of this connection for second language socialization (SLS) studies. I first describe the theoretical compatibility of language socialization and SCT by examining the basic tenets of each and then also explore how language socialization scholars have explicitly or implicitly drawn on SCT and how SCT scholars, in turn, have positioned research on socialization with respect to their theory. Second, I illustrate two common current theoretical and analytic approaches to research in SLS that exemplify: (1) a focus on indexicality in language learning, and (2) a community of practice orientation to SLS, which also embraces sociocultural theory (Lave & Wenger 1991; Wenger 1998). Third, I illustrate how the community-of-practice approach, combined with SLS, helps account for findings in a sociocultural study of Korean exchange students' experiences of language and literacy socialization at a Canadian university. I conclude by suggesting future directions for SLS studies.

Now in its fortieth volume, Language Teaching was first published in 1968 as a joint initiative of the English-Teaching Information Centre of the British Council and the Centre for Information on Language Teaching (CILT). Entitled Language Teaching Abstracts (vols. 1–7, 1968–1974), it initially contained only abstracts of articles published in journals held at the CILT Library. Extending its brief, the journal included reports ‘Current research in Britain’ (starting in vol. 4, 1971), based on a register maintained by CILT, and brief notes on recent publications of interest to the language-teaching readership. With volume 8 (1975) came a modification of the title, Language Teaching & Linguistics: Abstracts (vols. 8–14, 1975–1981), and the introduction of survey articles (now known as state-of-the-art articles), which strengthened the journal's profile as a research resource and established its firm position as a major reference publication in the field. Having acquired its present title in 1982 (vol. 15), LT introduced another type of survey article, an annual research review (vol. 21, 1988), and began publishing occasional geographical surveys (vol. 32, 1999). The former is now a well-established feature. The latter – surveys of language-teaching practice and research in specific countries or regions – is about to be re-launched as a regular section in the journal. Looking forward to future volumes and maintaining its commitment to serve as an international research resource for language-teaching academics, professionals and students, a new-look LT is preparing to introduce a number of other features.

Here follows a list, in chronological order, of the state-of-the-art articles and the annual research surveys published in Language Teaching & Linguistics: Abstracts (vols. 8–14, 1975–1981) and Language Teaching (vol. 15, 1982 onwards). There were no articles published in LTLA 11.1 (1978), 12.3 (1979), 13.3 (1980) and 14.1 (1981), and LT 35.4 (2002).

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.

The large and wide-ranging body of research in French as a second language has contributed significantly to the development of several branches of the broad discipline of applied linguistics. However, there have to date been few attempts to provide a comprehensive account of this literature as a distinct, language-specific body of knowledge. The present overview summarises a large number of studies published since the year 2000 under the twin broad categories of research in L2 French acquisition and research in L2 French teaching and learning. The overview of the studies, representing different epistemological approaches and targeting different research objectives, provides an up-to-date account of the main concerns of L2 French researchers working in different countries. The article also draws out salient themes that link this work (such as insights gained from analysis of the impact of different L1 backgrounds on L2 French acquisition) and highlights differences in L2 French research trends (such as different emphases and perspectives adopted in anglophone and francophone studies).

Language test development proceeds best when the test's effect is borne in mind, throughout the test development process. The authors discuss the flexible language of the Common European Framework of Reference for Languages (CEFR) and explore the pragmatic utility of such language to guide language test development. They select service encounters (e.g. airline ticket sales, open-air markets) as a sample language use domain to illustrate demonstrable weaknesses in the Framework. Using the CEFR Level A1 service encounter descriptor, suggested testing materials are shown in a versioned evolution of a proposed test specification. Provided that effect is kept in mind, the authors argue, the CEFR is actually a valuable – even an optimistic – starting point for language test development.

There has been a remarkable growth of interest in the theory and practice of autonomy in language teaching and learning in recent years. Focusing on work published since the turn of the 20th century, this review examines major trends in the recent literature on autonomy related to the emergence of alternative views of autonomy, new contexts of practice and interaction with concepts such as self-regulation, motivation, sociocultural theory and teacher development. The review also covers relevant developments in the philosophy of autonomy and the role of autonomy in global educational policy and reform. It concludes by discussing possible directions for future research in the field.

Globalization as the intensification of worldwide social relations (Giddens 1990) continues to exert an influence on language, language use, and learning and teaching around the world. In this paper I examine the nature and influence of globalization on online language teaching through the lens of learner-centred principles, and the tensions between different positions and practices adopted by participants within virtual learning environments. I conclude by arguing that a focus on technology or innovation within global learning environments needs to be balanced by a focus on the learner in order to engage with and respond to emerging issues, challenges and practices, and to extend our understanding of language learning and teaching in the twenty-first century.

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.