Applied Psycholinguistics, 25,i (2004): K. Tamaoka & Y. Terao, “Mora or syllable? Which unit do Japanese use in naming visually presented stimuli?”; J. Horohov & J. Oetting, “Effects of input manipulations on the word learning abilities of children with and without specific language impairment”; J. Paradis, “The relevance of specific language impairment in understanding the role of transfer in second language acquisition”; C.-J. Chang, “Telling stories of experiences: Narrative development of young Chinese children”; L. White, E. Valenzuela, M. Kozlowska-McGregor, & Y.-K. Leung, “Gender and number agreement in nonnative Spanish”; D. Little, K. Prentice, & A. Wingfield, “Adult age differences in judgments of semantic fit.”

British Journal of Psychology, 95,i (2004): A. Delgado, “Order in Spanish colour words: Evidence against linguistic relativity”; M. Rutherford, “The effect of social role on theory of mind reasoning.”

94,iv (2003): J. Wilding, “Attentional difficulties in children: Weakness in executive function or problems in coping with difficult tasks?”; M. Damian & R. Abdel, “Semantic priming in the name retrieval of objects and famous faces”; D. Nettle, “Intelligence and class mobility in the British population.”

Canadian Modern Language Review / La Revue canadienne des langues vivantes, 60,iv (2004): H. Christiansen & B. LaPlante, “Second language preservice teachers as learners: The Language Portfolio Project”; N. Storch, “Using activity theory to explain differences in patterns of dyadic interactions in an ESL class”; S. Kouritzin, “Programs, plans, and practices in schools with reputations for ESL student success”; G. Liebscher & J. Dailey-O’Cain, “Learner code-switching in the content-based foreign language classroom.”

60,iii (2004): C. Germain & J. Netten, “Le français intensif: introduction”; J. Netten & C. Germain, “Theoretical and research foundations of intensive French”; J. Netten & C. Germain, “Developing the curriculum for intensive French”; C. Germain, J. Netten, & P. Novassat, “L’évaluation de la production orale en français intensif: critères et résultats”; J. Netten, C. Germain, & S. Séguin, “L’évaluation de la production écrite en français intensif: critères et résultats”; J. Collins, S. Stead, & S. Woolfrey, “Rethinking teaching strategies for intensive French”; M. Peters, A. MacFarlane, & M. Wesche, “Le régime pédagogique du français intensif à Ottawa: le bain linguistique”; C. Germain & J. Netten, “Étude qualitative du régime pédagogique du français intensif”; C. Germain, P. Lightbown, J. Netten, & N. Spada, “Intensive French and intensive English: Similarities and differences.”

CATESOL Journal, 15,i (2003): R. Kaplan, “CATESOL yesterday and today—Tomorrow is left to younger hands”; E. Hanson-Smith, “Introduction to the theme section”; E. Hanson-Smith, “A brief history of CALL theory”; A. Cortese, “Attitudes and opinions about computers and computer games, inside and outside the classroom”; M. Sokolik, “Student perceptions of classroom technology”; M. Chan, “Technology and the teaching of oral skills”; M. Jewell, “Electronic discussion forums and English learners”; E. Lipp, “Playfulness in writing: A new way to reach reluctant novice elementary school writers”; N. Azarian, “Teaching literature to ESL students using task-based learning”; K. Folse, “Applying second language research results in the design of more effective ESL discussion activities”; N. Hess, “Of cows, and cowards, and content-based instruction—The six t’s approach to literature”; K. Russikoff, L. Fucaloro, & D. Salkauskiene, “Plagiarism as a cross-cultural phenomenon”; E. Johnson & C. Bucher, “Making linguistics relevant: A service-learning experience”; S. Vanniarajan, “Developing cross-cultural awareness in intercultural communication classes through an analysis of cultural bumps”; L. Buckley, “A broader view of culture in TESOL: A response to Frazier’s ‘The trouble with cultural oversensitivity.’”

Cognitive Linguistics, 15,i (2004): L. Michaelis, “Type shifting in construction grammar: An integrated approach to aspectual coercion”; D. Silverman, “On the phonetic and cognitive nature of alveolar stop allophony in American English.”

14,iv (2003): S. Ozcaliskan, “In a caravanserai with two doors I am walking day and night: Metaphors of death and life in Turkish”; S. Ono & S. Thompson, “Japanese (w)atashi/ore/boku ‘I’: They’re not just pronouns”; R. Pustet, “Prototype effects in discourse and the synonymy issue: Two Lakota postpositions.”

14,ii/iii (2003): G. Palmer, “Introduction”; C. Goddard, “Thinking across languages and cultures: Six dimensions of variation”; N. Yu, “Chinese metaphors of thinking”; M.-O. Junker, “A Native American view of the ‘mind’ as seen in the lexicon of cognition in East Cree.”

Computer Assisted Language Learning, 16,v (2003): A. Kazeroni, “Guest editorial”; P. Skehan, “Focus on form, tasks, and technology”; J. Hulstijn, “Connectionist models of language processing and the training of listening skills with the aid of multimedia software”; K. Schwienhorst, “Learner autonomy and tandem learning: Putting principles into practice in synchronous and asynchronous telecommunications environments”; C. McAvinia & J. Hughes, "Sharing systems, sharing language: Designing and working in a virtual department”; J. Dolle & G. Enjelvin, “Investigating ‘VLE-ffectiveness’ in languages.

Discourse Processes, 37,i (2004): A. Bangerter, H. Clark, & A. Katz, “Navigating joint projects in telephone conversations”; W. Li, “Topic chains in Chinese discourse.”

Educational Action Research, 12,i (2004): L. Orland-Barak, “What have I learned from all this? Four years of teaching an action research course: Insights of a ‘second order’”; C. Gonzalez, T. Hernandez, J. Kusch, & C. Ryan, “Planning as action research”; T. Cook, “Reflecting and learning together: Action research as a vital element of developing understanding and practice”; J. Smith, “Developing paired teaching placements”; M. Halton, “Putting professional development into action by putting action into professional development in second level schools in Ireland?”; J. Moore, “Living in the basement of the ivory tower: A graduate student’s perspective of participatory action research within academic institutions”; L. Saunders, “Evidence-led professional creativity: A perspective from the General Teaching Council for England.”

Educational and Psychological Measurement, 64,ii (2004): W.-C. Wang & H.-C. Chen, “The standardized mean difference within the framework of item response theory”; R. Kowalchuk, H. Keselman, J. Algina, & R. Wolfinger, “The analysis of repeated measurements with mixed-model adjusted F tests”; C. Schuster, “A note on the interpretation of weighted kappa and is relations to other rater agreement statistics for metric scales”; M. Dowson & D. McInerney, "The development and validation of the Goal Orientation and Learning Strategies Survey (GOALS–S)”; G. Marcoulides, Y.-O. Stocker, & L. Marcoulides, “Examining the psychological impact of computer technology: An updated cross-cultural study”; S. Woolley, W.-J. Benjamin, & A. Woolley, “Construct validity of a self-report measure of teacher beliefs related to constructivist and traditional approaches to teaching and learning”; T. Stevens & M. Tallent-Runnels, “The Learning and Study Strategies Inventory—High School Version: Issues of factorial invariance across gender and ethnicity”; C. Gaincarlo, S. Blohm, & T. Urdan, “Assessing secondary students’ disposition toward critical thinking: Development of the California Measure of Mental Motivation.”

Educational Researcher, 33,ii (2004): R. Sawyer, “Creative teaching: Collaborative discussion as disciplined improvisation”; M. Gredler & C. Shields, “Does no one read Vygotsky’s words? Commentary on Glassman.”

Educational Technology, Research and Development, 52,i (2004): L. Rourke & T. Anderson, “Validity in quantitative content analysis”; G. Rowland, “Shall we dance? A design epistemology for organizational learning and performance”; P. Parrish, “The trouble with learning objects”; J. Fitch, “Student feedback in the college classroom: A technology solution”; A. Johari, “The impact of instructional technology (IT) culture on developing countries”; F. Moghaddam & N. Lebedeva, “Carriers, dual perceptions, and the information communication revolution”; H.-Y. Ku, C.-C. Pan, M.-H. Tsai, Y. Tao, & R. Cornell, “The impact of instructional technology interventions on Asian pedagogy”; M. Miller, M.-Y. Lu, & T. Thammetar, “The residual impact of information technology exportation on Thai higher education”; A. Leh & R. Kennedy, “Instructional and information technology in Papua New Guinea”; D. Lee, “Web-based instruction in China: Cultural and pedagogical implications and challenges”; C. Aydin & M. McIsaac, “The impact of instructional technology in Turkey.”

ELT Journal, 58,ii (2004): K. Rajagopalan, “The concept of ‘World English’ and its implications for ELT”; C. Tardy & B. Snyder, “‘That’s why I do it’: Flow and ELF teachers’ practices”; M. Szesztay, “Teachers’ ways of knowing”; J. Lake, “Using ‘on the contrary’: The conceptual problems for EAP students”; M. Ebsworth, B. Feknous, D. Loyet, & S. Zimmerman, “Tape it yourself: Videotapes for teacher education”; K. Sakui, “Wearing two pairs of shoes: Language teaching in Japan”; S.-C. Kung, “Synchronous electronic discussions in an EFL reading class”; P. Towndrow, “Reflections of an on-line tutor”; A. Bruton, “Keeping the NNS customer happy, perhaps?: A response to Sandra McKay”; P. Brown, “Materials for the revised CPE examination”; G. Mann, “Applied linguistics”; B. Tomlinson, “Designing language teaching tasks”; M. Adoniou, “Learning disabilities in India”; M. Adoniou, “English language learners with special educational needs”; T. Jupp, “English for life?—Teaching English as a second language in Sub-Saharan Africa with special reference to Uganda”; D. Hill, “Using the Mother Tongue”; D. Eastment, “Resources for teachers.”

English for Specific Purposes, 23,ii (2004): W. Zhu, “Writing in business courses: An analysis of assignment types, their characteristics, and required skills”; A. Esteban & M. Cañado, “Making the case method work in teaching Business English: A case study”; P. Fuertes-Olivera & S. Gómez-Martínez, “Empirical assessment of some learning factors affecting Spanish students of business English”; C. Vergaro, “Discourse strategies of Italian and English sales promotion letters.”

English Today, 20,ii (2004): J. Griffin, “The presence of written English on the streets of Rome”; J. Bianco, “Invented languages and new worlds”; H. Qiong, “Why China English should stand alongside British, American, and the other ‘world Englishes’’; Y.-K. Jeong, “A chapter of English teaching in Korea”; Z. Nyssa, “Running reds and killing peds: The lexicon of bicycle messengers”; E. Scheyder, “Responses to indirect speech acts in a chat room”; B. Poole, “How to tell ‘right’ from ‘wrong’”; M. Bulley, “Do you put your eggs or your ex in your exit?”

Foreign Language Annals, 37,i (2004): L. Calvin & N. Rider, “Not your parents’ language class: Curriculum revision to support university language requirements”; G. Levine, “Global simulation: A student-centered, task-based format for intermediate foreign language courses”; T. Cooper, “How foreign language teachers in Georgia evaluate their professional preparation: A call for action”; R. Al-Jarf, “The effects of web-based learning on struggling EFL college writers”; C. Barrett, “An analysis of foreign language achievement test drafts”; C. Gasciogne, “Examining the effect of feedback in beginning L2 composition”; D. Schwarzer, “Student and teacher strategies for communicating through dialogue journals in Hebrew: A teacher research project”; M. El-Dib, “Language learning strategies in Kuwait: Links to gender, language level, and culture in a hybrid context”; D. Simard & W. Wong, “Language awareness and its multiple possibilities for the L2 classroom”; H. Saito & M. Ebsworth, “Seeing English language teaching and learning through the eyes of Japanese EFL and ESL students.”

French Review, 77,vi (2004): C. Dio, “La vie des mots.”

77,v (2004): J. Gill, “What students do and do not know about Paris”; C. Dio, “La vie des mots.”

Harvard Educational Review, 74,1 (2004): M. Pressley, N. Duke, & E. Boling, “The educational science and scientifically based instruction we need: Lessons from reading research and policymaking.”

Hispania, 87,ii (2004): V. Rodrigo, “Aproximación teórica y respuestas pedagóicas al desarrollo de la audición a nivel intermedio”; M. Darhower, “Dialogue journals as mediators of L2 learning: A sociocultural account”; G. DeMello, “Doblaje clítico de objeto directo posverbal: ‘Lo tengo el anillo.’”

87,i (2004): M. Kiss, “Using voice-mail to test and extend oral practice”; C. Isabelli, “The acquisition of the null subject parameter properties in SLA: Some effects of positive evidence in a naturalistic learning context”; S. Whitley, “Lexical errors and the acquisition of derivational morphology in Spanish.”

International Journal of Bilingual Education & Bilingualism, 7,1 (2004): W. Wright, “What English-only really means: A study of the implementation of California language policy with Cambodian-American students”; A. Muller & H. Beardsmore, “Multilingual interaction in plurilingual classes—European school practice”; C. Kenner, “Living in simultaneous worlds: difference and integration in bilingual script-learning”; G. Hogan-Brun & M. Ramonien, “Changing levels of bilingualism across the Baltic.”

6,vi (2003): H. Al-Khatib, “Language alternation among Arabic and English youth bilinguals: Reflecting or constructing social realities?”; H. McLeay, “The relationship between bilingualism and the performance of spatial tasks”; J. Bradshaw & A. Truckenbrodt, “Divergent orientations to Greek and its teaching in an Australian Greek school.”

6,v (2003): A. Pavlenko, “‘Language of the enemy’: Foreign language education and national identity”; D. Malone, “Developing curriculum materials for endangered language education: Lessons from the field”; É. Bougie, S. Wright, & D. Taylor, “Early heritage-language education and the abrupt shift to a dominant-language classroom: Impact on the personal and collective esteem of Inuit children in Arctic Québec”; M. Tannenbaum, “The multifaceted aspects of language maintenance: A new measure for its assessment in immigrant families.”

International Journal of Instructional Media, 30,iv (2004): D. Halpin, S. Scheer, & B. Lockee, “Supporting distance learners: The IT studio model”; E. Liu & S.-M. Yuan, “A study of students’ attitudes toward and desired system requirements of networked peer assessment system”; K. Hew & W. Cheung, “Evaluating the participation and quality of thinking of pre-service teachers in an asynchronous online discussion environment: Part II”; M. Kabilan, “Online professional development of teachers: An examination of structure and trends in Malaysia”; L. Cifuentes, J. Yi-Chuan, & L. Hsieh, “Visualization for construction of meaning during study time: A qualitative analysis.”

30,iii (2004): J. Donlevy, “Educational reforms and high-stakes testing: Are public schools still for the public?”; K. Hew & W. Cheung, “Evaluating the participation and quality of thinking of pre-service teachers in an asynchronous online discussing environment: Part I”; L. Cifuentes, J. Yichuan, & L. Hsieh, “Visualization for construction of meaning during study time: A quantitative analysis”; K. Rittschof & B. Griffin, “Confronting limitations of cyberspace college courses: Part 2—Developing solutions”; A. Sorgo, “Searching for information on the Internet—What if your students cannot speak English?”

International Journal of Intercultural Relations, 28,i (2004): K. Hara & M.-S. Kim, “The effect of self-construals on conversational indirectness”; J. Arends-Tóth & F. van de Vijver, “Domains and dimensions in acculturation: Implicit theories of Turkish-Dutch”; J. Palthe, “The relative importance of antecedents to cross-cultural adjustment: Implications for managing a global work-force”; M. Waxin, “Expatriates’ interaction adjustment: The direct and moderator effects of culture of origin.”

IRAL: International Review of Applied Linguistics in Language Teaching, 42,i (2004): R. Oxford, Y. Cho, R. Leung, & R. Kim, “Effect of the presence and difficulty of task on strategy use: An exploratory study”; R. Yang & R. Huang, “The impact of the absence of grammatical tense in L1 on the acquisition of the tense-aspect system in L2”: A. Arvay & G. Tanko, “A contrastive analysis of English and Hungarian theoretical research article introductions.”

Journal of Child Language, G. Szagun, “Learning by ear: On the acquisition of case and gender marking by German-speaking children with normal hearing and with cochlear implants”; R. Weist, A. Pawlak, & J. Carapella, “Syntactic-semantic interface in the acquisition of verb morphology”; A. Theakston, E. Lieven, J. Pine, & C. Rowland, “Semantic generality, input frequency and the acquisition of syntax”; M. Tomasello & D. Stahl, “Sampling children’s spontaneous speech: How much is enough?”; I. Sekerina, K. Stromswold, & A. Hestvik, “How do adults and children process referentially ambiguous pronouns?”; L. Richards, K. Coventry, & J. Clibbens, “Where’s the orange? Geometric and extra-geometric influences on English children’s descriptions of spatial locations”; V. Aukrust, “Talk about talk with young children: Pragmatic socialization in two communities in Norway and the US”; M. Doherty, “Children’s difficulty in learning homonyms”; S. Kajikawa, S. Amano, & T. Kondo, “Speech overlap in Japanese mother-child conversations”; M. Charest & L. Leonard, “Predicting tense: Finite verb morphology and subject pronouns in the speech of typically-developing children and children with specific language impairment.”

Journal of Cross-Cultural Psychology, 35,iii (2004): S. Brouwers, D. Van Hemert, S. Breugelmans, & F. Van de Vijver, “A historical analysis of empirical studies published in the Journal of Cross-Cultural Psychology: 1970–2004”; R. Fischer, “Standardization to account for cross-cultural response bias: A classification of score adjustment procedures and review of research in JCCP”; K. Van der Zee, N. Atsma, & F. Brodbeck, “The influence of social identity and personality on outcomes of cultural diversity in teams”; C. Scollon, E. Diener, S. Oishi, R. Biswas-Diener, “Emotions across cultures and methods”; E. Hardin, F. Leong, & A. Bhagwat, “Factor structure of the self-construal scale revisited: Implications for the multidimensionality of self-construal”; H. Van Herk, Y. Poortinga, & T. Verhallen, “Response styles in rating scales: Evidence of method bias in data from six EU countries.”

Journal of Education, 184,i (2003): R. McDermott, “Putting literacy in its place”; R. Kamber & M. Biggs, “Grade inflation: Metaphor and reality.”

Journal of Educational Measurement, 40,iv (2003): J. Wolack, A. Cohen, & C. Wells, “A method for maintaining scale stability in the presence of test speededness”; C. Stone & B. Zhang, “Assessing goodness of fit of item response theory models: A comparison of traditional and alternative procedures”; R. Penfield & J. Algina, “Applying the Liu-Agresti estimator of the cumulative common odds ratio to DIF detection in polytomous items.”

Journal of Educational Technology Systems, 32,i (2003–4): D. Chang, C. Wilson, & L. Dooley, “Towards criteria for visual layout of instructional multimedia interfaces”; M. Hawkes & B. Brockmueller, “Gender differentials in school computer technology support roles: An analysis”; J. Sheard, J. Ceddia, J. Hurst, & J. Tuovinen, “Determining website usage time from interactions: Data preparation and analysis.”

Journal of English for Academic Purposes, 3,ii (2004): J. Turner, “Language as academic purpose”; R. Woodward-Kron, “‘Discourse communities’ and ‘writing apprenticeship’: An investigation of these concepts in undergraduate Education students’ writing”; D. Koutsantoni, “Attitude, certainty and allusions to common knowledge in scientific research articles.”

3,i (2004): B. Samraj, “Discourse features of the student-produced academic research paper: Variations across disciplinary courses”; S. Gardner, “Knock-on effects of mode change on academic discourse”; B. Camiciottoli, “Interactive discourse structuring in L2 guest lectures: Some insights from a comparative corpus-based study”; M. Aguilar, “The peer seminar, a spoken research process genre”; J. Holmes, “The intertextuality in EAP: An African context.”

Journal of Experimental Education, 72,iii (2004): L. Igo, K. Kiewra, & R. Bruning, “Removing the snare from the pair: Using pictures to learn confusing word pairs”; H. Dodeen, “Stability of differential item functioning over a single population in survey data”; S. Kelly, “An event history analysis of teacher attrition: Salary, teacher tracking, and socially disadvantaged schools”; W.-C. Want, “Effects of anchor item methods on the detection of differential item functioning within the family of Rasch models.”

72,ii (2004): P. Murphy, L. Delli, & M. Edwards, “The good teacher and good teaching: Comparing beliefs of second-grade students, preservice teachers, and inservice teachers”; T. Flowerday, G. Schraw, & J. Stevens, “The role of choice and interest in reader engagement”; D. Kaplan, R. Liu, & H. Kaplan, “Explaining intergenerational parallelism in adverse school experiences: Mediating influence of young and middle adulthood experiences.”

Journal of Experimental Psychology: General, 133,ii (2004): K. Rothermund & D. Wentura, “Underlying processes in the implicit association test: Dissociating salience from associations”; M. Kane, D. Hambrick, S. Tuholski, O. Wilhelm, T. Payne, & R. Engle, “The generality of working memory capacity: A latent-variable approach to verbal and visuospatial memory span and reasoning”; D. Balota, M. Cortese, S. Sergent-Marshall, D. Spieler, & M. Yap, “Visual word recognition of single-syllable words.”

133,i (2004): J. Rouder & R. Ratcliff, “Comparing categorization models”; P. Barrouillet, S. Bernardin, & V. Camos, “Time constraints and resource sharing in adults’ working memory spans.”

Journal of Experimental Psychology: Human Perception and Performance, 30,i (2004): B. Dosher, B. Han, & A.-L. Lu, “Parallel processing in visual search asymmetry”; P. Starreveld, J. Theeuwes, & K. Mortier, “Response selection in visual search: The influence of response compatibility of nontargets”; Y. Jiang & S. Wang, “What kind of memory supports visual marking?”; G. Lukatela, T. Eatorn, L. Sabadini, & M. Turvey, “Vowel duration affects visual word identification: Evidence that mediating phonology is phonetically informed.”

Journal of Multilingual and Multicultural Development, 24,iv (2003): C. Detaramani & G. Lock, “Multilingualism in decline: Language repertoire, use and shift in two Hong Kong Indian communities”; D. Geary & Y. Pan, “A bilingual education pilot project among the Kam people in Guizhou province, China”; G. Hu, “English language teaching in China: Regional differences and contributing factors”; K. Yagmur & S. Kroon, “Ethnolinguistic vitality perceptions and language revitalisation in Baskortostan.”

24,iii (2003): N. Coupland, H. Bishop, & P. Garrett, “Home truths: Globalisation and the iconising of Welsh in a Welsh-American newspaper”; H. Giles, M. Kutchukhides, K. Yagmur, & K. Noels, “Age vitality: Perceptions of young Canadian, Turkish and Georgian urban and rural adults”; M. Kasoki, “Language policy formulation in multilingual Southern Africa”; S.-H. Ting, “Impact of language planning on language attitudes: A case study in Sarawak”; L. Wee, “Linguistic instrumentalism in Singapore.”

Journal of Pragmatics, 36,iv (2004): C. LaDousa, “In the mouth but not on the map: Visions of language and their enactment in the Hindi Belt”; J. Wong, “The particles of Singapore English: A semantic and cultural interpretation.”

36,iii (2004): M. Shimojo, “Quantifier float and information processing: A case study from Japanese”; H. Ono, “On the semantic difference between the do-form and the doing-form in perception verb complements: From the viewpoint of ‘perception’ and ‘cognition’”; H. Pan & P. Lee, “The role of pragmatics in interpreting the Chinese perfective markers–guo and–le”; F. Bosco, M. Bucciarelli, & B. Bara, “The fundamental context categories in understanding communicative intention”; L. Vandelanotte, “Deixis and grounding in speech and thought representation”; R. Kopytkno, “The affective context in non-Cartesian pragmatics: A theoretical grounding”; J. Medina, “Anthropologism, naturalism, and the pragmatic study of language.”

36,ii (2004): M. McCarthy & R. Carter, “‘There’s millions of them’: Hyperbole in everyday conversation”; S. Nariyama, “Subject ellipsis in English”; S. Montero-MartRnez & M. de Quesada, “Designing a corpus-based grammar for pragmatic terminographic definitions.”

36,i (2004): C. Kerbrat-Orecchioni, “Introducing polylogue”; M. Grosjean, “From multi-participant talk to genuine polylogue: Shift-changing briefing sessions at the hospital”; V. Traverso, “Interlocutive ‘crowding’ and ‘splitting’ in polylogues: The case of a researchers’ meeting”; S. Bruxelles & C. Kerbrat-Orecchioni, “Coalitions in polylogues”; M. Marcoccia, “On-line polylogues: Conversation structure and participation framework in internet newsgroups.”

Journal of Teacher Education, 55,ii (2004): M. Cochran-Smith, “Editorial: Ask a different question, get a different answer: The research basis for teacher education.”

Language, 80,i (2004): U. Zeshan, “Interrogative constructions in signed languages: Crosslinguistic perspectives”; J. Grinstead, “Subjects and interface delay in child Spanish and Catalan”; A. Yu, “Explaining final obstruent voicing in Lezgian: Phonetics and history”; S. Peperkamp, “Lexical exceptions in stress systems: Arguments from early language acquisition and adult speech perception.”

Language and Cognitive Processes, 19,ii (2004): M. Hare, K. McRae, & J. Elman, “Admitting that admitting verb sense into corpus analyses makes sense”; E. Dabrowska, “Rules or schemas? Evidence from Polish”; M. Johnston, M. McKague, & C. Pratt, “Evidence for an automated orthographic code in the processing of visually novel word forms.”

Language and Communication, 24,i (2004): D. Golumbia, “The interpretation of nonconfigurationality”; A. Wray, S. Cox, M. Lincoln, & J. Tryggvason, “A formulaic approach to translation at the post office: Reading the signs”; V. Barker & H. Giles, “English-only policies: Perceived support and social limitation.”

23,iii-iv (2003): P. Manning, “Editorial: Words and beyond”; M. Silverstein, “Indexical order and the dialectics of sociolinguistic life”; A. Agha, “The social life of cultural value”; A. Hastings, “From ritual to grammar: Sacrifice, homology, metalanguage”; M. Hull, “The file: Agency, authority, and autography in an Islamabad bureaucracy”; M. Inoue, “Speech without a speaking body: ‘Japanese women’s language’ in translation”; R. Stasch, “The semiotics of world-making in Korowai feast longhouses”; B. Urciuoli, “Excellence, leadership, skills, diversity: Marketing liberal arts education.”

Language and Social Psychology, 23,i (2004): J. Gibbons & S. Ng, “Acting bilingual and thinking bilingual: An introduction”; B. Chan, “Beyond ‘contextualization:’ Code-switching as a ‘textualization cue’”; S. Ng & A. He, “Code-switching in tri-generational family conversations among Chinese immigrants in New Zealand”; S. Lawson & I. Schdev, “Identity, language use, and attitudes: Some Sylheti-Bangladeshi data from London, UK”; J. Hamers, “A sociocognitive model of bilingual development”; J. Gibbons & E. Ramirez, “Different beliefs: Beliefs and the maintenance of a minority language”; R. Berry & M. Williams, “In at the deep end: Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom”; J. Edwards, “Bilingualism: Contexts, constraints, and identities.”

Language in Society, 33,ii (2004): C. Strauss, “Cultural standing in expression of opinion”; H. Itakura & A. Tsui, “Gender and conversational dominance in Japanese conversation.”

Language Learning, 54,ii (2004): Y. Liao & Y. Fukuya, “Avoidance of phrasal verbs: The case of Chinese learners of English”; R. Ellis, “The definition and measurement of L2 explicit knowledge”; Á. Albert & J. Kormos, “Creativity and narrative task performance: An exploratory study”; M. Ishida, “Effects of recasts on the acquisition of the aspectual form–te i(ru) by learners of Japanese as a foreign language.”

54,i (2004): R. Gardner, A.-M. Masgoret, J. Tennant, & L. Mihie, “Integrative motivation: Changes during a year-long intermediate-level language course”; C. Sanz & K. Morgan-Short, “Positive evidence versus explicit rule presentation and explicit negative feedback”; A. Lazaraton, “Gesture and speech in the vocabulary explanations of one ESL teacher: A microanalytic inquiry”; T. Yashima, L. Zenuk-Nishide, & K. Shimizu, “The influence of attitudes and affect on willingness to communicate and second language communication”; S. Loewen, “Uptake in incidental focus on form in meaning-focused ESL lessons.”

Language Learning and Technology, 8,ii (2004): [Online http://llt.msu.edu] J. Chen, S. Belkada, & T. Okamoto, “How a Web-based course facilitates acquisition of English for academic purposes”; M. Levy & C. Kennedy, “A task-cycling pedagogy using stimulated reflection and audio-conferencing in foreign language learning”; C. Warner, “It’s just a game, right? Types of play in foreign language CMC”; K. Reeder, L. Macfadyen, J. Roche, & M. Chase, “Negotiating cultures in cyberspace: Participation patterns and problematics”; J. LeLoup & R. Ponterio, “Internet television news in the classroom—TF 1: Improved features make sites more useful”; B. Godwin-Jones, “Learning objects: Scorn or SCORM?”

Language Teaching Research, 8,ii (2004): R. Ellis, “Editorial”; J. Lamie, “Presenting a model of change”; D. Atay, “Collaborative dialogue with student teachers as a follow-up to teacher in-service education and training”; W. Tsang, “Teachers’ personal practical knowledge and interactive decisions”; B. Tomlinson & B. Dat, “The contributions of Vietnamese learners of English to ELT methodology.”

8,i (2004): R. Ellis, “Editorial”; E. Hinkel, “Tense, aspect and the passive voice in L1 and L2 academic texts”; H. Saito & T. Fujita, “Characteristics and user acceptance of peer rating in EFL writing classrooms”; M. Leeser, “Learner proficiency and focus on form during collaborative dialogue”; C. Keck, “Corpus linguistics and language teaching research: Bridging the gap.”

Language Testing, 21,i (2004): Y. Kozaki, “Using GENOVA and FACETS to set multiple standards on performance assessment for certification in medical translation from Japanese into English”; D. Qian & M. Schedl, “Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance”; T.-I. Pae, “DIF for examinees with different academic backgrounds”; Y.-W. Lee, “Examining passage-related local item dependence (LID) and measurement construct using Q3, statistics in an EFL reading comprehension test.”

Linguistic Inquiry, 35,ii (2004): C.-h. Han & M. Romero, “Disjunction, focus, and scope”; B. Tesar, “Using inconsistency detection to overcome structural ambiguity”; H. Harley, “Wanting, having, and getting: A note on Fodor and Lepore 1998”; R. Larson & F. Marušic, “On indefinite pronoun structures with APs: Reply to Kishimoto”; J. Ouhalla, “Semitic relatives”; J. Roodenburg, “French bare arguments are not extinct: The case of coordinated bare nouns”; C.-h. Han & J.-B. Kim, “Are there ‘double relative clauses’ in Korean?”; I. Hazout, “Long-distance agreement and the syntax of for-to infinitives”; B. Schwarz, “Indefinites in verb phrase ellipsis.”

35,i (2004): R. Bhatt & R. Pancheva, “Late merger of degree clauses”; M. McGinnis, “Lethal ambiguity”; S. Beck & K. Johnson, “Double objects again”; E. Ruys, “A note on weakest crossover”; C. Cecchetto & R. Oniga, “A challenge to null case theory”; A. Neeleman & K. Szendrõi, “Superman sentences”; H. Rullman, “First and second person pronouns as bound variables”; Y. Takano, “Coordination of verbs and two types of verbal inflection.”

Machine Translation, 17,iii (2002): S. Bangalore & G. Riccardi, “Stochastic finite-state models for spoken language machine translation”; Y. Gao, B. Zhou, Z. Diao, J. Sorensen, & M. Pichneny, “MARS: A statistical semantic parsing and generation-based multilingual automatic translation system”; Y.-S. Lee, D. Sinder, & C. Weinstein, “Interlingua-based English-Korean two-way speech translation of doctor-patient dialogues with CCLINC.”

17,ii (2002): P. Langlais, G. LaPalme, & M. Loranger, “TransType: Development-evaluation cycles to boost translator’s productivity”; B. Door, G.-A. Levow, & D. Lin, “Construction of a Chinese-English verb lexicon for machine translation and embedded multilingual applications”; I. Hansen & H. Sørensen, “LinguaNet: Embedded MT in a cross-boarder messaging system for European law enforcement.”

Reading Research Quarterly, 39,ii (2004): S. Wade & J. Fauske, “Dialogue online: Prospective teachers’ discourse strategies in computer-mediated discussions”; J. Want & J. Guthrie, “Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students”; M. Carlo, D. August, B. McLaughlin, C. Snow, C. Dressler, D. Lippman, T. Lively, & C. White, “Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms”; M. Invernizzi & L. Hayes, “Developmental-spelling research: A systematic imperative”; “International reports on literacy research.”

Second Language Research, 20,i (2004): H. Park, “A minimalist approach to null subjects and objects in second language acquisition”; J. Larson-Hall, “Predicting perceptual success with segments: A test of Japanese speakers of Russian”; L. Selinker, D.-E. Kim, & S. Bandi-Rao, “Linguistic structure with processing in second language research: Is a ‘unified theory’ possible?”

Studies in Second Language Acquisition, 26,ii (2004): J. Collentine & B. Freed, “Learning context and its effects on second language acquisition: Introduction”; N. Segalowitz & B. Freed, “Context, contact, and cognition in oral fluency acquisition: Learning Spanish in at home and study abroad contexts”; B. Lafford, “The effect of the context of learning on the use of communication strategies by learners of Spanish as a second language”; J. Collentine, “The effects of learning contexts on morphosyntactic and lexical development”; M. Díaz-Campos, “Context of learning in the acquisition of Spanish second language phonology”; B. Freed, N. Segalowitz, & D. Dewey, “Context of learning and second language fluency in French: Comparing regular classroom, study abroad, and intensive domestic immersion programs”; D. Dewey, “A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts”; N. Lazar, “A short survey of causal inference, with implications for context of learning studies of second language acquisition”; B. Freed, D. Dewey, N. Segalowitz, & R. Halter, “The language contact profile.”

System, 32,i (2004): M. Lamb, “Integrative motivation in a globalizing world”; S. Matsuda & P. Gobel, “Anxiety and predictors of performance in the foreign language classroom”; H. Itakura, “Changing cultural stereotypes through e-mail assisted foreign language learning”; V. Rodrigo, S. Krashen, & B. Gribbons, “The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level”; J. Murphy & M. Kandil, “Word-level stress patterns in the academic word list”; L. Morris & T. Cobb, “Vocabulary profiles as predictors of the academic performance of Teaching English as a Second Language trainees”; M. Sánchez, “Effect of instruction with expert patterns on the lexical learning of English as a foreign language”; S. Shedivy, “Factors that lead some students to continue the study of foreign language past the usual 2 years in high school.”

TESOL Quarterly, 38,i (2004): P. Singh & C. Doherty, “Global cultural flows and pedagogic dilemmas: Teaching in the global university contact zone”; J. Reeves, “‘Like everybody else’: Equalizing educational opportunity for English language learners”; M. Schleppegrell, M. Achugar, & T. Orteíza, “The grammar of history: Enhancing content-based instruction through a functional focus on language”; D. Giambo & J. McKinney, “The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children”; D. Freeman & K. Johnson, “Readers react...Common misconceptions about the quiet revolution”; N. Bartels, “Another reader reacts...Linguistics imperialism”; D. Muchisky & R. Yates, “The authors respond...Defending the discipline, field, and profession”; L. Taylor, “Testing times: Research directions and issues for Cambridge ESOL examinations”; M. Enright, “Research issues in high-stakes communicative language testing: Reflections on TOEFL’s new directions”: A. Clachar, “The construction of creole-speaking students’ linguistic profile and contradictions in ESL literacy programs.”