18,i (2004): M. Moore, “Disabilities and other learner characteristics”; S. Kinash, S. Crichton, & W. Kim-Rupnow, “A review of 2000–2003 literature at the intersection of online learning and disability”; M. DeTure, “Cognitive style and self-efficacy: Predicting student success in online distance education”; P. Dupin-Bryant, “Teaching styles of interactive television instructors”; C. Edmonds, “Providing access to students with disabilities in online distance education: Legal and technical concerns for higher education.”

71,ii (2004): E. Flori & A. Buchanan, “Early father’s and mother’s involvement and child’s later educational outcomes”; R. Savage & S. Carless, “Predicting curriculum and test performance at age 7 years from pupil background, baseline skills and phonological awareness at age 5”; A. Spooner, A. Baddeley, & S. Gathercole, “Can reading accuracy and comprehension be separated in the Neale Analysis of Reading Ability?”; H. Broekkamp, B. Van Hout-Wolters, H. Van den Bergh, & G. Rijlaarsdam, “Teachers’ task demands, students’ test expectations, and actual test content”; R. Hamilton, “Material appropriate processing and elaboration: The impact of balanced and complementary types of processing on learning concepts from text”; T. Thompson, “Re-examining the effects of noncontingent success on self-handicapping behaviour”; D. Kember, J. Biggs, & D. Leung, “Examining the multidimensionality of approaches to learning through the development of a revised version of the Learning Process Questionnaire”; S.-F. Lam, P.-S. Yim, J. Law, & R. Cheung, “The effects of competition on achievement motivation in Chinese classrooms.”

71,i (2004): U. Goswami, “Neuroscience and education”; M. Stuart, “Getting ready for reading: A follow-up study of inner city second language learners at the end of Key Stage 1”; H. Van Keer, “Fostering reading comprehension in fifth grade by explicit instruction in reading strategies”; H. Tabbers, R. Martens, & J. Merriënboer, “Multimedia instructions and cognitive load theory: Effects of modality and cueing”; M. Verkuyten & J. Thijs, “Psychological disidentification with the academic domain among ethnic minority adolescents in The Netherlands.”

British Journal of Psychology, 95,ii (2004): T. Chamorro-Premuzic & A. Furnham, “A possible model for understanding the personality-intelligence interface.”

CALICO Journal, 21,iii (2004): A. Corda & M. van der Stel, “Web-based CALL for Arabic: Constraints and challenges”; M. Bush & J. Browne, “Teaching Arabic with technology at BYU: Learning from the past to bridge to the future”; J. Foster, L. Harrell, & E. Raizen, “The Hebrewer: A web-based inflection generator”; M. Hopp & T. Hopp, “newSLATE: Building a web-based infrastructure for learning non-Roman script languages”; Z. bar-Lev, “‘Glyphs’ and other innovations for Hebrew and Arabic”; C. Nissim, “Teaching Islan and Arabic over the Internet”; T. Pintel, E. Raizen, Y. Shemer, & E. Strassberg, “Hebrew Online Module.”

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 60,v (2004): J. Egbert, “A study of flow theory in the foreign language classroom”; Y. Izumi & S. Izumi, “Investigating the effects of oral output on the learning of relative clauses in English: Issues in the psycholinguistic requirements for effective output tasks”; H. Roessingh, “Effective high school ESL programs: A synthesis and meta-analysis”; X. Liang, “Cooperative learning as a sociocultural practice.”

Cognitive Linguistics, Cognitive Linguistics, 15,ii (2004): S. Wilcox & T. Janzen, “Introduction: Cognitive dimensions of signed languages”; S. Wilcox, “Cognitive iconicity: Conceptual spaces, meaning, and gesture in signed languages”; T. Janzen, “Space rotation, perspective shift, and verb morphology in ASL”; B. Shaffer, “Information ordering and speaker subjectivity: Modality in ASL”; P. Wilcox, “A cognitive key: Metonymic and metaphorical mappings in ASL”; P. Dudis, “Body partitioning and real-space blends.”

15,iii (2004): H. Fraser, “Constraining abstractedness: Phonological representation in the light of color terms”; A. Goldberg, D. Casenhiser, & N. Sethuraman, “Learning argument structure generalizations”; I. Ibarretxe-Antuñano, “Language typologies in our language use: The case of Basque motion events in adult oral narratives”; J. Newman & S. Rice, “Patterns of usage for English SIT, STAND, and LIE: A cognitively-inspired exploration in corpus linguistics.”

29,ii (2004): G. Schraw & G. Sinatra, “Epistemological development and its impact on cognition in academic domains”; B. Hofer, “Exploring the dimensions of personal epistemology in differing classroom contexts: Student interpretations during the first year of college.”

29,i (2004): D. Sundre & A. Kitsantas, “An exploration of the psychology of the examinee: Can examinee self-regulation and test-taking motivation predict consequential and non-consequential test performance?”; P. Gaskill & P. Murphy, “Effects of a memory strategy on second-graders’ performance and self-efficacy”; J. Husman, W. Derryberry, H. Crowson, & R. Lomax, “Instrumentality, task value, and intrinsic motivation: Making sense of their independent interdependence.”

25,ii (2003): A. Datnow, “Comprehensive school reform in culturally and linguistically diverse contexts: Implementation and outcomes from a four-year study.”

33,iii (2004): M. Hawkins, “Researching English language and literacy development in schools.”

Harvard Educational Review, 74,ii (2004): M. Varma-Joshi, C. Baker, & C. Tanaka, “Names will never hurt me?”

International Journal of Applied Linguistics, 14,ii (2004): M. Carlson, “A critical look at the construction of power between Applied Linguistics and Critical Applied Linguistics”; D. Jones & M. Stubbe, “Communication and the reflective practitioner: A shared perspective from sociolinguistics and organisational communication”; Z. Han, “Fossilization: Five central issues”; P. Pavlou & A. Papapavlou, “Issues of dialect use in education from the Greek Cypriot perspective”; K. Hyland & P. Tse, “‘I would like to thank my supervisor’. Acknowledgements in graduate dissertations”; J. Boase-Beier, “Saying what someone else meant: Style, relevance and translation.”

International Journal of Bilingual Education & Bilingualism, 7, ii/iii (2004): J. Brutt-Griffler & M. Varghese, “Introduction”; G. Valdés, “Between support and marginalisation: The development of academic language in linguistic minority children”; A. Toribio, “Spanish/English speech practices: Bringing chaos to order”; N. Hornberger, “The continua of biliteracy and the bilingual educator: Educational linguistics in practice”; B. Morgan, “Teacher identity as pedagogy: Towards a field-internal conceptualisation in bilingual and second language education”; A. Creese, “Bilingual teachers in mainstream secondary school classrooms: Using Turkish for curriculum learning”; C. Benson, “Do we expect too much of bilingual teachers? Bilingual teaching in developing countries”; M. Varghese, “Professional development for bilingual teachers in the United States; A site for articulating and contesting professional roles.”

International Journal of Instructional Media, 31,i (2004): J. Donlevy, “Four New Year’s resolutions for education in 2004”; J. Donlevy, “Cyberchase: A website for parents and teachers”; L. Willis & B. Lockee, “A pragmatic instructional design model for distance learning”; C. Lim, D. Hung, P. Wong, & C. Hu, “The pedagogical design of ICT integration in online learning: A case study”; M. Dornisch & R. Sperling, “Elaborative questions in web-based text materials”; J. Furner & D. Daigle, “The educational software/website effectiveness survey”; D. Tiene, “Bridging the digital divide in the schools of developing countries”; P.-S. Hsu & F. Dwyer, “Effect of level of adjunct questions on achievement of field independent/field dependent learners.”

International Journal of the Sociology of Language, 169,i (2004): P. Blanchet & H. Schiffman, “Revisiting the sociolinguistics of ‘Occitan’: A presentation”; B. Moreux, “Béarnais and Gascon today: Language behavior and perception”; F. Manzano, “Situation and use of Occitan in Languedoc”; S. Soupel, “The special position of Auvergnat”; M. Gasquet-Cyrus, “The sociolinguistics of Marseilles”; P. Blanchet, “ProvenHal as a distinct language? Sociolinguistic patterns revealed by a recent public and political debate”; P. Blanchet, “Uses and images of ‘Occitan’: An Occitanist view of the world”; T. Stebbins & N. Dorian, “Small languages and small language communities 46.”

168,i (2004): D. Karoulla-Vrikki, “Language and ethnicity in Cyprus under the British: A linkage of heightened salience”; N. Kizilyürek & S. Gautier- Kizilyürek, “The politics of identity in the Turkish Cypriot community and the language question”; A. Roth, “Le parler arabe maronite de Chypre: observations à propos d’un contact linguistique pluriséculaire”; L. McEntee-Atalianis, “The impact of English in postcolonial, postmodern Cyprus”; A. Papapavlou, “Verbal fluency of bidialectal speakers of SMG and the role of language-in-education practices in Cyprus”; P. Pavlou, “Greek dialect use in the mass media in Cyprus”; M. Terkourafi, “Testing Brown and Levinson’s theory in a corpus of spontaneous conversational date from Cypriot Greek”; R. Pensalfini & N. Dorian, “Small languages and small language communities 45.”

168,i (2004): K. King & N. Hornberger, “Introduction. Why a special issue about Quechua?”; N. Hornberger & S. Coronel-Molina, “Quechua language shift, maintenance, and revitalization in the Andes: The case for language planning”; M. Haboud, “Quichua language vitality: An Ecuadorian perspective”; J. Alderetes & L. Albarracín, “El Quechua en Argentina: el caso de Santiago del Estero”; R. Howard, “Quechua in Tantamahyo (Peru): Toward a ‘social archaeology’ of language”; X. Albó, “El futuro del Quechua visto desde une perspective Boliviana”; U. Von Gleich, “New Quechua literacies in Bolivia”; A. Luykx, “The future of Quechua and the Quechua of the future: Language ideologies and language planning in Bolivia.”

Interpreting, 6,i (2002/2004 sic.): H. Dam, “Interpreters’ notes: On the choice of language”; M. Liu, D. Schallert, & P. Carroll, “Working memory and expertise in simultaneous interpreting”; M. Agrifoglio, “Sight translation and interpreting: A comparative analysis of constraints and failures”; S. Shaw, N. Grbic, & K. Franklin, “Applying language skills to interpretation: Student perspectives from signed and spoken language programs”; “Multilingualism in the EU: Interview with Neil Kinnock.”

IRAL: International Review of Applied Linguistics in Language Teaching, 42,ii (2004): P. Bos, B. Hollebrandse, & P. Sleeman, “Introduction: The pragmatics-syntax and the semantics-syntax interface in acquisition”; C. de Cat, “A fresh look at how young children encode new referents”; P. Sleeman, “Guided learners of French and the acquisition of emphatic constructions”; P. Bos, “The semantic constraints of the Basic Variety in L2-Dutch of adolescent Moroccans in the Netherlands”; S. Unsworth, “On the syntax-semantics interface in Dutch: Adult and child L2 acquisition compared”; W. Philip, “Discourse integration and indefinite subjects in child English”; B. Hollebrandse, “Topichood and quantification in L1 Dutch.”

JALT, 26,I (2004): J. Greenfield, “Readability formulas for EFL”; J. Sakai, “Roles of output and feedback for L2 learners’ noticing”; E. Manalo, S. Mizutani, & J. Trafford, “Using mnemonics to facilitate learning of Japanese script characters”; P. Morrow, “English in Japan: The world Englishes perspective.”

Journal of Cross-Cultural Psychology, 35,iv (2004): A. Lam & N. Zane, “Ethnic differences in coping with interpersonal stressors: A test of self-construals as cultural mediators”; P. Shuper, R. Sorrentino, Y. Otsubo, G. Hodson, & A. Walker, “A theory of uncertainty orientation: Implications for the study of individual differences within and across cultures”; A.-M. Pirttilä-Backman, B. Kassea, & T. Ikonen, “Cameroonian forms of collectivism and individualism.”

Journal of Educational Measurement, 41,i (2004): M. Kolen, “Population invariance in equating and linking: Concept and history”; A. von Davier, P. Holland, & D. Thayer, “The chain and post-stratification methods for observed-score equating: Their relationship to population invariance”; W.-L. Yang, “Sensitivity of linkings between AP multiple-choice scores and composite scores to geographical region: An illustration of checking for population invariance”; N. Dorans, “Using subpopulation invariance to assess test score equity.”

Journal of Experimental Psychology: Human Perception and Performance, Journal of Experimental Psychology: Human Perception and Performance, 30, ii (2004): N. Smith & M. Schmuckler, “The perception of tonal structure through the differentiation and organization of pitches.”

Journal of Experimental Psychology: Learning, Memory, and Cognition, 30,iii (2004): S. Sloman, E. Wisniewski, Y. Rottenstreich, C. Hadjichristides, & C. Fox, “Typical versus atypical unpacking and superadditive probability judgment”; Z. Chen & L. Mo, “Schema induction in problem solving: A multidimensional analysis”; L. Son, “Spacing one’s study: Evidence for a metacognitive control strategy”; M. McDaniel, G. Einstein, M. Guynn, & J. Breneiser, “Cue-focused and reflexive-associative processes in prospective memory retrieval”; D. Smith & M. Duncan, “Testing theories of recognition memory by predicting performance across paradigms”; S. van Osselaer, C. Janiszewski, & M. Cunha, “Stimulus generalization in two associative learning processes”; N. Cowan, J. Saults, & G. Brown, “On the auditory modality superiority effect in serial recall: Separating input and output functions”; K. White & L. Abrams, “Phonologically mediated riming of preexisting and new associations in young and older adults”; D. Jones, W. Macken, & A. Nicholls, “The phonological store of working memory: Is it phonological and is it a store?”

Journal of Language and Social Psychology, 23,ii (2004): C. Berger, “Speechlessness: Causal attributions, emotional features and social consequences”; U. Hadar & L. Pinchas-Zamir, “The semantic specificity of gesture: Implications for gesture classification and function.”

Journal of Memory and Language, 51,iv (2004): W. Tabor, B. Galantucci, & D. Richardson, “Effects of merely local syntactic coherence on sentence processing”; E. Middleton, E. Wisniewski, K. Trindel, & M. Imai, “Separating the chaff from the oats: Evidence for a conceptual distinction between count noun and mass noun aggregates”; S. Saito & A. Miyake, “On the nature of forgetting and the processing-storage relationship in reading span performance”; C. Gagné & T. Spalding, “Effect of discourse context and modifier relation frequency on conceptual combination”; P. Bonin, C. Barry, A. Méot, & M. Chalard, “The influence of age of acquisition in word reading and other tasks: A never ending story?”; N. Schiller, “The onset effect in word naming”; A. Costa & M. Santesteban, “Lexical access in bilingual speech production: Evidence from language switching in highly proficient bilinguals and L2 learners.”

51,iii (2004): M. Kelly, “Word onset patterns and lexical stress in English”; L. Nimmo & S. Roodenrys, “Investigating the phonological similarity effect: Syllable structure and the position of common phonemes”; R. Greene, “Recognition memory for pseduowords”; A. Cook & J. Myers, “Processing discourse roles in scripted narratives: The influences of context and world knowledge”; J. Van Overschelde, K. Rawson, & J. Dunlosky, “Category norms: An updated and expanded version of the norms”; M. Vihman, S. Nakai, R. DePaolis, & P. Hallé, “The role of accentual pattern in early lexical representation.”

51,ii (2004): A. Benjamin & S. Bawa, “Distractor plausibility and criterion placement in recognition”; L. Singh, J. Morgan, & K. White, “Preference and processing: The role of speech affect in early spoken word recognition”; V. Marian & M. Kaushanskaya, “Self-construal and emotion in bicultural bilinguals”; R. Taraban, “Drawing learners’ attention to syntactic context aids gender-like category induction”; L. Geraci & S. Rajaram, “The distinctiveness effect in the absence of conscious recollection: Evidence from conceptual priming”; M. Perea & S. Lupker, “Can CANISO activate CASINO? Transposed-letter similarity effects with nonadjacent letter positions”; A. Szekely, T. Jacobsen, S. D’Amico, A. Devescovi, E. Andonova, D. Herron, C. Lu, T. Pechmann, C. Pléh, N. Wicha et al., “A new on-line resource for psycholinguistic studies”; K. Bock, K. Eberhard, & J. Cutting, “Producing number agreement: How pronouns equal verbs”; D. Gow & A. Im, “A cross-linguistic examination of assimilation context effects”; S. Majerus, M. Van der Linden, L. Mulder, T. Meulemans, & F. Peters, “Verbal short-term memory reflects the sublexical organization of the phonological language network: Evidence from an incidental phonotactic learning paradigm”; I. Bloem, S. van den Boogaard, & W. Heij, “Semantic facilitation and semantic interference in language production: Further evidence for the conceptual selection model of lexical access.”

51,i (2004): M. Finkbeiner, K. Forster, J. Nicol, & K. Nakamura, “The role of polysemy in masked semantic and translation priming”; S. Aoshima, C. Phillips, & A. Weinberg, “Processing filler-gap dependencies in a head-final language”; J. Arnold, T. Wasow, A. Asudeh, & P. Alrenga, “Avoiding attachment ambiguities: The role of constituent ordering”; P. Scheck, M. Meeter, & T. Nelson, “Anchoring effects in the absolute accuracy of immediate versus delayed judgments of learning”; K. Oberauer, E. Lange, & R. Engle, “Working memory capacity and resistance to interference”; P. Gordon, R. Hendrick, & M. Johnson, “Effects of noun phrase type on sentence complexity”; S. Farrell & S. Lewandowsky, “Modelling transposition latencies: Constraints for theories of serial order memory”; N. Friedman & A. Miyake, “The reading span test and its predictive power for reading comprehension ability.”

Journal of Multilingual and Multicultural Development, 24,v (2003): K. Agykum, “Honorifics and status indexing in Akan communication”; S. Evans & C. Green, “The use of English by Chinese professionals in post-1997 Hong Kong”; R. Oliver, G. McKay, & J. Rochecouste, “The acquisition of colloquial terms by Western Australian primary school children from non-English-speaking backgrounds”; L. Remennick, “From Russian to Hebrew via HebRush: Intergenerational patterns of language use among former Soviet immigrants in Israel.”

Journal of Pidgin and Creole Languages, 19,i (2004): J. Reaser, “A quantitative sociolinguistic analysis of Bahamian copula absence: Morphosyntactic evidence from Abaco Island, the Bahamas”; A. Irvine, “A good command of the English language: Phonological variation in the Jamaican acrolect”; J. McWhorter, “Saramaccan and Haitian as young grammars: The pitfalls of syntactocentrism in Creole genesis research”; J. Siegel, “Morphological simplicity in Pidgins and Creoles”; J. Williams, “Ecky-becky: Evidence of Scots echo word morphology in Barbadian English.”

Journal of Pragmatics, 36,v (2004): P. Pagin, “Is assertion social?”; R. Shinzato, “Some observations concerning mental verbs and speech act verbs”; C. Ryckebusch & H. Marcos, “Speech acts, social context and parent-toddler play between the ages of 1;5 and 2;3”; A. Mooney, “Co-operation, violations and making sense”; Y. Liebersohn, Y. Newman, & Z. Bekerman, “O baby, it’s hard for me to say I’m sorry: Public apologetic speech and cultural rhetorical resources”; A. Gnisci & C. Pontecorvo, “The organization of questions and answers in the thematic phases of hostile examination: Turn-by-turn manipulation of meaning”; T. Hassall, “Through a glass, darkly: When learner pragmatics is misconstrued”; J. Bulhof & S. Gimbel, “A tautology is a tautology (or is it?)”

Journal of Psycholinguistic Research, 33,iii (2004): J. Streb, E. Henninghausen, & F. Rösler, “Different anaphoric expressions are investigated by event-related brain potentials”; E. Abrahamsen & D. Burke-Williams, “Comprehension of idioms by children with learning disabilities: Metaphoric transparency and syntactic frozenness”; S. Marinellie & C. Johnson, “Nouns and verbs: A comparison of definitional style”; H. Boada & M. Forns, “The cognitive complexity of the referent and self-regulation in children’s messages”; P. Tingley, K. Dore, A. Lopez, H. Parsons, E. Campbell, E. Bird; & P. Cleave, “A comparison of phonological awareness skills in early French immersion and English children.”

33,ii (2004): J. Brown, “Eliminating the segmental tier: Evidence from speech errors”; S. Brown-Schmidt & E. Canseco-Gonzalez, “Who do you love, your mother or your horse? An event-related brain potential analysis of tone processing in Mandarin Chinese”; J. Whitmore, W. Shore, & P. Smith, “Partial knowledge of word meanings: Thematic and taxonomic representations”; M. Yip, “Possible-word constraints in Cantonese speech segmentation.”

33,i (2004): A. Blodgett & J. Boland, “Differences in the timing of implausibility detection for recipient and instrument prepositional phrases”; H.-L. Lin, H.-W. Chang, & H. Cheung, “The effects of early English learning on auditory perception of English minimal pairs by Taiwan university students”; M.-W. Lee, “Another look at the role of empty categories in sentence processing (and grammar)”; L. Arduino & C. Burani, “Neighborhood effects on nonword visual processing in a language with shallow orthography.”

Journal of Second Language Writing, 13,i (2004): D. Belcher & J. Liu, “Conceptualizing discourse/responding to text”; R. Kubota & A. Lehner, “Toward critical contrastive rhetoric”; W. Zhu, “Faculty views on the importance of writing, the nature of academic writing, and teaching and responding to writing in the disciplines”; D. Ferris, “The ‘grammar correction’ debate in L2 writing: Where are we, and where do we go from here? (and what do we do in the meantime. . . ?)”; L. Goldstein, “Questions and answers about teacher written commentary and student revision: Teachers and students working together”; “Selected bibliography of recent scholarship in second language writing.”

Language, 80,ii (2004): E. Hume, “The indeterminacy/attestation model of metathesis”; B. Lohse, J. Hawkins, & T. Wasow, “Domain minimization in English verb-particle constructions”; G. Ward, “Equatives and deferred reference”; B. Bergen, “The psychological reality of phonaesthemes.”

Language Awareness, 13,i (2004): R. Berry, “Awareness of metalanguage”; N. Francis, “Nonlinear processing as a comprehension strategy: A proposed typology for the study of bilingual children’s self-corrections of oral reading miscues”; D. Simard, “Using diaries to promote metalinguistic reflection among elementary school students”; D. Coniam, “Concordancing yourself: A personal exploration of academic writing.”

Language in Society, 33,iii (2004): M. Hayashi, “Discourse within a sentence: An exploration of postpositions in Japanese as an interactional resource”; J. Holmes & M. Marra, “Relational practice in the workplace: Women’s talk or gendered discourse?”; R. Jones & J. Thornborrow, “Floors, talk and the organization of classroom activities.”

Language Learning, 54,iii (2004): B. Laufer & Z. Goldstein, “Testing vocabulary knowledge: Size, strength, and computer adaptiveness”; Y. Zhang, “Processing constraints, categorial analysis, and the second language acquisition of the Chinese adjective suffix –de(ADJ)”; D. Pulido, “The relationship between text comprehension and second language incidental vocabulary acquisition: A matter of topic familiarity?”; M. Sasaki, “A multiple-data analysis of the 3.5 year development of EFL student writers.”

Language Testing, 21,iii (2004): P. Edelembos & A. Kubanek-German, “Teacher assessment: The concept of ‘diagnostic competence’”; S. Arkoudis & K. O’Loughlin, “Tensions between validity and outcomes: Teacher assessment of written work of recently arrived immigrant ESL students”; C. Davison, “The contradictory culture of teacher-based assessment: ESL assessment practices in Australian and Hong Kong secondary schools”; C. Leung & B. Mohan, “Teacher formative assessment and talk in classroom contexts: Assessment as discourse and assessment of discourse”; L. Cheng, T. Rogers, & H. Hu, “ESL/EFL instructors’ classroom assessment practices: Purposes, methods, and procedures”; W. Harlen & J. Winter, “The development of assessment for learning: Learning from the case of science and mathematics.”

21,ii (2004): A. Cumming, L. Grant, P. Mulcahy-Ernt, & D. Powers, “A teacher-verification study of speaking and writing prototype tasks for a new TOEFL”; L. Stricker, “The performance of native speakers of English and ESL speakers on the computer-based TOEFL and GRE General Test”; P. Snellings, A. van Gelderen, & K. de Glopper, “Validating a test of second language written lexical retrieval: A new measure of fluency in written language production”; B. Laufer, C. Elder, K. Hill, & P. Congdon, “Size and strength: Do we need both to measure vocabulary knowledge?”

Linguistic Inquiry, 35,iii (2004): D. Embick, “On the structure of resultative participles in English”; I. Hazout, “The syntax of existential constructions”; C. Boeckx & N. Hornstein, “Movement under control”; N. Richards, “Against bans on lowering”; D. Fox & J. Nissenbaum, “Condition A and scope reconstruction”; M. Rivero, “Spanish quirky subjects, person restrictions, and the person-case constraint”; N. Sobin, “Expletive constructions are not ‘lower right corner’ movement constructions”; D. Watson & E. Gibson, “Making sense of the sense unit condition.”

Linguistics and Education, 14,iii/iv (2004): L. Harklau & J. Zuengler, “Introduction to proposed special issue: Popular culture and classroom language learning”; P. Duff, “Intertextuality and hybrid discourses: The infusion of pop culture in educational discourse”; J. Zuengler, “Jackie Chan drinks Mountain Dew: Constructing cultural models of citizenship”; H. Lotherington, “Emergent metaliteracies: What the Xbox has to offer the EQAO”; B. Rymes, “Contrasting zones of comfortable competence: Popular culture in a phonics lesson.”

Reading Research Quarterly, 39,iii (2004): R. Rogers, “Storied selves: A Critical Discourse Analysis of adult learners’ literate lives”; G. Bray, E. Pascarella, & C. Pierson, “Postsecondary education and some dimensions of literacy development: An exploration of longitudinal evidence”; “New directions in research: Cross-disciplinary collaborations”; “International reports on literacy research: Australia, Central and Eastern Europe.”

Second Language Research, 20,iii (2004): S. Foster-Coher, “Relevance theory and second language learning/behaviour”; V. Žegarac, “Relevance theory and the in second language acquisition”; S. Liszka, “Exploring the effects of first language influence on second language pragmatic processes from a syntactic deficit perspective”; H. Ying, “Relevance mapping: A study of second language learners’ processing of syntactically ambiguous sentences in English”; X. Sequeiros, “Interpretation of reflexive anaphora in second language VP-ellipsis: Relevance Theory and paradigms of explanation”; B. De Paiva & S. Foster-Coher, “Exploring the relationships between theories of second language acquisition and Relevance Theory”; S. Foster-Cohen, “Relevance Theory, Action Theory and second language communication strategies.”

20,ii (2004): H. Oshita, “Is there anything there when there is not there? Null expletives and second language data”; J. Mellow, “Connectionism, HPSG signs and SLA representations: Specifying principles of mapping between form and function”; Z.-H. Han, “‘To be a native speaker means not to be a nonnative speaker.’”

Studies in Second Language Acquisition, 26,iii (2004): B. Smith, “Computer-mediated negotiated interaction and lexical acquisition”; R. Lester, “Differential effects of prompts and recasts in form-focused instruction”; V. Murphy, “Dissociable systems in second language inflectional morphology”; D. Lardiere, Review article, “Representation and processing really are stuck with each other.”

System, 32,iii, (2004): D. Gaskell & T. Cobb, “Can learners use concordance feedback for writing errors?”; D. Coniam & R. Wong, “Internet Relay Chat as a tool in the autonomous development of ESL learners’ English language ability: An exploratory study”; A. Paran, C. Furneaux, & N. Sumner, “Computer-mediated communication in distance MA programmes: The student’s perspective”; U. Jung, “Paris in London revisited or the foreign language teacher’s top-most journals”; J. Field, “An insight into listeners’ problems: Too much bottom-up or too much top-down?”; K. Mokhtari & C. Reichard, “Investigating the strategic reading processes of first and second language readers in two different cultural contexts”; I. Akihiro, “Two types of translation tests: Their reliability and validity”; E. Manolopoulou-Sergi, “Motivation within the information processing model of foreign language learning”; P. Duff & D. Li, “Issues in Mandarin language instruction: Theory, research, and practice.”

32,ii, (2004): J. Kormos & M. Dénes, “Exploring measures and perceptions of fluency in the speech of second language learners”; K. Beatty & D. Nunan, “Computer-mediated collaborative learning”; V. Hegelheimer & D. Tower, “Using CALL in the classroom: Analyzing student interactions in an authentic classroom”; K. McDonough, “Learner-learner interaction during pair and small group activities in a Thai EFL context”; R. Mori, “Staying-in-English rule revisited”; N. Sifakis, “Teaching EIL—teaching international or intercultural English? What teachers should know”; T. Chung & P. Nation, “Identifying technical vocabulary”; T.-I. Pae, “Gender effect on reading comprehension with Korean EFL learners.”

Target, 15,ii (2003): S. Halverson, “The cognitive basis of translation universals”; M. Inghilleri, “Habitus, field and discourse: Interpreting as a socially situated activity”; I. Mason & A. Serban, “Deixis as an interactive feature in literary translations from Romanian into English”; J. Medina, “Conversion in English computer terminology: Factors affecting English-Spanish translation”; H. Meschonnic, “Texts on translation.”

TESL Reporter, 37,i (2004): I.-J. Chen, “Utilizing group work effectively in the English language classroom”; O. Tarnopolsky, “Promoting EFL literacy via promoting motivation: A case for writing skills development”; S. Sheu, “Students’ reflections on the physical features of EFL graded readers”; D. Coniam, “Sensitising English language teachers to time and tense through humour”; J. Nakagawa, “Individual differences and teaching style.”

World Englishes, 23,ii (2004): E. Schneider, “How to trace structural nativization: Particle verbs in world Englishes”; J. Schmied, “Cultural discourse in the Corpus of East African English and beyond: Possibilities and problems of lexical and collocational research in a one million-word corpus”; C. Haase, “Conceptualization specifics in East African English: Quantitative arguments from the ICE-East Africa corpus”; C. Jeffery & B. van Rooy, “Emphasizer now in colloquial South African English”; A. Sand, “Shared morpho-syntactic features in contact varieties of English: Article use”; G. Nelson, “Negation of lexical have in conversational English”; H. Fallon, “Comparing world Englishes: A research guide.”