ADFL Bulletin, 36,i (2004): D. Looney, “Language and literature in the academy: An introduction”; P. Pfeiffer, “In this together: Language and literature in the academy”; J. Mitchell, “In this together; or, let us not to the marriage of true minds admit impediments”; M. Pratt, “Living change: Thoughts for humanists in troubled times”; R. Dasenbrock, “Toward a common market: Arenas of cooperation in literary study”; R. Scullion, “Considering the possibilities: Thoughts on relations between English and foreign language departments”; R. Greene, “Between English and other literatures: An agenda for working together”; A. Seyhan, “Beyond cultural studies: Toward a multilingual collaboration in the humanities”; E. Clarke, “Cultural studies, the English major, and doctoral education”; B. Weller, “The resistance to literature”; E. Bernhardt, “Can language and literature programs teach students to speak intellectual complexity?”; H. Byrnes, “Advanced L2 literacy: Beyond option or privilege”; D. Steward, “The Master’s degree in the modern languages since 1966.”

ALSIC, 7 (2004): [Online http://alsic.org] O. Nikolova, “Effects of visible and invisible hyperlinks on vocabulary acquisition and reading comprehension for high- and average-foreign language achievers”; É. Bouvet & D. Bréelle, “Pistage informatisé de lecture: une étude de cas en contexte pédagogique”; A. Vetter, “Paramètres pour une efficacité accrue de la lecture hypertextuelle en langue seconde.”

Applied Language Learning, 14,i (2004): M. Bohn, “Japanese classroom behavior: A micro-analysis of self-reports versus classroom observations, with implications for language teachers”; A. Byon, “Learning linguistic politeness”; R. McGarry, “Error correction as a cultural phenomenon”; P. Carrell, P. Dunkel, & P. Mollaun, “The effects of notetaking, lecture length, and topic on a computer based-test of ESL listening comprehension.”

Applied Linguistics, 25,iv (2004): M. Coulthard, “Author identification, idiolect, and linguistic uniqueness”; L. Solan & P. Tiersma, “Author identification in American courts”; R. Butters, “How not to strike it rich: Semantics, pragmatics, and semiotics of a Massachusetts lottery game card”; D. Eades, “Understanding aboriginal English in the legal system: A critical sociolinguistics approach”; G. Jordan, “Explanatory adequacy and theories of second language acquisition.”

25,iii (2004):K. Ming-Tzu & P. Nation, “Word meaning in academic English: Homography in the academic word list”; C. Walter, “Transfer of reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory”; I. Hardy & J. Moore, “Foreign language students’ conversational negotiations in different task environments”; D. Biber, S. Conrad, & V. Cortes, “If you look at...: Lexical bundles in university teaching and textbooks.”

Applied Psycholinguistics, 25,iv (2004): B. Grela, L. Rashiti, & M. Soares, “Dative prepositions in children with specific language impairment”; R. Newman, “Perceptual restoration in children versus adults”; E. Saiegh-Haddad, “The impact of phonemic and lexical distance on the phonological analysis of words and pseudowords in a diglossic context”; E. Thomas & M. Sénéchal, “Long-term association between articulation quality and phoneme sensitivity: A study from age 3 to age 8”; K. Kohnert, J. Windsor, & R. Miller, “Crossing borders: Recognition of Spanish words by English-speaking children with and without language impairment”; J. Folk & B. Rapp, “Interaction of lexical and sublexical information in spelling: Evidence from nonword priming”; I.-R. Su, “The effects of discourse processing with regard to syntactic and semantic cues: A competition model study”; N. Jiang, “Morphological insensitivity in second language processing.”

25,iii (2004): D. Diskinson, A. McCabe, N. Chiarelli, & A. Wolf, “Cross-language transfer of phonological awareness in low-income Spanish and English bilingual preschool children”; A. Sutton, J. Morford, & T. Gallagher, “Production and comprehension of graphic symbol utterances expressing complex propositions by adults who use augmentative and alternative communication systems”; I. Mackay, “Effects of the age of second language learning on the duration of first and second language sentences: The role of suppression”; P. Lyytinen & H. Lyytinen, “Growth and predictive relations of vocabulary and inflectional morphology in children with and without familial risk for dyslexia”; R. Treiman & B. Kessler, “The case of case: Children’s knowledge and use of upper- and lowercase letters”; J. Roberts & M. Rice, “Tense marking in children with autism”; Y. Wang, D. Behne, A. Jongman, & J. Sereno, “The role of linguistic experience in the hemispheric processing of lexical tone”; P. Snellings, A. Van Gelderen, & K. De Glopper, “The effect of enhanced lexical retrieval on second language writing: A classroom experiment.”

Assessing Writing, 9,ii (2004): W. Condon, “It’s déjà vu all over again”; R. Todd, P. Thienpermpool, & S. Keyuravong, “Measuring the coherence of writing using topic-based analysis”; G. Brown, K. Glasswell, & D. Harland, “Accuracy in the scoring of writing: Studies or reliability and validity using a New Zealand writing assessment system”; R. Hawkey & F. Barker, “Developing a common scale for the assessment of writing”; S. Peterson, R. Childs, & K. Kennedy, “Written feedback and scoring of sixth-grade girls’ and boys’ narrative and persuasive writing.”

Babel, 50,i (2004): R. Lung & J. Yan, “Attitudes towards a literature-oriented translation curriculum”; M. Homeidi, “Arabic translation across cultures”; A. Al-Kufaishi, “Translation as a learning and teaching strategy.”

La banque des mots, 68 (2004): C. Murcia & H. Joly, “Néologie 2004”; Commission Générale de Terminologie et de Néologie, “Vocabulaire de la santé, vocabulaire des télécommunications, vocabulaire du transport maritime, vocabulaire du courrier électronique”; J.-L. Astor, R. Bensaid, J.-M. Bernard, L. Brissaud, J. Georget, G. Goy, M.-J. Jarry, D. Marette, J. Schwob, & M. Thué, “Vocabulaire de médecine aérospatiale, termes relatifs à la physiologie du coeur et des poumons”; R. Pagès & J.-P. Campana, “Vocabulaire de la médecine légale”; H. Joly, “Peut-on aménager une langue?”

British Journal of Psychology, 95,iv (2004): P. Largy, A. Dédéyan, & M. Hupet, “Orthographic revision: A developmental study of how revisers check verbal agreements in written texts”; C. Christensen, “Relationship between orthographic-motor integration and computer use for the production of creative and well-structured written text”; S. Strand, “Consistency in reasoning test scores over time.”

95,iv (2004): M. Pilling & I. Davies, “Linguistic relativism and colour cognition”; L. Butler & D. Berry, “Understanding the relationship between repetition priming and mere exposure.”

95,iii (2004): “Information about the logical structure of a category affects generalization.”

95,ii (2004): A. Furnham & T. Chamorro-Premuzic, “Estimating one’s own personality and intelligence scores”; P. Wilson & D. Wildbur, “First-perspective alignment in a computer-simulated environment”; T. Chamorro-Premuzic & A. Furnham, “A possible model for understanding the personality-intelligence interface.”

CALICO Journal, 22,i (2004): A. Fuentes, “The use of corpora and IT in evaluating oral task competence for tourism English”; G. Cziko, “Electronic tandem language learning (eTandem): A third approach to second language learning for the 21st century”; S. Dubreil, C. Herron, & S. Cole, “An empirical investigation of whether authentic Web sites facilitate intermediate-level French language students’ ability to learn culture”; S. Fleming & D. Hiple, “Distance education to distributed learning: Multiple formats and technologies in language instruction”; E. Spodark, “French in cyberspace: An online French course for undergraduates.”

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 61,i (2004): S. MacCoubrey, L. Wade-Woolley, D. Klinger, & J. Kirby, “Early identification of at-risk readers in a second language”; D. Bayliss & P. Raymond, “The link between academic success and L2 proficiency in the context of two professional programs”; J. Donin, B. Graves, & E. Goyette, “Second language text comprehension: Processing within a multilayered system”; L. Morrison, “Comprehension monitoring in first and second language reading”; H. Nassaji, “The relationship between depth of vocabulary knowledge and L2 learners’ lexical inferencing strategy use and success”; C. Fraser, “L’aisance de lecture en matière de langue seconde.”

Computational Linguistics, 30,iii (2004): R. Hwa, “Sample selection for statistical parsing”; J. Wiebe, T. Wilson, R. Bruce, M. Bell, & M. Martin, “Learning subjective language”; M. Poesio, R. Stevenson, B. Di Eugenio, & J. Hitzeman, “Centering: A parametric theory and its instantations”; S. Abney, “Understanding the Yarowsky Algorithm.”

30,ii (2004): L. Fais, “Inferable centers, centering transitions, and the notion of coherence”; R. Navigli & P. Verlardi, “Learning domain ontologies from document warehouses and dedicated Web sites”; S. Niessen & H. Ney, “Statistical machine translation with scarce resources using morpho-syntactic information”; F. Casacuberta & E. Vidal, “Machine translation with inferred stochastic finite-state transducers”; J. Daciuk, “Comments on incremental construction and maintenance of minimal finite-state automata, by Rafael C. Carrasco and Mikel L. Forcada.”

30,i (2004): H. Li & C. Li, “Word translation disambiguation using bilingual bootstrapping”; Z. Mason, “CorMet: A computational, corpus-based conventional metaphor extraction system”; M. Lapata & C. Brew, “Verb class disambiguation using informative priors”; H. Feng, K. Chen, X. Deng, & W. Zheng, “Accessor variety criteria for Chinese word extraction”; B. Di Eugenio & M. Glass, “The Kappa statistic: A second look.”

Computers and Composition, 21,iii (2004): J. Alexander & W. Banks, “Sexualities, technologies, and the teaching of writing: A critical overview”; B. Barrios, “Of flags: Online queer identities, writing classrooms, and action horizons.”

Discourse and Society, 15,vi (2004): Y. Chang, “Courtroom questioning as a culturally situated persuasive genre of talk”; W. Tsang & M. Wong, “Constructing a shared ‘Hong Kong identity’ in comic discourses.”

Discourse Processes, 38,iii (2004): M. Schober & J. Bloom, “Discourse clues that respondents have misunderstood survey questions”; D. Allbritton, “Strategic production of predictive inferences during comprehension”; K. Rawson & W. Kintsch, “Exploring encoding and retrieval effects of background information on text memory.”

38,ii (2004): M. Louwerse & D. Kuiken, “The effects of personal involvement in narrative discourse”; A. Eva-Wood, “How think-and-feel-aloud instruction influences poetry readers”; J. Hakemulder, “Foregrounding and its effect on readers’ perception”; E. Konijin & J. Hoorn, “Reality-based genre preferences do not direct personal involvement”; M. Green, “Transportation into narrative worlds: The role of prior knowledge and perceived realism.”

Educational Action Research, 12,iii (2004): C. Nicol, J. Moore, S. Zappa, M. Yusup, & M. Sasges, “Living action research: Authoring identities through YaYa Projects”; Z. Mitchell-Williams, P. Wilkins, M. McLean, W. Nevin, K. Wastell, & R. Wheat, “The importance of the personal element in collaborative research”; S. Collins, “Ecology and ethics in participatory collaborative action research: An argument for the authentic participation of students in educational research”; V. Chng & S. Coombs, “Applying self-organized learning to develop critical thinkers for learning organizations: A conversational action research project.”; K. LaMaster & N. Knop, “Improving Web-based instruction: Using action research to enhance distance learning instruction”; V. Donche & P. van Petegem, “Action research and open learning: In search of an effective research strategy for educational change”; R. Bullough, R. Draper, L. Erickson, L. Smith, & J. Young, “Life on the borderlands: Action research and clinical teacher education faculty.”

Educational Researcher, 33,vii (2004): G. Ladson-Billings, “Landing on the wrong note: The price we paid for Brown”; R. Johnson & A. Onwuegbuzie, “Mixed methods research: A research paradigm whose time has come.”

33,vi (2004): N. Burbles, “Ways of thinking about educational quality”; Z. Leonardo, “Critical social theory and transformative knowledge: The functions of criticism in quality education”; M. Glassman & Y. Wang, “On the interconnected nature of interpreting Vygotsky: Rejoinder to Gredle and Shields Does no one read Vygotsky’s words (2004).”

English for Specific Purposes, 23,iv (2004): N. Harwood & G. Hadley, “Demystifying institutional practices: Critical pragmatism and the teaching of academic writing”; J. Parkinson & R. Adendorff, “The use of popular science articles in teaching scientific literacy”; V. Cortes, “Lexical bundles in published and student disciplinary writing: Examples from history and biology”; R. Pritchard & A. Nasr, “Improving reading performance among Egyptian engineering students: Principles and practice”; G. Forey, “Workplace texts: Do they mean the same for teachers and business people?”

English Today, 20,iv (2004): R. Wright, “Latin and English as world languages”; T. McArthur, “Singapore, grammar, and the teaching of ‘internationally acceptable English’”; A. Kaye, “Persian loanwords in English”; B. Blaisdell, “So what’s in a book?”; J. Alatis, “The psychic rewards of teaching”; P. Rastall, “Playful English: Kinds of reduplication”; V. Youssef, “‘Is English we speaking’: Trinbagonian in the twenty-first century”; O. Hargraves, “Cucurbits”; J. Rajadurai, “The faces and facets of English in Malaysai”; M. Bulley, “Consonantal beginnings.”

Foreign Language Annals, 37,iii (2004): S. Lapkin & M. Swain, “What underlies immersion students’ production: The case of avoir besoin de”; E. Bernhardt, R. Rivera, & M. Kamil, “The practicality and efficiency of Web-based placement testing for college-level language programs”; S. Polansky, “Tutoring for community outreach: A course model for language learning and bridge building between universities and public schools”; C. Ryan-Scheutz & L. Lombardino, “Language learning disabilities: The ultimate foreign language challenge”; G. Lord & L. Lomicka, “Developing collaborative cyber communities to prepare tomorrow’s teachers”; J. Stepp-Greany, “Collaborative teaching in an intensive Spanish course: A professional development experience for teaching assistants”; K. Potowski & M. Carreira, “Teacher development and National Standards for Spanish as a heritage language”; M. Stewart & I. Pertusa, “Gains to language learners from viewing target language closed-captioned films”; G.-P. Park, “Comparison of L2 listening and reading comprehension by university students learning English in Korea”; L. Fonder-Solano & J. Burnett, “Teaching literature/reading: A dialogue on professional growth.”

French Review, 78,i (2004): C. Krug, “Realistic composition assignments for our students”; C. Pooser, “Bringing the Web to the foreign language classroom”; C. Dio, “La vie des mots.”

Harvard Educational Review, 74,iii (2004): G. Nuthall, “Relating classroom teaching to student learning: A critical analysis of why research has failed to bridge the theory-practice gap”; S. Shay, “The assessment of complex performance: A socially situated interpretive act”; P. Sipe, “Newjack: Teaching in a failing middle school.”

Hispania, 87,iii (2004): M. Azevedo, “Implicationes pedagógicas de la representación literaria de la variación lingüística en español”; O. Castro, “La incorporación activa de nuevas tecnologRas en las clases de méthodos”; J. Stokes, “Fostering communicative and cultural proficiency in the Spanish phonetics and phonology course”; M. Bowles, “L2 glossing: To CALL or not to CALL”; T. Face & S. Alvord, “Lexical and acoustic factors in the perception of the Spanish diphthong vs. hiatus contrast.”

International Journal of Applied Linguistics, 14,iii (2004): D. Li, “Trustworthiness of think-aloud protocols in the study of translation processes”; E. Llurda, “Non-native-speaker teachers and English as an International Language”; J. Belz & J. Reinhardt, “Aspects of advanced foreign language proficiency: Internet-mediated German language play”; S. Namei, “Bilingual lexical development: A Persian-Swedish word association study”; Z. Gan, “Attitudes and strategies as predictors of self-directed language learning in an EFL context.”

International Journal of Intercultural Relations, 28, iii-iv (2004): D. Leclerc & J. Martin, “Tour guide communication competence: French, German and American tourists’ perceptions”; J. Cox, “The role of communication, technology, and cultural identity in repatriation adjustment”; M. Tucker, R. Bonail, & K. Lahti, “The definition, measurement and prediction of intercultural adjustment and job performance among corporate expatriates”; R. Albert & I. Ha, “Latino/Anglo-American differences in attributions to situations involving touch and silence”; D. Matsumoto, J. LeRoux, R. Bernhard, & H. Gray, “Unraveling the psychological correlates of intercultural adjustment potential”; V. Savicki, R. Downing-Burnett, L. Heller, F. Binder, & W. Suntinger, “Contrasts, changes, and correlates in actual and potential intercultural adjustment.”

International Journal of Qualitative Studies in Education, 17,v (2004): S. Schecter & R. Bayley, “Language socialization in theory and practice”; A. Shkedi, “Second-order theoretical analysis: A method for constructing theoretical explanation”; J. Van Galen, “Seeing classes: Toward a broadened research agenda for critical qualitative researchers”; C. Ashcraft, “‘It’s just semantics?’: Investigating a school district’s decision to respect or value diversity.”

IRAL: International Review of Applied Linguistics in Language Teaching, 42,iii (2004): A. Ohta & T. Nakaone, “When students ask questions: Teacher and peer answers in the foreign language classroom”; A. van Berkel, “Learning to spell in English as a second language”; E. Le, “The role of paragraphs in the construction of coherence—text linguistics and translation studies”; F. Bunta & R. Major, “An optimality theoretic account of Hungarian ESL learners acquisition of /e/ and /æ/.”

Journal of Cross-Cultural Psychology, 35,vi (2004): T. Rice & B. Steele, “Subjective well-being and culture across time and space”; R. Tweed, K. White, & D. Lehman, “Culture, stress, and coping: Internally and externally-targeted control strategies of European Canadians, East Asian Canadians, and Japanese”; R. Fischer & P. Smith, “Values and organizational justice: Performance- and seniority-based allocation criteria in the United Kingdom and Germany”; G. Stevens, T. Pels, W. Vollebergh, & A. Crijnen, “Patterns of psychological acculturation in adult and adolescent Moroccan immigrants living in the Netherlands”; M. Kemmelmeier & B. Cheng, “Language and self-construal priming: A replication and extension in a Hong Kong sample”; J. Cassady, A. Mohammed, & L. Mathieu, “Cross-cultural differences in test perceptions: Women in Kuwait and the United States”; S. Farruggia, C. Chen, E. Greenberger, J. Dmitrieva, & P. Macek, “Adolescent self-esteem in cross-cultural perspective: Testing measurement equivalence and a mediation model”; Y. Peña, J. Sidanius, & M. Sawyer, “Racial democracy in the Americas: A Latin and U.S. comparison.”

Journal of Education, 184,ii (2003): R. Shattuck, “Going back to school—The curriculum, John Dewey, and Don Quixote”; M. Aeschliman, “Humanist educational projects”; A. Whitaker, “In the classroom: California dreamin’ in the postmodern academy.”

Journal of Educational Measurement, 41,iii (2004): H. Kupermintz, “On the reliability of categorically scored examinations”; J. Leighton, M. Gierl, & S. Hunka, “The attribute hierarchy method for cognitive assessment: A variation on Tatsuoka’s rule-space approach”; I. Lamprianou & B. Boyle, “Accuracy of measurement in the context of mathematics National Curriculum Tests in England for ethnic minority pupils and pupils who speak English as an additional language”; H. Dodeen, “The relationship between item parameters and item fit”; E. Schulz, D. Betebenner, & M. Ahn, “Hierarchical logistic regression in course placement.”

41,ii (2004): Y. Li & R. Lissitz, “Applications of the analytically derived asymptotic standard errors of item response theory item parameter estimates”; R. Meijer, “Using patterns of summed scores in paper-and-pencil tests and computer-adaptive tests to detect misfitting item score patterns”; B. Bridgeman & F. Cline, “Effects of differentially time-consuming tests on computer-adaptive test scores”; S.-Y. Chen & R. Ankenmann, “Effects of practical constraints on item selection rules at the early stages of computerized adaptive testing”; H. Huitzing, “An interactive method to solve infeasibility in linear programming test assembling models.”

Journal of Educational Technology Systems, 33,i (2004-2005): A. Darabi, M. Mackal, & D. Nelson, “Self-regulated learning of performance analysis as a complex cognitive skill: Contributions of an electronic performance support system (EPSS)”; J. Schoenfeld & Z. Berge, “Emerging ISD models for distance training programs”; N. Bodenhorn, “How students and school counselors use college computer search programs differently”; G. Malaney, “Student use of the Internet”; D. Pundak, A. Maharshak, & S. Rozner, “Successful pedagogy with Web Assignments Checker.”

32, iv (2003-2004): A. Pich & B. Kim, “Principles of ICT in education and implementation strategies in Singapore, the Province of Alberta in Canada, the United Kingdom, and the Republic of Korea”; L.-L. Chen, “Cooperative project-based learning and students’ learning styles on Web page development”; C. Wang & F. Dwyer, “Effects of three concept mapping strategies and prior knowledge in a Web-based learning environment”; M. Fisher & D. Tucker, “Games online: Social icebreakers that orient students to synchronous protocol and team formation”; I. DeOllos & D. Morris, “A re-examination of age and attitudes toward computers a decade later.”

32, ii & iii (2003-2004): S. Guidera, “Perceptions of the effectiveness of online instruction in terms of the seven principles of effective undergraduate education”; F.-Y. Yu, Y.-H. Liu, & T.-W. Chan, “A networked question-posing and peer assessment learning system: A cognitive enhancing tool”; Y. Zhang, “University students’ usage and perceptions of the Internet”; Y.-M. Wang, “Children’s Internet uses at home.”

Journal of Experimental Psychology: General, 133,iii (2004): N. Lavie, A. Hirst, J. de Fockert, & E. Viding, “Load theory of selective attention and cognitive control”; Z. Chen, L. Mo, & R. Honomichl, “Having the memory of an elephant: Long-term retrieval and the use of analogues in problem solving”; B. Burns & M. Wieth, “The Collider Principle in causal reasoning: Why the Monty Hall dilemma is so hard”; M. Kaschak & A. Glenberg, “This construction needs learned.”

Journal of Experimental Psychology: Human Perception and Performance, 30,v (2004): M. Tombu & P. Jolicoeur, “Virtually no evidence for virtually perfect time-sharing”; S. Thomas & R. Jordan, “Contributions of oral and extraoral facial movement to visual and audiovisual speech perception”; W. Duyck & M. Brysbaert, “Forward and backward number translation requires conceptual mediation in both balanced and unbalanced bilingual”; F. Bedford, “Analysis of a constraint on perception, cognition, and development: One object, one place, one time”; A. Morris & C. Harris, “Repetition blindness: Out of sight or out of mind?”; C. Davis & J. Bowers, “What do letter migration errors reveal about letter position coding in visual word recognition?”

30,iv (2004): R. Cusack, J. Deeks, G. Aikman, & R. Carlyon, “Effects of location, frequency region, and time course of selective attention on auditory scene analysis”; K. Oberauer & R. Kliegl, “Simultaneous cognitive operations in working memory after dual-task practice”; K. Rayner, J. Ashby, A. Pollatsek, & E. Reichle, “The effects of frequency and predictability on eye fixations in reading: Implications for the E-Z reader model”; W. van Zoest, M. Donk, & J. Theeuwes, “The role of stimulus-driver and goal-driven control in saccadic visual selection” R. Gordon, “Attentional allocation during the perception of scenes.”

30,iii (2004): J.-C. Sarrazin, M.-D. Giraudo, J. Pailhous, & R. Bootsma, “Dynamics of balancing space and time in memory: Tau and Kappa effects revisited”; l. Brancazio, “Lexical influences in audiovisual speech perception”; J. Vroomen & B. de Gelder, “Temporal ventriloquism: Sound modulates the flash-lag effect.”

Journal of Experimental Psychology: Learning, Memory, and Cognition, 30,vi (2004): T. Van Zandt & M. Maldonado-Molina, “Response reversals in recognition memory”; A. Winman, P. Hansson, & P. Juslin, “Subjective probability intervals: How to reduce overconfidence by interval evaluation”; M. Glanzer, A. Hilford, & K. Kim, “Six regularities of source recognition”; G. Ward & L. Tan, “The effect of the length of to-be-remembered lists and intervening lists on free recall: A reexamination using overt rehearsal”; M. Rinck & M. Denis, “The metrics of spatial distance traversed during mental imagery”; P. Delaney, K. Ericsson, & M. Knowles, “Immediate and sustained effects of planning in a problem-solving task”; R. Carlson & D. Cassenti, “Intentional control of event counting”; P. Pexman, Y. Hino, & S. Lupker, “Semantic ambiguity and the process of generating meaning from print”; F. MartRn, R. Bertram, T. H@iki`, R. Schreuder, & R. Baayen, “Morphological family size in a morphologically rich language: The case of Finnish compared with Dutch and Hebrew”; M. Masson, “When words collide: Facilitation and interference in the report of repeated words from rapidly presented lists”; K. Rayner, T. Warren, J. Juhasz, & S. Liversedge, “The effect of plausibility on eye movements in reading”; N. Unsworth, J. Schrock, & R. Engle, “Working memory capacity and the antisaccade task: Individual differences in voluntary saccade control”; P. Verhaeghen, J. Cerella, & C. Basak, “A working memory workout: How to expand the focus of serial attention from one to four items in 10 hours or less.”

30,v (2004): C. McKenzie, J. Wixted, & D. Noelle, “Explaining purportedly irrational behavior by modeling skepticism in task parameters: An example examining confidence in force-choice tasks”; E. Harley, K. Carlsen, & G. Loftus, “The ‘saw-it-all-along’ effect: Demonstrations of visual hindsight bias”; D. Rapp & H. Taylor, “Interactive dimensions in the construction of mental representations for text”; T. Domangue, R. Mathews, R. Sun, L. Roussel, & C. Guidry, “Effects of model-based and memory-based processing on speed and accuracy of grammar string generation”; A. Hohlfeld, J. Sangals, & W. Sommer, “Effects of additional tasks on language perception: An event-related brain potential investigation”; J. Folstein & C. Van Petten, “Multidimensional rule, unidimensional rule, and similarity strategies in categorization: Event-related brain potential correlates”; L.-X. Yang & S. Lewandowsky, “Knowledge partitioning in categorization: Constraints on exemplar models”; D. Norris, A. Baddeley, & M. Page, “Retroactive effects of irrelevant speech on serial recall from short-term memory”; C. Beaman, “The irrelevant sound phenomenon revisited: What role for working memory capacity.”

30,iv (2004): J. Clare & S. Lewandowsky, “Verbalizing facial memory: Criterion effects in verbal overshadowing”; R. Smith & U. Bayien, “A multinomial model of event-based prospective memory”; A. Criss & R. Shiffrin, “Interactions between study task, study time, and the low-frequency hit rate advantage in recognition memory”; P. Verkoeijen, R. Rikers, & H. Schmidt, “Detrimental influence of contextual change on spacing effects in free recall”; M. Avraamides, J. Loomis, R. Klatzky, & R. Golledge, “Functional equivalence of spatial representations derived from vision and language: Evidence from allocentric judgments”; V. Coltheart, S. Mondy, P. Dux, & L. Stephenson, “Effects of orthographic and phonological word length on memory for lists shown at RSVP and STM rates”; L. Taconnat & M. Isingrini, “Cognitive operations in the generation effect on a recall test: Role of aging and divided attention”; N. Mulligan, “Generation and memory for contextual detail”; S. Gennari, “Temporal references and temporal relations in sentence comprehension”; B. Whittlesea, “The perception of integrality: Remembering through the validation of expectation”; C. Young, “Contributions of metaknowledge to retrieval of natural categories in semantic memory.”

Journal of French Language Studies, 14,ii (2004): A. Oveney, “The alternation between l’on et on in spoken French”; G. Dostie, “Considérations sur la forme et le sens. Pis en français québécois. Une simple variante de puis? Un simple remplaçant de et?” E. Labeau, “Le(s) temps du compte rendu sportif”; B. Peeters, “Commencer: la suite, mais pas encore la fin”; K. Rottet, “Inanimate interrogatives and settlement patterns in Francophone Louisiana.”

14,i (2004): M. Picard, “/s/-deletion in Old French and the aftermath of compensatory lengthening”; A. Violin-Wigent, “Analyse des discours politiques des élections législatives de juin 2002: Linguistique et accommodation”; M. Kliffer, “Code and Norm revisited”; P. Hambye & M. Francard, “Le français dans la Communauté Wallonie-Bruxelles. Une variété en voie d’autonomisation?”

Journal of Language and Social Psychology, 23,iii (2004): S. Ivanko, P. Pexman, & K. Olineck, “How sarcastic are you? Individual differences and verbal irony”; L. Irmen & N. Rossberg, “Gender markedness of language: The impact of grammatical and nonlinguistic information on the mental representation of person information”; K. Kellermann & N. Palomares, “Topical profiling: Emergent, co-occuring, and relationally defining topics in talk”; S. Beaumont & S. Wagner, “Adolescent-parent verbal conflict: The roles of conversational styles and disgust emotions”; A. Colley, Z. Todd, M. Bland, M. Holmes, N. Khanom, & H. Pike, “Style and content in e-mails and letters to male and female friends.”

Journal of Memory and Language, 51,iv (2004): I. Bornkessel, B. McElree, M. Schlesewsky, & A. Friederici, “Multi-dimensional contributions to garden path strength: Dissociating phrase structure from case marking”; A. Christophe, S. Peperkamp, C. Pallier, E. Block, & J. Mehler, “Phonological phrase boundaries constrain lexical access I. Adult data”; A. Gout, A. Christophe, & J. Morgan, “Phonological phrase boundaries constrain lexical access II. Infant data”; B. New, M. Brysbaert, J. Segui, L. Ferrand, & K. Rastle, “The processing of singular and plural nouns in French and English”; M. Goldrick, “Phonological features and phonotactic constraints in speech production”; M. Bunting, A. Conway, & R. Heitz, “Individual differences in the fan effect and working memory capacity”; E. Jefferies, M. Ralph, & A. Baddeley, “Automatic and controlled processing in sentence recall: The role of long-term and working memory”; N. Gavens & P. Barrouillet, “Delays of retention, processing efficiency, and attentional resources in working memory span development.”

51,iii (2004): R. Bertram, A. Pollatsek, & J. Hy`n@, “Morphological parsing and the use of segmentation cues in reading Finnish compounds”; L. Moxey, A. Sanford, P. Sturt, & L. Morrow, “Constraints on the formation of plural reference objects: The influence of role, conjunction, and type of description”; C. Jarrold, N. Cowan, A. Hewes, and D. Ribey, “Speech timing and verbal short-term memory: Evidence for contrasting deficits in Down syndrome and Williams syndrome”; S. Silverberg & A. Samuel, “The effect of age of second language acquisition on the representation and processing of second language words”; R. Perfect, L.-J. Stark, J. Tree, C. Moulin, L. Ahmed, & R. Hutter, “Transfer appropriate forgetting: The cue-dependent nature of retrieval induced forgetting”; L. Carlson & S. Van Deman, “The space in spatial language”; L. Bott & I. Noveck, “Some utterances are underinformative: The onset and time course of scalar inferences”; J. Marazita & W. Merriman, “Young children’s judgment of whether they know names for objects: The metalinguistic ability it reflects and the processes it involves”; D. Gallo, J. Weiss, & D. Schacter, “Reducing false recognition with criterial recollection tests: Distinctiveness heuristic versus criterion shifts.”

Journal of Multilingual and Multicultural Development, 25,ii & iii (2004): A. Wierzbicka, “Preface: Bilingual lives, bilingual experience”; K. Rajagopalan, “Emotion and language politics: The Brazilian case”; A. Panayiotou, “Switching codes, switching code: Bilinguals’ emotional responses in English and Greek”; M. Besemeres, “Different languages, different emotions? Perspectives from autobiographical literature”; A. Pavlenko, “‘Stop doing that, la Komu Skazala!’: Language choice and emotions in parent-child communication”; J.-M. Dewaele, “The emotional force of swearwords and taboo words in the speech of multilinguals”; C. Harris, “Bilingal speakers in the lab: Psychophysiological measures of emotional reactivity”; J. Altarriba & T. Canary, “The influence of emotional arousal on affective priming in monolingual and bilingual speakers”; R. Schrauf & J. Sanchez, “The preponderance of negative emotion words in the emotion lexicon: A cross-generational and cross-linguistic study.”

25,i (2004): M. Al-Ali, “How to get yourself on the door of a job: A cross-cultural contrastive study of Arabic and English job application letters”; M. McKinnie & T. Priestly, “Telling tales out of school: Assessing linguistic competence in minority language fieldwork”; A. Moyer, “Accounting for context and experience in German (L2) language acquisition: A critical review of the research”; R. Pritchard, “Protestants and the Irish language: Historical heritage and current attitudes in Northern Ireland.”

Journal of Pidgin and Creole Languages, 19,ii (2004): P. Gonçalves, “Towards a unified vision of classes of language acquisition and change: Arguments from the genesis of Mozanbican African Portuguese”; Y. Rivera-Castillo & L. Pickering, “Phonetic correlates of stress and tone in a mixed system”; S. Kouwenberg & D. La Charité, “Echoes of Africa: Reduplication in Caribbean Creole and Niger-Congo languages”; J. Siegel, “Morphological elaboration”; A. Rajah-Carrim, “The role of Mauritian Creole in the religious practices of Mauritian Muslims.”

Journal of Pragmatics, 36,xii (2004): S. Predelli, “Semantic contextuality”; L. Wee, “‘Extreme communicative acts’ and boosting of illocutionary force”; D. Bell, “Correlative and non-correlative ‘on the other hand’.”

36,xi (2004): L. Grenoble, “Parentheticals in Russian”; J. Kang, “Telling a coherent story in a foreign language: Analysis of Korean EFL learners’ referential strategies in oral narrative discourse”; A. Fukada & N. Asato, “Universal politeness theory: Application to the use of Japanese honorifics”; H. Ladegaard, “Politeness in young children’s speech: Context, peer group influence and pragmatic competence”; W. Koyama, “Honorifics in critical-historical pragmatics: The linguistic ideologies of modernity, the national standard, and modern Japanese honorifics”; E. Akhimien, “The use of ‘how are you?’ in Nigerian society”; S. Murillo, “A relevance reassessment of reformulation markers.”

36,x (2004): R. Hooper, “Perception verbs, directional metaphor and point of view in Tokelauan discourse”; H. Dorgeloh, “Conjunction in sentence and discourse: Sentence-initial and and discourse structure”; K. Aijmer & A.-M. Simon-Vandenbergen, “A model and a methodology for the study of pragmatic markers: The semantic field of expectation”; T. Dahl, “Textual metadiscourse in research articles: A marker of national culture or of academic discipline?”; A. Clachar, “Creole discourse effects on the speech conjunctive system in expository texts”; A. Filipi & R. Wales, “Perspective-taking and perspective-shifting as socially situated and collaborative actions”; J. Léon, “Preference and ‘bias’ in the format of French news interviews: The semantic analysis of question-answer pairs in conversation”; I. Katzenberger, “The development of clause packaging in spoken and written texts.”

36,ix (2004): A. Wichmann, “The intonation of Please-requests: A corpus study”; Y.-O. Biq, “Construction, reanalysis, and stance: ‘V yi ge N’ and variations in Mandarin Chinese”; A. Byon, “Sociopragmatic analysis of Korean requests: Pedagogical settings”; N. Norrick, “Hyperbole, extreme case formation.”

36,viii (2004): M.-L. Helasvuo, “Shared syntax: The grammar of co-constructions”; M. Hayashi, “Projection and grammar: Notes on the ‘action-projecting’ use of the distal demonstrative are in Japanese”; J. Local & G. Walker, “Abrupt-joins as resource for the production of multi-unit, multi-action turns”; A. Koester, “Relational sequences in workplace genres”; H. Sun, “Opening moves in informal Chinese telephone conversations”; M. Egbert, “Other-initiated repair and membership categorization—some conversational events that trigger linguistic and regional membership categorization”; A. Edstrom, “Expressions of disagreement by Venezuelans in conversation: Reconsidering the influence of culture.”

Journal of Second Language Writing, 13,iii (2004): J. Williams & C. Severino, “The writing center and second language writers”; J. Williams, “Tutoring and revision: Second language writers in the writing center”; S. Weigle & G. Nelson, “Novice tutors and their ESL tutees: Three case studies of tutor roles and perceptions of tutorial success”; T. Thonus, “What are the differences? Tutor interactions with first- and second-language writers”; T. Silva & E. Patton, “Selected bibliography of recent scholarship in second language writing.”

13,ii (2004): X. You, “‘The choice made from no choice’: English writing instruction in a Chinese University”; P. Currie & E. Cray, “ESL literacy: Language practice or social practice?”; K. Hyland, “Disciplinary interactions: Metadiscourse in L2 postgraduate writing”; T. Silva & J. Kapper, “Selected bibliography of recent scholarship in second language writing.”

Journal of Teacher Education, 55,v (2004): M. Cochran-Smith, “Editorial: Stayers, leavers, lovers, and dreamers”; J. Shulman, “From inspired vision to impossible dream: The dangers of imbalanced mentoring”; J. Mergerum-Leys, “The nature and sharing of teacher knowledge of technology in a student teacher/mentor teacher pair”; R. Sutton, “Teaching under high-stakes testing: Dilemmas and decisions of a teacher educator.”

Language, 80,iii (2004): B. Joseph, “The Editor’s Department: On change in Language and change in language”; J. Pater, C. Stager, & J. Werker, “The perceptual acquisition of phonological contrasts”; N. Whitman, “Semantics and pragmatics of English verbal dependent coordination”; J. Anderson, “On the grammatical status of names”; S. Rose & R. Walker, “A typology of consonant agreement as correspondence”; A. Goldberg & R. Jackendoff, “The English resultative as a family of constructions”; J. Eska & D. Ringe, “Recent work in computational linguistic phylogeny”; J. Gruber & E. Gibson, “Measuring linguistic complexity independent of plausibility.”

Language and Cognitive Processes, 19,v (2004): K. Lemh`fer, T. Dijkstra, & M. Michel, “Three languages, one ECHO: Cognate effects in trilingual word recognition”; P. Gygax, A. Garnham, & J. Oakhill, “Inferring characters’ emotional states: Can readers infer specific emotions?”; M. Muneaux & J. Ziegler, “Locus of orthographic effects in spoken word recognition: Novel insights from the neighbour generation task.”

19,iv (2004): S.-P. Law, “A morphological analysis of object naming and reading errors by a Cantonese dyslexic patient”; J. Edwards, P. Pexman, & C. Hudson, “Exploring the dynamics of the visual word recognition system: Homophone effects in LDT and naming”; S. Mathey, C. Robert, & D. Zagar, “Neighbourhood distribution interacts with orthographic priming in the lexical decision task”; F. Meunier & W. Marslen-Wilson, “Regularity and irregularity in French verbal inflection.”

Language and Communication, 24,iv (2004): A. Hastings & P. Manning, “Introduction: Acts of alterity”; C. Ball, “Repertoires of registers: Dialect in Japanese discourse”; S. Coleman, “The nation, the state, and the neighbors: Personation in Irish-language discourse”; W. Koyama, “The linguistic ideologies of modern Japanese honorifics and the historic reality of modernity.”

Language Awareness, 13,iii (2004): C. Elder & D. Manwaring, “The relationship between metalinguistic knowledge and learning outcomes among undergraduate students of Chinese”; J. Ewald, “A classroom forum on small group work: L2 learners see, and change, themselves”; F. Hyland, “Learning autonomously: Contextualising out-of-class English language learning.”

13,ii (2004): Alessandro Benati, “The effects of processing instruction and its components on the acquisition of gender agreement in Italian”; J Bitchener, “The relationship between the negotiation of meaning and language learning: A longitudinal study”; P. Garcia, “Developmental differences in speech act recognition: A pragmatic awareness study”; V. Harris & M. Grenfell, “Language-learning strategies: A case for cross-curricular collaboration.”

Language in Society, 33,v (2004): J. Blommaert, “Writing as a problem: African grassroots writing, economies of literacy and globalization”; L. Chen, “Evaluation in media texts: A cross-cultural linguistic investigation”; D. MacBeth, “The relevance of repair for classroom correction”; A. Nonaka, “The forgotten endangered languages: Lessons on the importance of remembering from Thailand’s Ben Khor Sign Language.”

33,iv (2004): M. Bucholtz & K. Hall, “Theorizing identity in language and sexuality research”; H. Manning, “The streets of Bethesda: The slate quarrier and the Welsh language in the Welsh Liberal imagination”; S. Saft, “Conflict as an interactional accomplishment in Japanese: Arguments in university faculty meetings”; J. Aaron, “The gendered use of salirse in Mexican Spanish: Si me salía yo con las amigas, se enojaba.”

Language Learning, 54,iv (2004): J. Félix-Brasdefer, “Interlanguage refusals: Linguistic politeness and length of residence in the target community”; T. Deerwing, M. Rossiter, M. Munro, & R. Thomson, “Second language fluency: Judgments on different tasks”; R. Wayland & S. Guion, “Training English and Chinese listeners to perceive Thai tones: A preliminary report”; E. Jung, “Topic and subject prominence in interlanguage development.”

Language Learning and Technology, 8,iii (2004): [Online http://llt.msu.edu] W. Lam, “Second language socialization in a bilingual chat room: Global and local considerations”; J. Bloch, “Second language cyber rhetoric: A study of Chinese L2 writers in an online usenet group”; D. Koutsogiannis, “The Internet as a global discourse environment”; Y. Wang, “Supporting synchronous distance language learning with desktop videoconferencing”; L. Jones, “Testing L2 vocabulary recognition and recall using pictorial and written test items”; D. Chun, I. Thompson, & P. DaGrossa, “News from LLT”; J. LeLoup & R. Ponterio, “Virtual museums on the Web: El Museo Thyssen-Bornemisza”; B. Godwin-Jones, “Language in action: From webquests to virtual realities.”

Language Problems and Language Planning, 28,ii (2004): T. Reagan, “Multilingualism in South Africa: ‘Dit is nou ons erns’”; N. Alexander, “The politics of language planning in post-apartheid South Africa”; N. Kamwangamalu, “The language policy/language economics interface and mother-tongue education in post-apartheid South Africa”; V. Webb, “African languages as media of instruction in South Africa: Stating the case”; L. Wright, “Language and value: Towards accepting a richer linguistic ecology for South Africa”; S. Ridge, “Language planning in a rapidly changing multilingual society: The case of English in South Africa.”

The Language Teacher, 28,ix (2004): K. Bradford-Watts & A. O’Brien, “Interview with Marc Helgesen”; R. Biddle, D. Droukis, F. Eastley, M. Greisamer, H. Higa, C. Hunt, Y. Iijima & K. Okamoto, M. Kimura, S. Medina, A. Meyerhoff, Y. Sano, & J. Williams, “A dozen activities.”

Language Teaching, 37,ii (2004): B. Paltridge, “Academic writing”; Review articles: “Language teaching”; “Language learning”; “Reading and writing”; “Language testing”; “Teacher education”; “Bilingual education/bilingualism”; “Sociolinguistics”; “Applied linguistics.”

37,i (2004): T. O’Brien, “Writing in a foreign language: Teaching and learning”; A. Rizo-RodrRguez, “Current lexicographical tools in EFL: Monolingual resources for the advanced learner”; Review articles: “Language teaching”; “Language learning”; “Reading and writing”; “Language testing”; “Teacher education”; “Bilingualism”; “Sociolinguistics.”

Language Teaching Research, 8,iii (2004): P. Dufficy, “Predisposition to choose: The language of an information gap task in a multilingual primary classroom”; Y. Sheen, “Corrective feedback and learner uptake in communicative classrooms across instructional settings”; A. Mackey, C. Polio, & K. McDonough, “The relationship between experience, education and teachers’ use of incidental focus-on-form techniques”; R. Zhang, “Using the principles of Exploratory Practice to guide group work in an extensive reading class in China.”

Linguistic Inquiry, 35,iv (2004): A. Cardinaletti & U. Shlonsky, “Clitic positions and restructuring in Italian”; A. Watanabe, “The genesis of negative concord: Syntax and morphology of negative doubling”; Ž. Boškovic, “Topicalization, focalization, lexical insertion, and scrambling”; M. Marlo & N. Pharris, “Which wic is which? Prefixing and suffixing in Klamath full-root reduplication”; J. Rubach, “Derivation in optimality theory: A reply to Burzio”; M. Akiyama, “Multiple nominative constructions in Japanese and economy”; R. Bhatt & A. Joshi, “Semilinearity is a syntactic invariant: A reply to Michaelis and Kracht 1997”; M. Gordon, “Positional weight constraints in optimality theory”; L. Haegerman, “A DP-internal anaphor agreement effect.”

Multilingua, 23,iii (2004): C. Davies, “Developing awareness of crosscultural pragmatics: The case of American/German sociable interaction”; R. Blackwood, “Corsican distanciation strategies: Language purification or misguided attempts to reverse the gallicisation process?”; B. Hanna & J. de Nooy, “Negotiating cross-cultural difference in electronic discussion”; K. Smith, “‘I am me, but who are you and what are we?’: The translation of personal pronouns and possessive determiners in advertising texts.”

ReCALL, 16,i (2004): L. Murray, “New literacies in language learning and teaching: Selected papers from EUROCALL 2003”; R. O’Dowd & K. Eberbach, “Guides on the side? Tasks and challenges for teachers in telecollaborative projects”; C. Basanta, “Pedagogical aspects of the design and content of an online course for the development of lexical competence: ADELEX”; S. Cushion, “Increasing accessibility by pooling digital resources”; C. Greenman, “Coaching Academic English through voice and text production models”; P. Kiernan & K. Aizawa, “Cell phones in task based learning—Are cell phones useful language learning tools?”; J. Hughes, C. McAvinia, & T. King, “What really makes students like a Web site? What are the implications for designing Web-based language learning sites?”; D. Brett, “Computer generated feedback on vowel production by learners of English as a second language”; D. Campbell, “Delivering an online translation course”; C. Leahy, “Observations in the computer room: L2 output and learner behaviour”; C. Solé & R. Mardomingo, “Trayectorias: A new model for online task-based learning”; A. Chambers & Q. O’Sullivan, “Corpus consultation and advanced learners’ writing skills in French”; Y. Tsubota, M. Dantsuji, & T. Kawahara, “An English pronunciation learning system for Japanese students based on diagnosis of critical pronunciation errors”; M. Orsini-Jones, “Supporting a course in new literacies and skills for linguists with a Virtual Learning Environment. Results from a staff/student collaborative action-research project at Coventry University”; F. Rosell-Aguilar, “WELL done and well liked: Online information literacy skills and learner impressions of the Web as a resource for foreign language learning”; A. Corda & S. Jager, “ELLIPS: Providing Web-based language learning for Higher Education in the Netherlands”; U. Felix, “A multivariate analysis of secondary students’ experience of Web-based language acquisition.”

15,ii (2003): J. Thompson, “Editorial”; P. Rogerson-Revell, “Developing a cultural syllabus for business language e-learning”; V. Weber & A. Abel, “Preparing language exams: An online learning system with dictionary and email tandem”; R. Bebski, “Analysis of research in CALL (1980–2000) with a reflection on CALL as an academic discipline”; A. Fuentes, “The use of corpora and IT in a comparative evaluation approach to oral business English”; M. Saarenkunnas, L. Juure, & P. Taalas, “The polycontextual nature of computer-supported learning—theoretical and methodological perspectives”; M. Hoshi, “Examining a mailing list in an elementary Japanese language class”; F. Mishan & B. Strunz, “An application of XML to the creation of an interactive resource for authentic language learning tasks.”

Second Language Research, 20,iv (2004): J. Barcroft, “Effects of sentence writing in second language lexical acquisition”; E. Gavruseva, “Root infinitives in child second language English: An aspectual features account”; J. Brown, “Resources on quantitative/statistical research for applied linguistics.”

Studies in Second Language Acquisition, 26,iv (2004): F. Eckman, “From phonemic differences to constraint rankings: Research on second language phonology”; P. Escudero & P. Boersma, “Bridging the gap between L2 speech perception research and phonological theory”; M. Leeser, “The effects of topic familiarity, mode, and pausing on second language learners’ comprehension and focus on form.”

TESOL Quarterly, 38,iii (2004): K. Davis & E. Skilton-Sylvester, “Looking back, taking stock, moving forward: Investigating gender in TESOL”; A. Simon-Maeda, “The complex construction of professional identities: Female EFL educators in Japan speak out”; D. Gordon, “‘I’m tired. You clean and cook.’ Shifting gender identities and second language socialization”; B. Hruska, “Constructing gender in an English dominant kindergarten: Implications for second language learners”; A. Lin, R. Grant, R. Kubota, S. Motha, G. Sachs, S. Vandrick, & S. Wong, “Women faculty of color in TESOL: Theorizing our lived experiences”; B. Norton & A. Pavlenko, “Addressing gender in the ESL/EFL classroom”; B. Schmenk, “Language learning: A feminine domain? The role of stereotyping in constructing gendered learner identities”; A. Brown & T. McNamara, “‘The devil is in the detail’: Researching gender issues in language assessment.”

Text, 24,iii (2004): S. Sarangi, “Editorial: Mediated interpretation of hybrid textual environments”; J.-O. _stman & A.-M. Simon-Vandenbergen, “Introduction”; F. Ungerer, “Ads as news stories, news stories as ads: The interaction of advertisements and editorial texts in newspapers”; G. Lauerbach, “Political interviews as hybrid genre”; A.-M. Simon-Vandenbergen, “Intersubjective positioning in talk shows: A case study from British TV”; J.-O. _stman, “The postcard as media”; G. Kress, “Commentary: Media discourse—extensions, mixes, and hybrids: Some comments on pressing issues.”

World Englishes, 23,iii (2004): J. Wong, “Reduplication of nominal modifiers in Singapore English: A semantic and cultural interpretation”; L. Makelela, “Making sense of BSAE for linguistic democracy in South Africa”; P. Tan, “Evolving naming patterns: Anthroponymics within a theory of the dynamics of non-Anglo Englishes”; P. Shaw, P. Gillaerts, E. Jacobs, O. Palermo, M. Shinohara, & J. Verckens, “Genres across cultures: Types of acceptability variation”; A. Pandey, “Culture, gender, and identity in cross-cultural personals and matrimonials”; J. Lee, “Linguistic hybridization in K-Pop: Discourse of self-assertion and resistance”; A. Tajima, “Fatal miscommunication: English in aviation safety”; H. Matsuura, M. Fujieda, & S. Mahoney, “The officialization of English and ELT in Japan: 2000.”