In Other Professional Journals

Volume 89, Issue 3

Compiled by
MARYANN WEBER
&
CHRISTINE M. CAMPBELL

American Educational Research Journal, 42,ii (2005): J. Booher-Jennings, "Below the bubble: `Educational triage' and the Texas accountability system"; H. Marsh & S. Kleitman, "Consequences of employment during high school: Character building, subversion of academic goals, or a threshold?"

Applied Cognitive Psychology, 19,v (2005): C.-C. Cargon & H. Leder, "The repeated evaluation technique (RET). A method to capture dynamic effects of innovativeness and attractiveness."

Applied Cognitive Psychology, 19,iii (2005): A. Piolat, T. Olive, & R. Kellogg, "Cognitive effort during note taking"; G. Cook, R. Marsh, & J. Hicks, "Associating a time-based prospective memory task with an expected context can improve or impair intention completion"; D. Rohrer, K. Taylor, H. Pashler, H. Wixted, & N. Cepeda, "The effect of overlearning on long-term retention."

Applied Cognitive Psychology, 19,ii (2005): F. Gobet, "Chunking models of expertise: Implications for education"; T. Van Gog, F. Pass, & J. Van Merri?nboer, "Uncovering expertise-related differences in troubleshooting performance: Combining eye movement and concurrent verbal protocol data."

Applied Linguistics, 26,ii (2005): H. Waring, "Peer tutoring in a graduate writing centre: Identity, expertise, and advice resisting"; A. Cekaite & K. Aronsson, "Language play, a collaborative resource in children's L2 learning"; N. Bell, "Exploring L2 language play as an aid to SLL: A case study of humour in NS-NNS interaction"; M. Smith & J. Truscott, "Stages or continua in second language acquisition: A MOGUL solution"; S. Lindstromberg & F. Boers, "From movement to metaphor with manner-of-movement verbs"; R. Sheen & R. O'Neill, "Tangles up in form: Critical comments on `Teacher's stated beliefs about incidental focus on form and their classroom practices' by Basturkmen, Loewen, and Ellis."

Applied Psycholinguistics, 26,ii (2005): A. Lhtonen & P. Bryant, "Active players or just passive bystanders? The role of morphemes in spelling development in a transparent orthography"; B. Munson & M. Babel, "The sequential cueing effect in children's speech production"; D. Bishop, C. Adams, K. Nation, & S. Rosen, "Perception of transient nonspeech stimuli is normal in specific language impairment: Evidence from glide discrimination"; L. Bedore & L. Leonard, "Verb inflections and noun phrase morphology in the spontaneous speech of Spanish-speaking children with specific language impairment"; S. Lambacher, W. Martens, K. Kakehi, C. Marasinghe, & G. Molholt, "The effects of identification training on the identification and production of American English vowels by native speakers of Japanese"; H. Juul, "Knowledge of context sensitive spellings as a component of spelling competence: Evidence from Dutch"; J. Jiménez, E. Garc?a, R. Ortiz, I. Hern?ndez-Valle, R. Guzm?n, M. Rodrigo, A. Estévez, A. D?az, & S. Hern?ndez, "Is the deficit in phonological awareness better explained in terms of task differences or effects of syllable structure?"; V. Goetry, S. Urbain, J. Morais, & R. Kolinsky, "Paths to phonemic awareness in Japanese: Evidence from a training study."

Asian Journal of English Language Teaching, 14 (2004): J. Liu, "Co-constructing academic discourse from the periphery: Chinese applied linguists' centripetal participation in scholarly publication"; D. Lu, Y. Li, & Y. Huang, "Unpacking learner factors in L2 learning: A comparative study of students from Hong Kong and Mainland China"; Y. Gao, Y. Zhao, Y. Cheng, & Y. Zhou, "Motivation types of Chinese university undergraduates"; H. Xu & X. Jiang, "Achievement motivation, attributional beliefs, and EFL learning strategy use in China"; M. Hao, M. Liu, & R. Hao, "An empirical study on anxiety and motivation in English as a foreign language"; M. Liang, "A corpus-based study of intensifiers in Chinese EFL learners' oral production"; A. Poole, "An exploratory study of focus on form instruction: How advanced ESL writers attend to form during group work."

Assessing Writing, 10,i (2005): A. Cumming, R. Kantor, K. Baba, U. Erdosy, K. Eouanzoui, & M. James, "Differences in written discourse in independent and integrated prototype tasks for next generation TOEFL"; A. Green, "EAP study recommendations and score gains on the IELTS Academic Writing test."

Babel, 50,iv (2004): S. Brownlie, "Derridian-inspired ideas for the conduct of translators"; C. Zhu, "Translation studies in China or Chinese-related translation studies: Defining Chinese translation studies"; A. Ali, "A study of antonymous and synonymous couplings in Arabic with reference to translation."

British Journal of Educational Psychology, 75,ii (2005): L. Fawcett & A. Garton, "The effect of peer collaboration on children's problem-solving ability"; J. Simpson & J. Everatt, "Reception class predictors of literacy skills"; C. Bowyer-Crane & M. Snowling, "Assessing children's inference generation: What do tests of reading comprehension measure?"; F. Cano, "Epistemological beliefs and approaches to learning: Their change through secondary school and their influence on academic performance"; R. Nadolski, P. Kirschner, J. Eroen, & J. van Merri?nboer, "Optimizing the number of steps in learning tasks for complex skills"; T. Dahl, M. Bals, & A. Turi, "Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?"; J. M?iier, "Paradoxical effects of praise and criticism: Social, dimensional and temporal comparisons"; J. Ireson & S. Hallam, "Pupils' liking for school: Ability grouping, self-concept and perceptions of teaching."

British Journal of Educational Psychology, 75,i (2005): K. Ripley & N. Yuill, "Patterns of language impairment and behaviour in boys excluded from school"; L, Kester, P. Kerschner, & J. van Merri?nboer, "The management of cognitive load during complex cognitive skill acquisition by means of computer-simulated problem solving"; C. Escribe & N. Huet, "Knowledge accessibility, achievement goals, and memory strategy maintenance"; A. Glassner, M. Weinstock, & Y. Neuman, "Pupils' evaluation and generation of evidence and explanation in argumentation."

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 61,iv (2005): J. White & C. Turner, "Comparing children's oral ability in two ESL programs"; G. Jean, "Intégration de la grammaire dans l'enseignement des langues secondes: le cas des exercices grammaticaux"; T. Nadasdi, R. Mougeon, & K. Rehner, "Learning to speak everyday (Canadian) French"; J. Ewald, "Language-related episodes in an assessment context: A `small-group quiz'."

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 61,iii (2005): I. Iqbal, "Mothertongue and motherhood: Implications for French language maintenance in Canada"; E. Gatbonton & N. Segalowitz, "Rethinking communicative language teaching: A focus on access to fluency"; M. Horst, "Learning L2 vocabulary through extensive reading: A measurement study"; H. Knoerr & A. Weinberg, "L'enseignement de la prononciation en français langue seconde: de la cassette au cédérom"; T.-H. He, "Effects of mastery and performance goals on the composition strategy use of adult EFL writers."

Cognitive Linguistics, 16,i (2005): R. Botne, "Cognitive schemas and motion verbs: COMING and GOING in Chindali (Eastern Bantu)"; B. Hampe, "When down is not bad, and up not good enough: A usage-based assessment of the plus-minus parameter in image-schema theory"; T. Huumo, "How fictive dynamicity motivates aspect marking: The riddle of the Finnish quasi-resultative construction"; T. Nesset, "Allomorphy in the usage-based model: The Russian past passive participle"; K. Nikiforidou, "Conceptual blending and the interpretation of relatives: A case study from Greek"; ?. ?zçali?kan, "Metaphor meets typology: Ways of moving metaphorically in English and Turkish"; A. Theakston, E. Lieven, J. Pine, & C. Rowland, "The acquisition of auxiliary syntax: BE and HAVE."

Computers and Composition, 22,ii (2005): M. Turnlehy, "Contextualized design: Teaching critical approaches to web authoring through redesign projects"; K. Fleckenstein, "Faceless students, virtual places: Emergence and communal accountability in online classrooms"; E. Strenski, C. Feagin, & J. Singer, "Email small group peer review revisited"; S. Kirtley, "Students' views on technology and writing: The power of personal history>"

Computers and Composition, 22,i (2005): G. Kress, "Gains and losses: New forms of texts, knowledge, and learning"; R. Fortune, "`You're not in Kansas anymore': Interactions among semiotic modes in multimodal texts"; A. Wysocki, "awaywithwords: On the possibilities in unavailable designs."

Cross-Cultural Research, 39,ii (2005): D. Dedrick, "Explanation and color-naming research"; K. Jameson, "Why GRUE? An interpoint-distance model analysis of composite color categories"; R. MacLaury, "So-called brightness in color ethnography: Potentials for LCD technology in fieldwork and categorization research."

Cross-Cultural Research, 39,i (2005): K. Jameson, "Introductory remarks on cognition, culture, and color experience"; G. Paremei, "Singing the Russian blues: An argument for culturally basic color terms"; P. Kay, "Color categories are not arbitrary"; D. Roberson, "Color categories are culturally diverse in cognition as well as in language"; C. Hardin, "Explaining basic color categories"; K. Jameson, "On the role of culture in color naming: Remarks on the articles of Parmei, Kay, Roberson, and Hardin on the topic of cognition, culture, and color experience"; D. Cournoyer & B. Malcolm, "Evaluating claims universals: A method analysis approach."

Current Issues in Language Planning, 5,i (2004): A. Liddicoat, "Language planning for literacy: Issues and implications"; L. Stevens, "Early literacy policy: National and local instantiations"; M. Muthwii, "Language planning and literacy in Kenya: Living with unresolved paradoxes"; E. Cray & P. Currie, "Conceptions of literacy in Canadian immigrant language training"; C. Chua, "Singapore's literacy policy and its conflicting ideologies."

Discourse and Society, 16,iv (2005): M. Billig & K. MacMillan, "Metaphor, idiom and ideology: The search for `no smoking guns' across time"; D. Hyatt, "Time for a change: A critical discoursal analysis of synchronic context with diachronic relevance."

Discourse and Society, 16,iii (2005): S.-H. Kuo & M. Nakamura, "Translation or transformation: a case study of language and ideology in the Taiwanese press"; H. Kotthoff, "Bilingual couples talk: The discursive construction of hybridity."

Discourse Processes, 40,i (2005): W. Horton & R. Gerrig, "Conversational common ground and memory processes in language production"; J. Dunlosky & K. Rawson, "Why does rereading improve metacomprehension accuracy? Evaluating the levels-of-disruption hypothesis for the rereading effect"; H. Zhang & R. Hoosain, "Activation of themes during narrative reading."

Discourse Processes, 39,ii & iii (2005): W. Kintsch, "An overview of top-down and bottom-up effects in comprehension: The CI perspective"; T. Trabasso & J. Wiley, "Goal plans of action and inferences during comprehension of narratives"; N. Wolfe, J. Magliano, & B. Larsen, "Causal and semantic relatedness in discourse understanding and representation"; M. Singer & E. Richards, "Representing complex narrative goal structures: Competing memory-based and situational influences"; A. Sanford & S. Garrod, "Memory-based approaches and beyond"; R. Gerrig & E. O'Brien, "The scope of memory-based processing"; S. Guéraud, M. Harmon, & K. Peracchi, "Updating situation models: The memory-based contribution"; A. Cook & S. Guéraud, "What have we been missing? The role of general world knowledge in discourse processing"; D. Long & R. Lea, "Have we been searching for meaning in all the wrong places? Defining the `search after meaning' principle in comprehension"; P. van den Broek, D. Rapp, & P. Kendeou, "Integrating memory-based and constructionist processes in accounts of reading comprehension."

Education Action Research, 13,ii (2005): K. Roulston, R. Legette, M. DeLoach, & C. Pittman, "What is `research' for teacher-researchers?"; G. Edwards, "Researching thinking skills strategies in a primary school: Challenging technical-rationalist orthodoxies of learning?"; D. Goodwin, T. Arthaud, G. Ragan, & S. Geroge, "Valuing the promise. Wrestling with the process: Reflections on ITV teaching and learning in teacher education"; P. Angelides, M. Evangelou, & J. Leigh, "Implementing a collaborative model of action research for teacher development"; H. Burchell & J. Dyson, "Action research in higher education: Exploring ways of creating and holding the space for reflection"; M. Hadfield, "Knowledge production, its management and action research."

Education Action Research, 13,i (2005): H. Altrichter, "The role of the `professional community' in action research"; M. Woolhouse, "You can't do it on your own: Gardening as an analogy for personal learning from a collaborative action research group"; B. Comber, "Making use of theories about literacy and justice: Teachers re-searching practice"; C. Trevitt, "Universities learning to learn? Inventing flexible (e)learning through first- and second-order action research"; R. Phillips & S. Hollingsworth, "From curriculum to activism: A graduate degree program in literacy to develop teachers as leaders for equity through action research"; M. Walker, "Amartya Sen's capability approach and education"; D. James: "The love puddle: A simple story and some difficult questions"; J. Neumann, "Kurt Lewin at the Tavistock Institute"; P. Thomson, "Developing the textual turn: Tracking the grammar of research case records."

Educational Research, 47,ii (2005): M. Wright & O. McGrory, "Motivation and the adult Irish language learner"; T. Bramley, "Accessibility, easiness and standards." Educational Researcher, 34,v (2005): M. Chatterji, "Evidence on `what works': An argument for extended-term mixed-method (ETMM) evaluation designs"; S. Roudenbush, "Learning from attempts to improve schooling: The contribution of methodological diversity"; S. Kana`iaupuni, "Ka`ak?lai K? Kanada: A call for strengths-based approaches from a native Hawaiian perspective."

Educational Researcher, 34,iv (2005): M. Eisenhart & R. DeHaan, "Doctoral preparation of scientifically based education researchers"; A. Sfard & A. Prusak, "Telling identities: In search of an analytic tool for investigating learning as a culturally shaped activity"; K. Rager, "Self-care and the qualitative researcher: When collecting data can break your heart."

Educational Researcher, 34,iii (2005): E. Davis & J. Srajcik, "Designing educative curriculum materials to promote teacher learning"; A. Gitlin, "Inquiry, imagination, and the search for a deep politic"; B. Carolan & G. Natriello, "Data-mining journals and books: Using the science of networks to uncover the structure of the educational research community."

Educational Technology, Research, and Development, 53,ii (2005): N. Daddagh & K. Denisar, "Assessing team-based instructional design problem solutions of hierarchical versus heterarchial web-based hypermedia cases"; S. Gerber, L. Scott, D. Clements, & J. Sarama, "Instructor influence on reasoned argument in discussion boards"; S. McKenney & J. Van Den Akker, "Computer-based support for curriculum designers"; M. Dickey, "Engaging by design: How engagement strategies in popular computer and video games can inform instructional design"; J. McDonald, S. Yanchar, & R. Osguthorpe, "Learning from programmed instruction: Examining implications for modern instructional technology"; J. Underwood, C. Hoadley, H. Lee, K. Hollebrands, C. DiGiano, & K. Renninger, "IDEA: Identifying design principles in education applets"; L. Lohr, "Online learning: Personal reflections on the transformation of education"; A. Johari, "Intercultural Internet-based learning: Know your audience and what it values."

Educational Technology, Research, and Development, 53,i (2005): M. Liu & S. Bera, "An analysis of cognitive tool use patterns in a hypermedia learning environment"; M. Griffin & D. Robinson, "Does spatial or visual information in maps facilitate text recall? Reconsidering the conjoint retention hypothesis"; C. Hoadley, "Instructional systems design and the learning sciences: A citation analysis"; J. Dunlap, "Problem-based learning and self-efficacy: How a capstone course prepares students for a profession"; S. Barab, M. Thomas, T. Dodge, R. Carteaux, & H. Tuzun, "Making learning fun: Quest Atlantis, a game without guns."

ELT Journal, 59,iii (2005): A. Frankenberg-Garcia, "Pedagogical uses of monolingual and parallel concordances"; Z. Eslami-Rasekh, "Raising the pragmatic awareness of language learners"; L. Gourlay, "Directions and indirect action: Learner adaptation of a classroom task"; N. Ibrahim & S. Penfield, "Dynamic diversity: New dimensions in mixed composition classes"; C. Sowden, "Plagiarism and the culture of multilingual students in higher education abroad"; D. Liu, "Plagiarism in ESOL students: Is cultural conditioning truly the major culprit?"; C. Sowden, "Reply to Dilin Liu"; S. Karmani, "`Linguistic imperialism' 10 years on: An interview with Robert Phillipson"; J & C. Hadfield, "What is English? With commentary by Jennifer Jenkins"; D. Eastment, "Websites for the language teacher: Teachers' favourites."

ELT Journal, 59,ii (2005): S. Dogancay-Aktuna, "Intercultural communication in English language teacher education"; G. Beckett & T. Slater, "The Project Framework: A tool for language, content, and skills integration"; I. Timmis, "Towards a framework for teaching spoken grammar"; M. Tan, "Authentic language or language errors? Lessons from a learner corpus"; P. Stapleton, "Evaluating web-sources: Internet literacy and L2 academic writing"; G. Perrin, "Teachers, testers, and the research enterprise--a slow meeting of minds"; P. Keer, "The use of jargon in teacher education"; L. Taylor, "Washback and impact."

English for Specific Purposes, 24,iii (2005): N. Harwood, "`I hoped to counteract the memory problem, but I made no impact whatsoever': Discussing methods in computing science using I"; B. Kanoksilapatham, "Rhetorical structure of biochemistry research articles"; J. Jackson, "An inter-university, cross-disciplinary analysis of business education: perceptions of business faculty in Hong Kong"; A. Peterlin, "Text-organising metatext in research articles: An English-Slovene contrastive analysis"; L. Flowerdew, "An integration of corpus-based and genre-based approaches to text analysis in EAP/ESP: Countering criticism against corpus-based methodologies"; C. Nickerson, M. Gerritsen, & F. van Meurs, "Raising student awareness of the use of English for specific business purposes in the European context: A staff-student project"; D. Banks, "On the historical origins of nominalized process in scientific text."

English Today, 21,ii (2005): A. Al-Dabbagh, "Globalism and the universal language"; C. Butcher, "The case against the `native speaker'"; J. Alatis, "Kachru's circles and the growth of professionalism in TESOL"; I. Cortés, J. Ramirez, M. Rivera, M. Viada, & J. Fayer, "Dame un hamburger plain con ketchup y papitas"; A. Kaye, "Gemination in English"; R. Smith, "Global English: Gift or curse?"; M. Bulley, "Unicode for beginners."

English World-Wide, 26,ii (2005): R. Mesthrie, "Putting back the horse before the cart: The `spelling form' fallacy in Second Language Acquisition studies, with special reference to the treatment of unstressed vowels in Black South African English"; U. Gut, "Nigerian English prosody"; D. Deterding, "Emergent patterns in the words of Singapore English"; K. Hazen, "Mergers in the mountains: West Virginia division and unification."

English World-Wide, 26,i (2005): S. Kiesling, "Variation, stance and style: Word-final -er, high rising tone, and ethnicity in Australian English"; R. Graham, "Partial creolization, restructuring and convergence in Bay Islands Englishes"; V. de Klerk, "Expressing levels of intensity in Xhosa English."

Foreign Language Annals, 38,ii (2005): D. Frantzen & S. Magnan, "Anxiety and the true beginner--false beginner dynamic in beginning French and Spanish classes"; Z. Moore, "African-American students' opinions about foreign language study: An exploratory study of low enrollments at the college level"; R. Sparks, J. Javorsky, & L. Ganschow, "Should the Modern Language Aptitude Test be used to determine course substitutions for and waivers of the foreign language requirement?"; M. Ingram, "Recasting the foreign language requirement through study abroad: A cultural immersion program in Avignon"; D. Lear, "Spanish for working medical professionals: Linguistic needs"; M. Morris, "Two sides of the communicative coin: Honors and nonhonors French and Spanish classes in a Midwestern high school"; D. Alley, "A study of Spanish II high school students' discourse during group work"; T. Bell, "Behaviors and attitudes of effective foreign language teachers: Results of a questionnaire study"; D. Berh? & V. Defferding "Communication, culture, and curiosity: Using target-culture and student-generated art in the second language classroom"; J. deHaan, "Acquisition of Japanese as a foreign language through a baseball video game."

French Review, 78,vi (2005): M. Peters, "Développement des compétences en français langue seconde au Québec"; C. Dio, "La vie des mots."

Hispania, 88,ii (2005): L. Hurtado, "Condicionamientos sint?ctico-sem?nticos de la expresi?n del sujeto en el espa?ol colombiano."

Hispania, 88,i (2005): E. Sehnalek & M. Warford, "Relatos de experiencias propias como estrategia en la ense?anza-aprendizaje de una segunda lengua"; R. Sanders, "Community based learning in rural Guatemala"; L. Gonz?lez, "On the difference between washing machines and waiting lists."

International Journal of Applied Linguistics, 15,ii (2005): C. Leung, "Convivial communication: Recontextualizing communicative competence"; C. Brumfit, F. Myles, R. Mitchell, B. Johnston, & P. Ford, "Language study in higher education and the development of criticality"; M. Swain & S. Lapkin, "The evolving sociopolitical context of immersion education in Canada: Some implications for program development"; S. Lindemann, "Who speaks `broken English'? US undergraduates' perceptions of non-native English"; M. Lind, "Conversation--more than words. A Norwegian case study of the establishment of a contribution in aphasic interaction"; R. Wodak, "Understanding and explaining social change: `Déjà vu' experiences."

International Journal of Bilingual Education and Bilingualism, 8,ii/iii (2005): N. Hornberger, "Introduction: Heritage/community language education: US and Australian perspectives"; H. Boland, "Heritage languages and community identity building: The case of a language of lesser status"; A. Pauwels, "Maintaining the community language in Australia: Challenges and roles for families"; R. Baldauf, "Coordinating government and community support for community language teaching in Australia: Overview with special attention to New South Wales"; A. Mercurio, "Heritage languages at upper secondary level in South Australia"; C. Nicholls, "Death by a thousand cuts: Indigenous language bilingual education programmes in the Northern Territory of Australia"; M. de Courcy, "Policy challenges for bilingual and immersion education in Australia: Literacy and language choices for users of aboriginal languages, Ausian and Italian"; G. Tucker, "Innovative language education programmes for heritage language students: The special case of Puerto Ricans?"; C. Elder, "Evaluating the effectiveness of heritage language education: What role for testing?"; O. Kagan, "In support of a proficiency-based definition of heritage language learners: The case of Russian."

International Journal of Bilingual Education and Bilingualism, 8,i (2005): N. Coupland, H. Bishop, A. Williams, E. Garrett, & P. Garrett, "Affiliation, engagement, language use and vitality: Secondary school students' subjective orientations to Welsh and Welshness"; Q. Dixon, "Bilingual education policy in Singapore: An analysis of its sociohistorical roots and current academic outcomes"; R. Tsokalidou, "Raising `bilingual awareness' in Greek primary schools"; D. Morris, "Patterns of language preference among bilingual (Filipino-English) boys."

International Journal of Corpus Linguistics, 10,ii (2005): G. Kaltenb?ck, "It-extrapolation in English: A functional view"; A. Stefanowitsch, "The function of metaphor: Developing a corpus-based perspective"; C.-C. Shei, "Fixedness in genre-specific language and intercultural differences: Comparing English and Chinese fire news corpora"; C. Lemay, M.-C. L'Homme, & P. Drouin, "Two methods for extracting `specific' singe-word terms from specialized corpora: Experimentation and evaluation."

International Journal of Instructional Media, 31,iv (2004): K. Schuh, "Students' spontaneous use of information from media sources: What and how do they link?"; C. Wang & F. Dwyer, "Effect of varied concept mapping strategies on student achievement of different educational outcomes"; M. Ruffini, "Designing an emap to teach multimedia applications online"; R. Clariana, "The instructional effects of matching or mismatching lesson and posttest screen color"; E. Liu, "A pilot study of workshop-based instruction via the Web"; W. Beasley & M. Jarvis, "Client-side image maps: Achieving accessibility and section 508 compliance."

International Journal of Intercultural Relations, 28,vi (2004): A. Montreuil & R. Bourhis, "Acculturation orientations of competing host communities toward valued and devalued immigrants"; S. Schalk-Soekar, F. van de Vijver, & M. Hoogsteder, "Attitudes toward multiculturalism of immigrants and majority members in the Netherlands"; M. Harvey & T. Kiessling, "The negative effects of being a `late' newcomer during an expatriation assignment"; C. Barmeyer, "Learning styles and their impact on cross-cultural training: An international comparison in France, Germany and Quebec"; M. Khuri, "Working with emotion in educational intergroup dialogue."

International Journal of Qualitative Studies in Education, 18,iii (2005): M. Gonick & J. Hladki, "Who are the participants? Rethinking representational practices and writing with heterotopic possibility in qualitative inquiry"; B. Davis & D. Sunara, "Challenging images of knowing: Complexity science and educational research"; J. Worthy, "`It didn't have to be so hard': The first years of teaching in an urban school."

International Review of Applied Linguistics in Language Teaching, 43,ii (2005): M. Yamada, "Task proficiency and L1 private speech"; M.-N. Guillot, "Il y a des gens qui disent que...`there are people who say that...' Beyond grammatical accuracy in LF learners' writing: Issues of non-nativeness"; T. Kondo, "Overpassivization in second language acquisition."

International Review of Applied Linguistics in Language Teaching, 43,i (2005): P. Robinson, "Cognitive complexity and task sequencing: Studies in a componential framework for second language task design"; L. Chen, "Transivity in media texts: Negative verbal process sub-functions and narrator bias"; E. Latenberg, "The judgment, perception, and production of consonant clusters in a second language."

Interpreting, 7,i (2005): M. Russo, "Simultaneous film interpreting and users' feedback"; C. Petite, "Evidence of repair mechanisms in simultaneous interpreting: A corpus-based analysis"; B. Ahrens, "Prosodic phenomena in simultaneous interpreting: A conceptual approach and its practical application"; R. Edwards, B. Temple, & C. Alexander, "Users' experiences of interpreters: The critical role of trust"; A. Clifford, "Putting the exam to the test: Psychometric validation and interpreter certification."

Japan Association for Language Teaching, 27,i (2005): Y. Hosoda, "Directives and assessments in Japanese native and nonnative conversation"; Y. Hato, "Problems in top-down goal setting in second language education: A case study of the action plan to cultivate `Japanese with English abilities'"; J. Gebhard, "Awareness of teaching through action research: Examples, benefits, limitations"; P. Westrick, "Score reliability and placement testing"; H. Brauer, "Short-term overseas study programs: A survey of private junior high schools in Tokyo."

Journal of Child Language, 32,i (2005): H. Behrens & U. Gut, "The relationship between prosodic and syntactic organization in early multiword speech"; A. Ninio, "Testing the role of semantic similarity in syntactic development"; E. Masur, V. Flynn, & D. Eichorst, "Maternal responsive and directive behaviours and utterances as predictors of children's lexical development"; M. Rispoli, "When children reach beyond their grasp: Why some children make pronoun case errors and others don't"; K. Nation, M. Snowling, & P. Clarke, "Production of the English past tense by children with language comprehension impairments"; A. Krott & E. Nicoladis, "Large constituent families help children parse compounds."

Journal of Educational Measurement, 42,ii (2005): P. Monahan & R. Ankenmann, "Effect of unequal variances in proficiency distributions on type-I error of the Mantel-Haenszel chi-square test for differential item functioning"; A. Cohen & D. Bolt, "A mixture model analysis of differential item functioning"; H. Finch & B. Habing, "Comparison of NOHARM and DETECT in item cluster recovery: Counting dimensions and allocating items"; C. Ding, M. Davison, & A. Petersen, "Multidimensional scaling analysis of growth and change"; A. Kamata & R. Tate, "The performance of a method for the long-term equating of mixed-format assessment."

Journal of Educational Research, 98,vi (2005): C. Siegel, "Implementing a research-based model of cooperative learning"; S. Lawrence, "Contextual matters: Teachers' perceptions of the success of antiracist classroom practices"; R. Beghetto, "Preservice teachers' self-judgments of test taking."

Journal of Educational Research, 98,v (2005): R. Toutkoushian & T. Curtis, "Effects of socioeconomic factors on public high school outcomes and rankings"; B. Frey, S. Lee, N. Tollefson, L. Pass, & D. Massengill, "Balanced literacy in an urban school district"; L. Kyriakides, "Evaluating school policy on parents working with their children in class"; D. Nichols, "Block-schedules high schools: Impact on achievement in English and language arts"; S.-S. Shih, "Role of achievement goals in children's learning in Taiwan."

Journal of English for Academic Purposes, 4,ii (2005): S. Granville & L. Dison, "Thinking about thinking: Integrating self-reflection into an academic literacy course"; M. Garner & E. Borg, "An ecological perspective on content-based instruction"; L. Flowerdew, "Integrating traditional and critical approaches to syllabus design: The `what', the `how' and the `why?'"; N. Harwood, "What do we want EAP teaching materials for?"

Journal of Experimental Education, 73,ii (2005): G. Bahr & D. Dansereau, "Bilingual knowledge maps (BiK maps) as a presentation format: Delayed recall and training effects"; V. Sierra, A. Solanas, & V. Quera, "Randomization tests for systematic single-case designs are not always appropriate."

Journal of Experimental Education, 73,i (2004): R. Perrine & A. King, "Why do you want to see me? Students' reactions to a professor's request as a function of attachment and note clarity"; ?. Fidalgo, D. Ferreres, & J. Mu?iz, "Liberal and conservative differential item functioning detection using Mantel-Haenszel and SIBTEST: Implications for Type 1 and Type 2 error rates"; S. McMahon, D. Roes, & M. Parks, "Multiple intelligences and reading achievement: An examination of the Teel Inventory of Multiple Intelligences"; N. Silver, J. Hittner, & K. May, "Testing dependent correlations with nonoverlapping variables: A Monte Carlo simulation"; R. Tate, "Interpreting hierarchical linear and hierarchical generalized linear models with slopes as outcomes."

Journal of Experimental Psychology: Human Perception and Performance, 31,iii (2005): R. H?bner & G. Volberg, "The integration of object levels and their content: A theory of global/local processing and related hemispheric differences"; S. McDonald & R. Shillcock, "Toward an appropriate baseline for measures of eye movement behavior during reading."

Journal of Experimental Psychology: Human Perception and Performance, 31,ii (2005): M.-C. Lien, E. Ruthruff, R. Remington, & J. Johnston, "On the limits of advance preparation for a task switch: Do people prepare all the task some of the time or some of the task all the time?"; R. Hughes & D. Jones, "The impact of order incongruence between a task-irrelevant auditory sequence and a task-relevant visual sequence"; I. Berent & M. Marom, "Skeletal structure of printed words: Evidence from the Stroop task"; D. Kerzel & N. Ziegler, "Visual short-term memory during smooth pursuit eye movements."

Journal of Experimental Psychology: Human Perception and Performance, 31,i (2005): K. Lamberts, "Interpretation of orthographic uniqueness point effects in visual word recognition"; C. Ballaz, C. Peyrin, L. Boutsen, G. Humphreys, & C. Marendaz, "Visual search for object orientation can be modulated by canonical orientation"; M. Richardson, K. Marsh, & R. Schmidt, "Effects of visual and verbal interaction on unintentional interpersonal coordination"; S. Gilbert, "Does task-set reconfiguration create cognitive slack?"

Journal of Experimental Psychology: Learning, Memory, and Cognition, 31,iii (2005): R. Lea, E. Mulligan, & J. Walton, "Accessing distant premise information: How memory feeds reasoning"; A. Hollingworth, "The relationship between online visual representation of a scene and long-term scene memory"; F. Parmentier, G. Elford, & M. Maybery, "Transitional information in spatial serial memory: Path characteristics affect recall performance"; J. Morgan & A. Meyer, "Processing of extrafoveal objects during multiple-object naming"; J. Van Berkum, C. Brown, P. Zwitserlood, V. Kooijman, & P. Hagoort, "Anticipating upcoming words in discourse: Evidence from ERPs and reading times"; H. Branigan, M. Pickering, & J. McLean, "Priming prepositional phrase attachment during comprehension"; K. Rothermund, D. Wentura, & J. De Houwer, "Retrieval of incidental stimulus-response associations as a source of negative priming"; A. Brown, S. Zoccoli, & M. Leahy, "Cumulating retrieval inhibition in semantic and lexical domains"; M. Taube-Schiff & N. Segalowitz, "Linguistic attention control: Attention shifting governed by grammaticized elements of language"; M. Naveh-Benjamin, "Divided attention in younger and older adults: Effects of strategy and relatedness on memory performance and secondary task costs"; T. Yamauchi, "Labeling bias and categorical induction: Generative aspects of category information"; C. Brainerd & R. Wright, "Forward association, backward association, and the false-memory illusion"; H. Park, L. Reder, & D. Dickison, "The effects of word frequency and similarity on recognition judgments: The role of recollection."

Journal of Experimental Psychology: Learning, Memory, and Cognition, 31,ii (2005): A. Koriat & R. Bjork, "Illusions of competence in monitoring one's knowledge during study"; P. Foo, W. Warren, A. Duchon, & M. Tarr, "Do humans integrate routes into a cognitive map? Map- versus landmark-based navigation of novel shortcuts"; M. Waldmann & Y. Hagmayer, "Seeing versus doing: Two modes of accessing causal knowledge"; F. Arcediano, H. Matute, M. Escobar, & R. Miller, "Competition between antecedent and between subsequent stimuli in causal judgments"; T. Beckers, J. De Houwer, O. Pine?o, & R. Miller, "Outcome additivity and outcome maximality influence cue competition in human causal learning"; M. Blair & D. Homa, "Integrating novel dimensions to eliminate category exceptions: When more is less"; G. Lacroix, G. Giguère, & S. Larochelle, "The origin of exemplar effects in rule-driven categorization"; C. Kent & K. Lamberts, "An exemplar account of the bow and set-size effects in absolute identification"; C. Mclennan & P. Luce, "Examining the time course of indexical specificity effects in spoken word recognition"; K. Malmberg & R. Shiffrman, "The `one-shot' hypothesis for content storage"; U. Mayr & R. Bryck, "Sticky rules: Integration between abstract rules and specific actions."

Journal of Language and Social Psychology, 24,ii (2005): R. Bello & R. Edwards, "Interpretation of messages: The influence of various forms of equivocation, face concerns, and sex differences"; C. Clopper, B. Conrey, & D. Pisoni, "Effects of talker gender on dialect categorization."

Journal of Memory and Language, 53,ii (2005): J. Hoffman, "Parallels between spatial cognition and spatial language"; S. Dopkins, "The role of recognition memory in anaphor identification"; M. Traxler, "Working memory, animacy, and verb class in the processing of relative clauses"; L. Onnis, P. Monaghan, K. Richmond, & N. Chater, "Phonology impacts segmentation in online speech processing"; V. Thompson, "Persuading and dissuading by conditional argument"; S. Howell, D. Jankowicz, & S. Becker, "A model of grounded language acquisition: Sensorimotor features"; S. Frisson & L. Frazier, "Carving up word meaning: Portioning and grinding"; S. Brown-Schmidt, "Beyond salience: Interpretation of personal and demonstrative pronouns."

Journal of Memory and Language, 53,i (2005): M. Traxler, "Context effects in coercion: Evidence from eye movements"; C.-M. Longtin & F. Meunier, "Morphological decomposition in early visual word processing"; R. Cubelli, L. Lotto, D. Paolieri, M. Girelli, & R. Job, "Grammatical gender in bare noun production: Evidence from the picture-word interference paradigm"; E. Ameel, G. Stroms, B. Malt, & S. Sloman, "How bilingual solve the naming problem"; M. Swerts & E. Krahmer, "Audiovisual prosody and feeling of knowing"; J. Wiley, "A fair and balanced look at the news: What affects memory for controversial arguments?"; L. Jones & Z. Estes, "Metaphor comprehension as attributive categorization"; N. Speer & J. Zacks, "Temporal changes as event boundaries: Processing and memory consequences of narrative time shifts"; P. Gupta, J. Lipinski, B. Abbs, & L. Po-Han, "Serial position effects in nonword repetition."

Journal of Multi-lingual and Multicultural Development, 26,iii (2005): M. Al-Khatib & M. Al-Ali, "Language and cultural maintenance among the gypsies of Jordan"; G. Barkhuizen & U. Knock, "Missing Afrikaans: `Linguistic longing' among Afrikaans-speaking immigrants in New Zealand"; J. Choi, "Bilingualism in Paraguay: Forty years after Rubin's study"; B. Echeverria, "Language attitudes in San Sebastian: The Basque vernacular as challenge to Spanish language hegemony."

Journal of Multi-lingual and Multicultural Development, 26,ii (2005): R. Appel & R. Schoonen, "Street language: A multilingual youth register in the Netherlands"; J.-M. Dewaele, "Sociodemographic, psychological and politicocultural correlates in Flemish students' attitudes towards French and English"; T. Dorjee & H. Giles, "Cultural identity in Tibetan diasporas"; A. St-Hilaire, "Louisiana French immersion education: Cultural identity and grassroots community development"; J. Edwards: "Language families and family languages."

Journal of Multi-lingual and Multicultural Development, 26,i (2005): B. Chiswick & P. Miller, "Linguistic distance: A quantitative measure of the distance between English and other languages"; N. Kheimels & A. Epstein, "Languages of science in the era of nation-state formation: The Israeli universities and their (non)participation in the revival of Hebrew"; G. Sonck, "Language of instruction and instructed languages in Mauritius"; H. Vari-Bogiri, "A sociolinguistic survey of Araki: A dying language or Vanuatu"; D. Sutcliffe, "The endless debate: The elusive consensus on African American English."

Journal of Pidgin and Creole Languages, 20,i (2005): S. M?hleisen, "Introduction: Creole languages in creole literatures: Status and standardization"; A. Deumert, "Praatjies and boerenbrieven popular literature in the history of Afrikaans"; B. Lalla, "Creole and Respec' in the development of Jamaican literary discourse"; G. Lang, "Basilects in creole literatures: Examples from Sranan, Capeverdian Crioulo and Antillean Kréyol"; S. Romaine, "Orthographic practices in the standardization of pidgins and creoles: Pidgin in Hawai'i as anti-language and anti-standard"; J. Siegel, "Creolization outside Creolistics."

Journal of Pragmatics, 37,viii (2005): I. Tchizmarova, "Hedging functions of the Bulgarian discourse marker xajde"; D. Blakemore, "and-parentheticals"; V. de Klerk, "Procedural meanings of well in a corpus of Xhosa English"; N. Harwood, "`Nowhere has anyone attempted... In this article I aim to do just that'. A corpus-based study of self-promotional I and we in academic writing across four disciplines"; V. Vivanco, "The absence of connectives and the maintenance of coherence in publicity texts"; K. Sleurs & G. Jacobs, "Beyond preformulation: An ethnographic perspective on press releases"; C. Dalton-Puffer, "Negotiating interpersonal meanings in naturalistic classroom discourse: Directives in content-and-language-integrated classrooms"; L. Hoye, "`You may think that; I couldn't possibly comment!' Modality studies: Contemporary research and future directions. Part 1."

Journal of Pragmatics, 37,vii (2005): R.-J. Wu, "`There is more here than meets the eye!': The use of final ou in two sequential positions in Mandarin Chinese conversation"; N. Amfo, "Modal marking in Akan: the case of anka"; A. Grindsted, "Interactive resources used in semi-structured research interviewing"; C. Fukuda, "Children's use of the masu form in play scenes"; P. Toledo, "Genre analysis and reading of English as a foreign language: Genre schemata beyond text typologies."

Journal of Pragmatics, 37,vi (2005): E. Refaie, "`Our purebred ethnic compatriots': Irony in newspaper journalism"; S. Maynard, "Another conversation: Expressivity of Mitaina and inserted speech in Japanese discourse"; K. Chui, "Temporal patterning of speech and iconic gestures in conversational discourse"; B. Cappelle & R. Declerck, "Spatial and temporal boundedness in English motion events"; J. Hellermann, "The sequential and prosodic co-construction of a `quiz game' activity in classroom talk."

Journal of Second Language Writing, 14,i (2005): L. Liu, "Rhetorical education through writing instruction across cultures: A comparative analysis of select online instructional materials on argumentative writing"; D. Reynolds, "Linguistic correlates of second language literacy development: Evidence from middle-grade learner essays"; R. Kaplan & R. Baldauf, "Editing contributed scholarly articles from a language management perspective"; T. Silva & E. Patton, "Selected bibliography of recent scholarship in second language writing."

Journal of Teacher Education, 56,iii (2005): D. Labaree, "Life on the margins"; F. Hess, "The predictable, but unpredictably personal, politics of teacher licensure"; R. Allington, "Ignoring the policy makers to improve teacher preparation"; D. Berliner, "The near impossibility of testing for teacher quality"; P. Earley, "Meanings, silos, and high-stakes advocacy"; G. Gay, "Politics of multicultural teacher education"; G. Ladson-Billings, "Is the team all right? Diversity and teacher education"; N. Michelli, "The politics of teacher education: Lessons from New York City"; L. Moll & E. Arnot-Hopffer, "Sociocultural competence in teacher education"; J. Obidah & T. Howard, "Preparing teachers for `Monday morning' in the urban school classroom: Reflecting on our pedagogies and practices as effective teacher educators"; K. Haycock, "Choosing to matter more"; N. Zimpher & K. Howey, "The politics of partnerships for teacher education redesign and school renewal"; B. Berry, "The future of teacher education"; J. Fraser, "Notes toward a new progressive politics of teacher education"; R. Yinger, "A public politics for a public profession."

Language, 81,ii (2005): M. Aronoff, I. Meir, & W. Sandler, "The paradox of sign language morphology"; C. Kennedy & L. McNally, "Scale structure, degree modification, and the semantics of gradable predicates"; L. Nakhleh, D. Ringe, & T. Warnow, "Perfect phylogenetic networks: A new methodology for reconstructing the evolutionary history of natural languages"; K. Demuth, M. Machobane, F. Moloi, & C. Odato, "Learning animacy hierarchy effects in Sesotho double object applicatives."

Language, 81,i (2005): B. Joseph, "The Editor's Department: Thoughts on transitions: From diachrony to decladia"; E. Cowper, "The geometry of interpretable features: Infl in English and Spanish"; M. Crowhurst & L. Michael, "Iterative footing and prominence-driven stress in Nanti (Kampa)"; P. Farrell, "English verb-preposition constructions: Constituency and order"; M. Baker, R. Aranovich, & L. Golluscio, "Two types of syntactic noun incorporation: Noun incorporation in Mapudungun and its typological implications"; P. Foulkes, G. Docherty, & D. Watt, "Phonological variation in child-directed speech."

Language Awareness, 14,i (2005): R. Berry, "Making the most of metalanguage"; A. Fortune, "Learners' use of metalanguage in collaborative form-focuses L2 output tasks"; M. Robinson, "Metalanguage in L1 English-speaking 12-year-olds: Which aspects of writing do they talk about?"; U. Jessner, "Multilingual metalanguage, or the way multilinguals talk about their language."

Language in Society, 34,iii (2005): P. Garrett, "What a language is good for: Language socialization, language shift, and the persistence of code-specific genres in St. Lucia"; M.-L. Lai, "Language attitudes of the first postcolonial generation in Hong Kong"; H. Tanaka, "Grammar and the `timing' of social action: Word order and preference organization in Japanese"; Q. Zhang, "A Chinese yuppie in Beijing: Phonological variation and the construction of a new professional identity."

Language in Society, 34,ii (2005): A. Georgakopoulou, "Styling men and masculinities: Interactional and identity aspects at work"; Y. Sunaoshi, "Historical context and intercultural communication: Interactions between Japanese and American factory workers in the American South"; L. Wee, "Class-inclusion and correspondence models as discourse types: A framework for approaching metaphorical discourse"; J. Wong, "`Why you so Singlish one?' A semantic and cultural interpretation of the Singapore English particle one."

Language Learning, 55,ii (2005): A. Guiora, "The language sciences--the challenges ahead: A farewell address"; V. Erdener & D. Burnham, "The role of audiovisual speech and orthographic information in nonnative speech production"; V. Rydland & V. Aukrust, "Lexical repetition in second language learner's peer play interaction"; A. Clachar, "Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse"; S.-Y. Lee, "Facilitating and inhibiting factors in English as a foreign language written performance: A model testing with structural equation modeling."

Language Learning, 55 Supplement 1 (2005): R. DeKeyser, "What makes learning second-language grammar difficult? A review of issues"; J. Goldschneider & R. DeKeyser, "Explaining the `natural order of L2 morpheme acquisition' in English: A meta-analysis of multiple determinants"; S. Carroll, "Input and SLA: Adults' sensitivity to different sorts of cues to French gender"; V. Kempe & P. Brooks, "The role of diminutives in the acquisition of Russian gender: Can elements of child-directed speech aid in learning morphology?"; J. Williams & P. Lovatt, "Phonological memory and rule learning."

Language Learning, 55,i (2005): L. Dekydtspotter & S. Outcalt, "A syntactic bias in scope ambiguity resolution in the processing of English-French cardinality interrogatives: Evidence for informational encapsulation"; R. Major, S. Fitzmaurice, F. Bunta, & C. Balasubramanian, "Testing effects of regional, ethnic, and international dialects of English on listening comprehension"; M. Wang & K. Koda, "Commonalities and differences in word identification skills among learners of English as a second language"; C. Kiss & M. Nikolov, "Developing, piloting, and validating an instrument to measure young learners' aptitude"; R. Sparks, J. Javorsky, & L. Philips, "Comparison of the performance of college students classified as ADHD, LD, and LD/ADHD in foreign language courses."

Language Problems and Language Planning, 29,i (2005): B. M?hl?usler & P. M?hl?usler, "Simple English in the South Seas Evangelical Mission: Social context and linguistic attributes"; R. Portela, "Problemas de comunicaci?n derivados de la lengua en el ?mbito mar?timo"; P. Tan, "The medium-of-instruction debate in Malaysia: English as a Malaysian language?"; R. Scott, "Many calls, little action: Global illiteracy in the United States."

The Language Teacher, 29,v (2005): M. Guest, "A response to Peaty's Global issues in EFL: Education or indoctrination?"; B. Herschler, "Teaching collocational awareness in the EFL classroom"; J. Boston, "The grey zone and task-based learning."

Language Testing, 22,iii (2005):N. Fugueras, B. North, S. Takala, N. Verhelst, & P. Van Avermaet, "Relating examinations to the Common European Framework: A manual"; C. Weir, "Limitations of the Common European Framework for developing comparable examinations and tests"; J. Alderson & A. Huhta, "The development of a suite of computer-based diagnostic tests based on the Common European Framework"; D. Little, "The Common European Framework and the European Language Portfolio: Involving learners and their judgements in the assessment process"; A. Hasselgreen, "Assessing the language of young learners"; T. Eckes, M. Ellis, V. Kalnberzina, K. Piorn, C. Springer, K. Szoll?s, & C. Tsagari, "Progress and problems in reforming public language examinations In Europe: Cameos from the Baltic States, Greece, Hungary, Poland, Slovenia, France and Germany"; R. Green & D. Wall, "Language testing in the military: Problems, politics and progress."

Language Testing, 22,ii (2005): P. Broadfoot, "Dark alleys and blind bends: Testing the language of learning"; Q. Luxia, "Stakeholders' conflicting aims undermine the washback function of a high-stakes test"; L. Trites & M. McGroarty, "Reading to learn and reading to integrate: New tasks for reading comprehension tests?"; H. Uiterwijk & T. Vallen, "Linguistic sources of item bias for second generation immigrants in Dutch tests"; A. Bailey, "Test review."

Language Testing, 22,i (2005): R. Schoonen, "Generalizability of writing scores: An application of structural equation modeling"; S.-K. Shin, "Did they take the same test? Examinee language proficiency and the structure of language tests"; V. Malabonga, D. Kenyon, & H. Carpenter, "Self-assessment, preparation and response time on a computerized oral proficiency test"; W. Cheng & M. Warren, "Peer assessment of language proficiency."

Language Teaching Research, 9,iii (2005): B. Morrison, "Evaluating learning gain in a self-access language learning centre"; L. Murphy, "Attending to form and meaning: The experience of adult distance learners of French, German and Spanish"; M. Poehner & J. Lantolf, "Dynamic assessment in the language classroom"; D. Allwright, "Introduction"; G. Hu, "Using peer review with Chinese ESL student writers."

Language Teaching Research, 9,ii (2005): A. Shapiro & D. Waters, "An investigation of the cognitive processes underlying the keyword method of foreign vocabulary learning"; R. Erlam, "Language aptitude and its relationship to instructional effectiveness in second language acquisition"; M. Evans & L. Fisher, "Measuring gains in pupils' foreign language competence as a result of participation in a school exchange visit: The case of Y9 pupils at three comprehensive schools in the UK"; D. Allwright, "Practitioner research"; A. Slimani-Rolls, "Rethinking task-based language learning: What we can learn from the learners."

Language Teaching Research, 9,ii (2005): A. Benati, "The effects of processing instruction, traditional instruction and meaning-output instruction on the acquisition of the English past simple tense"; D. Allwright, "Practitioner research"; C. Gunn, "Prioritizing practitioner research: An example from the field."

Lingua, 115,ix (2005): D. Barner & A. Bale, "No nouns, no verbs? A rejoinder to Panagiotidis"; P. Panagiotidis, "Against category-less roots in syntax and word learning: Objections to Barner and Bale (2002)"; C. de Cat, "French subject clitics are not agreement markers"; J. Bernstein & C. Tortora, "Two types of possessive forms in English"; C. Kitagawa, "Typological variations of head-internal relatives in Japanese"; S. Featherston, "That-trace in German"; E. Bonet & M.-R. Lioret, "Against serial evaluation in Optimality Theory"; A. Omar, "Words of the world: The Global Language System."

Lingua, 115,vii (2005): L. Cornips & C. Poletto, "On standardising syntactic elicitation techniques (part 1)"; C. Tagalog & T. Batak, "Infixation and segmental constraint effects: UM and IN in Tagalog"; L. Stowe, M. Haverkort, & F. Zwarts, "Rethinking the neurological basis of language"; M. Bakro-Nagy, "The Uralic language family, facts, myths and statistics."

Lingua, 115,vi (2005): Y. Winter, "On some problems of (in)definiteness within flexible semantics"; A. Munn, "Number and indefinites"; R. Zamparelli, "The structure of (in)definiteness."

Linguistics and Education, 15,iii (2004): J. Davies, "`We know what we're talking about, don't we?' An examination of girls' classroom-based learning allegiances"; A. Kramer-Dahl, "Constructing adolescents differently: On the value of listening to Singapore youngsters talking popular culture texts"; E. Csomay, "Linguistic variation within university classroom talk: A corpus-based perspective"; L. Pozzer-Ardenghi & W.-M. Roth, "Photographs in lectures: Gestures as meaning-making resources."

Multilingua, 24,i/ii (2005): A. Jaworski, "Introduction: Silence in institutional and intercultural contexts"; J. Cotterill, "`You do not have to say anything...': Instructing the jury on the defendant's right to silence in the English criminal justice system"; A. Julé, "Speaking their sex: A study of gender and linguistic space in an ESL classroom"; M. O'Malley, "Silence as a means of preserving the status quo: The case of ante-natal care in Ireland"; H. Spencer-Oatey & J. Xing, "Silence in an intercultural business meeting: Multiple perspectives and interpretations"; I. Nakane, "Negotiating silence and speech in the classroom"; D. Galasi?ski & A. Galasi?ska, "Untold stories and the construction of identity in narratives of ethnic conflict on the Polish-German border"; A. Jaworski, R. Fitzgerald, & O. Constantinou, "Busy saying nothing new: Live silence in TV reporting of 9/11."

RELC Journal, 36,i (2005): Q. Gu, "Intercultural experience and teacher professional development"; N. Zachjarias, "Teachers' beliefs about internationally-published materials: A survey of tertiary English teachers in Indonesia"; W. Tsou, "The effects of cultural instruction on foreign language learning"; D. Jarrell & M. Freiermuth, "The motivational power of Internet chat"; T. Shanmuganathan, "Ethics and the observer's paradox"; W. Fen, "English in Myanmar."

RELC Journal, 35,iii (2004): J. Jackson, "Language and cultural immersion: An ethnographic case study"; S. Culhane & C. Umeda, "Authentic second language interaction in an instructional setting: Assessing an inter-class exchange program"; W. Baker & K. Boonkit, "Learning strategies in reading and writing: EAP contexts"; A. Sharp, "Strategies and predilections in reading expository text: The importance of text patterns"; I. McGrath, "The representation of people in educational materials"; G. Poedjosoedarmo, "English in Brunei Darussalam: Portrait of a vital language with an elusive role."

RELC Journal, 35,ii (2004): S Rogers, "Evaluating textual coherence: a case study of university business writing by EFL and native English-speaking students in New Zealand"; T. Paribakht, "The role of grammar in second language lexical processing"; S. Ramachandran & H. Rahim, "Meaning recall and retention: The impact of the translation method on elementary level learners' vocabulary learning"; B. Mason & S. Krashen, "Is form-focused vocabulary instruction worthwhile?"; W. Tsang, "Feedback and uptake in teacher-student interaction: An analysis of 18 English lessons in Hong Kong secondary classrooms"; N. Lee & Y. Huang, "To be or not to be--the variable use of the verb be in the interlanguage of Hong Kong Chinese children"; B. Foo & C. Richards, "English in Malaysia."

Second Language Research, 21,iii (2005): S. Montrul, "Second language acquisition and first language loss in adult early bilinguals: Exploring some differences and similarities"; T. Parodi & I.-M. Tsimpli, "`Real' and apparent optionality in second language grammars: Finiteness and pronouns in null operator structures."

Second Language Research, 21,ii (2005): C. Felser, "Experimental psycholinguistic approaches to second language acquisition"; D. Papadopoulou, "Reading-time studies of second language ambiguity resolution"; A. Juffs, "The influence of first language on the processing of wh-movement in English as a second language"; J. Mueller, "Electrophysiological correlates of second language processing"; C. Frenck-Mestre, "Eye-movement recording as a tool for studying syntactic processing in a second language: A review of methodologies and experimental findings."

Studies in Second Language Acquisition, 27,ii (2005): J. Hulstijn, "Theoretical and empirical issues in the study of implicit and explicit second-language learning: Introduction"; R. Ellis, "Measuring implicit and explicit knowledge of a second language: A Psychometric study"; N. Tokowicz & B. Mac Whinney, "Implicit and explicit measures of sensitivity to violations in second language grammar: An event-related potential investigation"; N. De Jong, "Can second language grammar be learned through listening? An experimental study"; P. Robinson, "Cognitive abilities, chunk-strength, and frequency effects in implicit artificial grammar and incidental L2 learning: Replications of Reber, Walkenfeld, and Hernstadt (1991) and Knowlton and Squire (1996) and their relevance for SLA"; J. Williams, "Learning without awareness"; N. Ellis, "At the interface: Dynamic interactions of explicit and implicit language knowledge."

System, 33,ii (2005): R. Ellis, "Principles of instructed language learning"; F. Boers & S. Lindstromberg, "Finding ways to make phrase-learning feasible: The mnemonic effect of alliteration"; A. Mackey & R. Silver, "Interactional tasks and English L2 learning by immigrant children in Singapore"; S. Gieve & R. Clark, "`The Chinese approach to learning': Cultural trait or situated response? The case of a self-directed learning programme"; S.-J. Kang, "Dynamic emergence of situational willingness to communicate in a second language"; H.-T. Min, "Training students to become successful peer reviewers"; C. Shei, "Translation commentary: A happy medium between translation curriculum and EAP"; P. Grainger, "Second language learning strategies and Japanese: Does orthography make a difference?"; T. Shortall & D. Evans, "Demographic distribution as an influence on course content in distance and campus-based TEFL programmes"; Y. Cui & S. Bull, "Context and learner modelling for the mobile foreign language learner."

TESL Reporter, 38,i (2005): M. Liu, "Reticence in oral English language classrooms: A case study in China"; M. Brock & Y. Nagasaka, "Teaching pragmatics in the EFL classroom? SURE you can!"; R. Diab, "EFL university students' preferences for error correction and teacher feedback on writing"; K. Zimmerman, "Newly placed versus continuing students: Comparing vocabulary size"; A. Yang, J. Cheung, C. Chung, J. Mak, & V. Tam, "Tackling issues among remedial class students: A problem-based approach."

TESOL Quarterly, 39,ii (2005): J. Menard-Warwick, "Intergenerational trajectories and sociopolitical context: Latina immigrants in adult ESL"; M.Gebhard, "School reform, hybrid discourses, and second language literacies"; D. Palfreyman, "Othering in an English language program"; E. Nemtchinova, "Host teachers' evaluations of nonnative-English-speaking teacher trainees--a perspective from the classroom"; B. Lynch & P. Shaw, "Portfolios, power, and ethics"; G. Beckett & S. Macpherson, "Researching the impact of English on minority and indigenous languages in non-western contexts"; T. Nguyen & J. Ingram, "Vietnamese acquisition of English word stress"; J. Séror, "Computers and qualitative date analysis: Paper, pens, and highlighters vs. screen, mouse, and keyboard"; S Jones, "English and the African diaspora."

TESOL Quarterly, 39,i (2005): D. Allwright, "From teaching points to learning opportunities and beyond"; B. Smith, "The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication"; M. Hawkins, "Becoming a student: Identity work and academic literacies in early schooling"; X. Yaoying, J. Gelfer, & P. Perkins, "Using peer tutoring to increase social interactions in early schooling"; B. Schmenk, "Globalizing learner autonomy"; V. Ramanathan, "Seepages, contact zones, and amalgam: Internationalizing TESOL."

World Englishes, 24,ii (2005): A. Sweeting & E. Vickers, "On colonizing `colonialism': The discourses of the history of English in Hong Kong"; C. Joseph, "Language in contact and literatures in conflict: text, context, and pedagogy"; P. Watkhaolarm, "Think in Thai, write in English: Thainess in Thai English literature"; J. Aguilar-S?nchez, "English in Costa Rica"; M. Michieka, "English in Kenya: A sociolinguistic profile"; S. Dimova, "English in Macedonia"; R. Cohen, "English in Mongolia"; M. Reichelt, "English in Poland"; E. Nickels, "English in Puerto Rico"; I. Ustinova, "English in Russia"; S. Do?ançay & Z. Kiziltepe, "English in Turkey."