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In Other Professional JournalsVolume 89, Issue 4Compiled
by Annual Review of Language Acquisition, 3,i (2004): P. Boersma & C. Levelt, “Optimality Theory and phonological acquisition”; K. Charkova, “Early foreign language education and metalinguistic development: A study of monolingual, bilingual and trilingual children on noun definition tasks”; E. Chen, “Language convergence and bilingual acquisition: The case of conditional constructions”; K. Deen, “The acquisition of inflectional prefixes in Nairobi Swahili.” Applied Cognitive Psychology, 19,i (2005): M. Davis, M. McMahon, K. Greenwood, “The efficacy of mnemonic components of the cognitive interview: Towards a shortened variant for time-critical investigations”; A. Mo? & R. De Beni, “Stressing the efficacy of the Loci method: Oral presentation and the subject generation of the Loci pathway with expository passages.” CALICO Journal, 22,ii (2005): D. Hardison, “Contextualized computer-based L2 prosody training: Evaluating the effects of discourse context and video input”; K. Al-Seghayer, “ESL readers’ perceptions of reading in well structured and less structured hypertext environment”; S. Rilling, A. Dahlman, S. Dodson, C. Boyles, & O. Pazvant, “Connecting CALL theory and practice in preservice teacher education and beyond: Processes and products”; K. Kabata, G. Wiebe, & T. Chao, “Challenge of developing and implementing multimedia courseware for a Japanese language program”; A. Weinberg, “Les Chansons de la francophonie web site and its web-usage-tracking systems in an advanced listening comnprehension course”; M. Hager, “Using German web sites to teach culture in German courses”; M. Don, “An investigation of the fundamental characteristics in quality online Spanish instruction.” Canadian Modern Language Review/La Revue canadienne des langues vivantes, 61,ii (2004): S. Rott, “A comparison of output interventions and un-enhanced reading conditions on vocabulary acquisition and text comprehension”; D. Simard, “Le journal de bord comme outil de réflection dans la classe d’anglais langue seconde du primaire: Qu’en pensent les premiers concernés?”; N. Bengeleil & T. Paribakht, “L2 reading proficiency and lexical inferencing by university EFL learners”; L. Collins, “The particulars on universals: A comparison of the acquisition of tense-aspect morphology among Japanese- and French-speaking learners of English.” CATESOL Journal, 16,i (2004): N. Anderson, “Metacognitive reading strategy awareness of ESL and EFL learners”; R. Pritchard, “Strategic reading for English learners: Principles and practices”; B. Birch, “Teaching Spanish readers to read in English”; A. Levine, Y. Bejarano, P. Carrell, & L. Vered, “Comparing dictionary definitions and glosses in hypertext foreign language reading: Facilitating foreign language reading comprehension and vocabulary acquisition”; L. Kambi-Stein, “The Internet and second language reading and writing as sociolinguistic and psycholinguistic processes”; J. Devine & D. Eskey, “Literacy as sociocultural practice: Comparing Chinese and Korean readers”; G. Weinstein, “Moving toward learner-centered teaching with accountability”; G. Weinstein, “Immigrant adults and their teachers: Community and professional development through family literacy”; E. Licht, B. Maher, & A. Webber, “Teaching workers: Learner-centered instruction for English acquisition and social change”; A. Nash, “Thinking beyond `increasing participation’: Integrating civics and adult ESOL”; R. Stites, “A learner-centered approach to standards-based teaching and assessment: The EFF Model.” Computational Linguistics, 31,i (2005): K. van Deemter, E. Krahmer, & M. Th?une, “Real versus template-based natural language generation: A false opposition?”; M. Collins & T. Koo, “Discriminative reranking for natural parsing”; M. Palmer, D. Gildea, & P. Kingsbury, “The proposition bank: An annotated corpus of semantic roles”; P. Gamallo, A. Agustini, & G. Lopes, “Clustering syntactic positions with similar semantic requirements.” Computational Linguistics, 30,iv (2004): R. Kibble & R. Power, “Optimizing referential coherence in text generation”; F. Och & H. Ney, “The alignment template approach to statistical machine translation”; S. Mihov & K. Schulz, “Fast approximate search in large dictionaries”; D. Bikel, “Intricacies of Collins’ parsing model.” Computer Assisted Language Learning, 17,v (2004): J. Colpaert, “Editorial: Transdisciplinarity”; A. Tozcu & J. Coady, “Successful learning of frequent vocabulary through CALL benefits reading comprehension and speed”; M. Beaudoin, “Educational uses of databases in CALL”; E. Smidt & V. Hegelheimer, “Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use.” Computers and Composition, 21,iv (2004): C. Ball, “Show, not tell: The value of new media scholarship”; B. Marsh, “Turnitin.com and the scriptural enterprise of plagiarism detection”; H. Nesi, G. Sharpling, & L. Ganobcsik-Williams, “Student papers across the curriculum: Designing and developing a corpus of British student writing”; P. Ware, “Confidence and competition online: ESL student perspectives on web-based discussions in the classroom.” Computer Assisted Language Learning, 17,v (2004): J. Colpaert, “Editorial: Transdisciplinarity”; A. Tozcu & J. Coady, “Successful learning of frequent vocabulary through CALL also benefits reading comprehension and speed”; M. Beaudoin, “Educational use of databases in CALL”; E. Smidt & V. Hegelheimer, “Effects of online academic lectures on ESL listening comprehension, incidental vocabulary acquisition, and strategy use.” Computer Assisted Language Learning, 17,iii-iv (2004): J. Colpaert, “Editorial: From courseware to coursewear?”; J. Vinther, “Can parsers be a legitimate pedagogical tool?”; C. Leahy, “Researching language learning processes in open CALL settings for advanced learners”; A. Hoeflaak, “Computer-assisted training in the comprehension of authentic French speech: A closer view”; G. Zapata, “Second language instructors and CALL: A multidisciplinary research framework”; Y. Hirata, “Computer assisted pronunciation training for native English speakers learning Japanese pitch and durational contrasts”; M. Tsutsi, “Multimedia as a means to enhance feedback”; M. Absalom & M. Marden, “Email communication and language learning at university—an Australian case study”; N. Nicholas, R. Debski, & R. Lagerberg, “Skryba: An online orthography teaching tool for learners from bilingual backgrounds.” Computer Assisted Language Learning, 17,ii (2004): Y. Sun & Q. Dong, “An experiment on supporting children’s English vocabulary learning in multimedia context"; D. Coniam, "Using language engineering programs to raise awareness of future CALL potential”; N. Tokuda & L. Chen, “A new KE-free ICALL system featuring error contingent feedback”; E. Torlakovi? & D. Deugo, “Application of a CALL system in the acquisition of adverbs in English”; R. Ariew & G. Ercetin, “Exploring the potential of hypermedia annotations for second language reading.” Discourse and Society, 16,ii (2005): M. Yamaguchi, “Discursive representation and enactment of national identities: The case of Generation 1.5 Japanese.” Discourse and Society, 16,i (2005): D. de Mieroop, “An integrated approach of quantitative and qualitative analysis in the study of identity in speeches.” Discourse Processes, 39,i (2005): T. Curl, “Practices in other-initiated repair resolution: The phonetic differentiation of `repetitions’”; R. Giora, O. Fein, J. Ganzi, N. Levi, & H. Sabah, “On negation as mitigation: The case of negative irony”; A. Cook, J. Myers, & E. O’Brien, “Processing an anaphor when there is no antecedent.” Educational and Psychological Measurement, 65,i (2005): W.-C. Wang, Y.-Y.
Cheng, & M. Wilson, “Local item dependence for items across tests
connected by common stimuli”; L. Feldt, “Estimating the reliability
of dichotomous or trichotomous scores”; C. Demars, “Type 1 error
rates for Parscales’ Fit Index”; K. Kelley, “The effects of
nonnormal distributions on confidence intervals around the standardized mean
difference: Bootstrap and parametric confidence intervals”; H. Peeters
& F. Lievens, “Situational judgment tests and their predictiveness
of college students’ success: The influence of faking”; F. Vigneau
& D. Bors, “Items in context: Assessing the dimensionality of Raven’s
advanced progressive matrices”; B. Torff & E. Warburton, “Assessment
of teachers’ beliefs about classroom use of critical-thinking abilities.” Educational and Psychological Measurement, 64,vi (2004): M. Hidalgo & J. L?pez-Pina, “Differential item functioning detection and effect size: A comparison between logistic regression and Mantel-Haenszel procedures”; C. Pierce, R. Block, & H. Aguinis, “Cautionary note on reporting eta-squared values from multifactor ANOVA designs”; A. Fidalgo, D. Ferreres, & J. Mu?iz, “Utility of the Mantel-Haenszel procedure for detecting differential item functioning in small samples”; W.-C. Wang, “Direct estimation of correlation as a measure of association strength using multidimensional item response models”; L.-J. Weng, “Impact of the number of response categories and anchor labels on coefficient alpha and test-retest reliability.” Educational and Psychological Measurement, 64,v (2004): K.-H. Yuan & P. Bentler, “On chi-square difference and z tests in mean and covariance structure analysis when the base model is misspecified”; W.-C. Wang & W. Chyi-In, “Gain score in item response theory as an effect size measure”; L. Chang, W. Van Der Linder, & H. Vos, “Setting standards and detecting intrajudge inconsistency using interdependent evaluation of response alternatives”; T. Hogan & J. Agnello, “An empirical study of reporting practices concerning measurement validity”; E. Wolfe, L. Ray, & D. Harris, “A Rasch analysis of three measures of teacher perception generated from the school and staffing survey”; S. Russell, C. Spitzm?ller, L. Lin, J. Stanton, P. Smith & G. Ironson, “Shorter can also be better: The abridged job in general scale.” Educational and Psychological Measurement, 64,iv (2004): P.-W. Lei, S. Dunbar, & M. Kolen, “A comparison of parametric and nonparametric approaches to item analysis for multiple-choice tests”; A. Rupp & B. Zumbo, “A note on how to quantify and report whether Irt parameter invariance holds: When Pearson correlations are not enough”; E. Smith & J. Kulikowich, “An application of generalizability theory and many-facet Rasch measurement using a complex problem-solving skills assessment”; W. De Corte, “SSAIS: A program to assess adverse impact in multistage selection decisions.” Educational Assessment, 9,iii & iv (2003-2004): G. Bray & S. Barron, “Assessing reading comprehension: The effects of text-based interest, gender, and ability”; T. O’Neil, “Evaluating the consistency of test content across two successive administrations of a state-mand assessment”; T. Dawson & M. Wilson, “The LAAS: A computerized scoring system for small- and large-scale developmental assessments.” Educational Research, 46,iii (2004): R. Williams & L. Clark, “College students’ ratings of student effort, student ability and teacher input as correlates of student performance on multiple-choice exams”; I. Kinchin, “Investigating students’ beliefs about their preferred role as learners.” Educational Research, 46,i (2004): C. Donnelly, “What price harmony? Teachers’ methods of delivering an ethos of tolerance and respect for diversity in an integrated school in Northern Ireland”; S. Gibbs, “The skills in reading shown by young children with permanent and moderate hearing impairment”; M. Hargreaves, D. Shorrocks-Taylor, B. Swinnerton, K. Tait, & J. Threlfall, “Computer or paper? that is the question: Does the medium in which assessment questions are presented affect children’s performance in mathematics?”; A. Collins, “Teacher performance evaluation: A stressful experience from a private secondary school”; K. Collins, G. McAleavy, & G. Adamson, “Bullying in schools: A Northern Ireland study”; S. Deemer, “Classroom goal orientation in high school classrooms: Revealing links between teacher beliefs and classroom environments.” Educational Researcher, 34,ii (2004): R. McNiece, P. Bidgood, & P. Soan, “An investigation into using national longitudinal studies to examine trends in educational attainment and development”; T. Siefert, “Understanding student motivation”; J. Klein, “Who is most responsible for gender differences in scholastic achievements: Pupils or teachers?”; N. Arikewuyo, “Stress management strategies of secondary school teachers in Nigeria.” Educational Researcher, 34,i (2004): S. Sireci, “Unlabeling the disabled: A perspective on flagging scores from accommodated test administrations.” Educational Technology, Research, and Development, 52,iv (2004): J. Whipp & S. Chiarelli, “Self-regulation in a web-based course: A case study”; C. Angeli & N. Valanides, “Examining the effects of text-only and text-and-visual instructional materials on the achievement of field-dependent and field-independent learner during problem-solving with modeling software”; P. Kirschner, “Introduction to Part II of the Special Issue: Design, development and implementation of electronic learning environments for collaborative learning”; B. Collis & A. Margaryan, “Applying activity theory to computer-supported collaborative learning and work-based activities in corporate settings”; T. Reeves, J. Herrington, & R. Oliver, “A development research agenda for online collaborative learning”; J. Elen, “Turning electronic learning environments into useful and influential `instructional design anchor points’”; B. Wilson, “Designing e-learning environments for flexible activity and instruction.” Educational Technology, Research, and Development, 52,iii (2004): Z. Olina & H. Sullivan, “Student self-evaluation, teacher evaluation, and learner performance: A conceptual framework for scaffolding”; M.-L. Kuo & S. Hooper, “The effects of visual and verbal coding mnemonics on learning Chinese characters in computer-based instruction”; P. Kirschner, “Introduction to Part I of two-part special Issue: Design, development and implementation of electronic learning environments for collaborative learning”; J. Kirschner, J.-W. Strijbos, K. Kreijns, & P. Beers, “Designing electronic collaborative learning environments”; J. Gudikers, T. Bastiaens, & P. Kirschner, “A five-dimensional framework for authentic assessment”; H. Uchida, “Information technology-driven education in Japan: Problems and solutions”; M. Nakayama & R. Santiago, “Two categories of e-learning in Japan.” ELT Journal, 59,i (2005): R. Nitta & S. Gardner, “Consciousness-raising and practice in ELT coursebooks”; P. Sayer, “An intensive approach to building conversation skills”; P. Rollinson, “Using peer feedback in the ESL writing class”; J. Hansen & J. Liu, “Guiding principles for effective peer response”; B. Tomlinson, “Testing to learn: A personal view of language testing”; N. Figueras, “Testing, testing, everywhere, and not a while to think”; B. Tomlinson, “A response to Neus Figueras”; J. McDonough, “Perspectives on EAP: An interview with Ken Hyland”; G. Hu, “`CLT is best for China’—an untenable absolutist claim.” English for Specific Purposes, 24,ii (2005): K. Hyland & P. Tse, “Hooking the reader: A corpus study of evaluative that in abstracts”; B. Samraj, “An exploration of a genre set: Research article abstracts and introductions in two disciplines”; P. Webber, “Interactive features in medical conference monologue”; B. Camiciottoli, “Adjusting a business lecture for an international audience: A case study”; D. Banks, “The case of Perrin and Thomson: An example of the use of a mini-corpus”; B. Petri?, “Contrastive rhetoric in the writing classroom: A case study.” English for Specific Purposes, 24,i (2005): L. Recski, “Interpersonal engagement in academic spoken discourse: A functional account of dissertation defenses”; J. Burrough-Boenisch, “NS and NNS scientists’ amendments of Dutch scientific English and their impact on hedging”; E. Rowley-Jolivet & S. Carter-Thomas, “Genre awareness and rhetorical appropriacy: Manipulation of information structure by NS and NNS scientists in the international conference setting”; T. Vuorela, “How does a sales team reach goals in intercultural business negotiations? A cast study”; M. van Mulken & W. van der Meer, “Are you being served? A genre analysis of American and Dutch company replies to customer inquiries.” English World-Wide, 25,ii (2004): C. Boberg, “The dialect topography of Montreal”; P. Slomanson & M. Newman, “Peer group identification and variation in New York Latino”; K. Decker, “Moribund English: The case of Gustavia English, St. Barthélemy”; A. Arua, “Botswana English: Some syntactic and lexical features”; A. Lillo, “Exploring rhyming slang in Ireland.” Foreign Language Annals, 38,i (2005): K. Paesani, “Literary texts and grammar instruction: Revisiting the inductive presentation”; A. Edstrom, “Female, nonnative perspectives on second language conversation: Connecting participation with intercultural sensitivity”; J. Leeman, “Engaging critical pedagogy: Spanish for native speakers”; W. Tsou, “Improving speaking skills through instruction in oral classroom participation”; E. Horwitz, “Classroom management for teachers of Japanese and other foreign languages”; S. Dhonau & D. McAlpine, “An electronic portfolio for the ACTFL/NCATE teacher program standards in the second language methods course”; S. Cisar, “Collaborative teacher research: Learning with students”; L. Woodrow, “The challenge of measuring language learning strategies”; D. Nisbet, E. Tindall, & A. Arroyo, “Language learning strategies and English proficiency of Chinese university students”; A. Khalil, “Assessment of language learning strategies used by Palestinian EFL learners.” Foreign Language Annals, 37,iv (2004): J. Berne, “Listening comprehension strategies: A review of the literature”; L. Wilberschied & P. Berman, “Effects of using photos from authentic video as advance organizers on listening comprehension in a FLES Chinese class”; H.-F. Cheng, “A comparison of multiple-choice and open-ended response formats for the assessment of listening proficiency in English”; B. Leaver, M. Ehrman, & M. Lekic, “Distinguished-level learning online: Support materials from LangNet and RussNet”; G. Torres, “Practical ways to integrate literature into Spanish for international business courses”; J. Smartt & R. Scudder, “Immersion study abroad in Mexico: Using repair behaviors to assess proficiency changes”; K. Kondo-Brown, “Investigating interviewer-candidate interactions during oral interviews for child L2 learners”; D. Bischof, D. Baum, J. Casabianca, R. Morgan, K. Rabiteau, & K. Tateneni, “Validating AP modern foreign language examinations through college comparability studies”; D. Shultz & C. Willard-Holt, “Promoting world languages in middle school: The achievement connection”; T. Mathews & C. Hansen, “Ongoing assessment of a university foreign language program.” French Review, 78, v (2005): S. Pillet, “L’utilisation de simulations boursières en classe de français commercial”; C. Dio, “La vie des mots.” French Review, 78,iv (2005): C. Dio, “La vie des mots.” French Review, 78,iii (2005): S. Vanbaelen, “Strategies pour l’enseignment du cinéma africain”; C. Dio, “La vie des mots.” French Review, 78,ii (2004): J. Schultz, “Towards a pedagogy of the francophone text in intermediate language courses”; V. Scott, “Cloze windows and aesthetic discoveries: Opening visions for teaching literature”; C. Dio, “La vie des mots.” General Linguistics, 42, i-iv (2004): P. Wang, “Cognitive correlation between the number `three’ and third person pronouns”; C. Justus, “Language and the rise of a base for counting”; J. Slocum & D. Simms, “Going online: Problems and solutions for Indo-Europeanists and other linguists”; W. Lehmann, “American linguistics and generative grammar today.” Hispania, 87, iv (2004): L. Pearson, “The web portfolio: A project to teach Spanish reading and Hispanic cultures”; A. Bruton & E. Marks, “Reading texts in instructed L1 and FL reading: Students perceptions and actual selections”; M. Rodriguez, “Idea: Using legends in the Spanish classroom”; M. Cortés-Torres, “¿Ser o estar? La variaci?n ling??stica y social de estar m?s adjetivo en el espa?ol de Cuernavaca, México.” International Journal of Applied Linguistics, 15,i (2005): A. Tocalli-Beller & M. Swain, “Reformulation: The cognitive conflict and L2 learning it generates”; K. Fl?ttum, “The self and the others: Polyphonic visibility in research articles”; E. Rowley-Jolivet & S. Carter-Thomas, “The rhetoric of conference presentation introductions: Context, argument and interaction”; A. Skulstad, “The use of metadiscourse in introductory sections of a new genre”; H. Juul, “Grammatical awareness and the spelling of inflectional morphemes”; J. Brutt-Griffler, “`Globalisation’ and applied linguistics: Post-imperial questions of identity and the construction of applied linguistics discourse”; K. de Bot, M. Verspoor, & W. Lowie, “Dynamic systems theory and applied linguistics: The ultimate `so what’?” 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 Bilingual Education and Bilingualism, 7,v (2004): K. King, “Language policy and local planning in South America: New directions for enrichment bilingual education in the Andes”; M. Garc?a, “Rethinking bilingual education in Peru: Intercultural politics, state policy and indigenous rights”; C. Skliar & R. Quadros, “Bilingual deaf education in the south of Brazil”; A.-M. de Mej?a, “Bilingual education in Colombia: Towards an integrated perspective”; C. Banfi & R. Day, “The evolution of bilingual schools in Argentina”; S. Spezzini, “English immersion in Paraguay: Individual and sociocultural dimensions of language learning and use”; J. Simpson, “A look at early childhood writing in English and Spanish in a bilingual school in Ecuador”; C. Ord??ez, “EFL and native Spanish in elite bilingual schools in Colombia: A first look at bilingual adolescent frog stories." International Journal of Bilingual Education and Bilingualism, 7,iv (2004): M. Clyne, T. Isaakidis, I. Liem, & C. Hunt, “Developing and sharing community language resources through secondary school programmes”; G. Ghaith, “Correlates of the implementation of the STAD cooperative learning method in the English as a foreign language classroom”; M. Keshavarz & H. Astaneh, “The impact of bilinguality on the learning of English vocabulary as a foreign language (L3)”; R. Church, S. Ayman-Nolley, & S. Mahootian, “The role of gesture in bilingual education: Does gesture enhance learning?” IRAL, 42,iv (2004): R. Bayley & J. Langman, “Variation in the group and the individual: Evidence from second language acquisition”; M. Howard, “On the interactional effect of linguistic constraints on interlanguage variation: The case of past time marking”; V. Regan, “The relationship between the group and the individual and the acquisition of native speaker variation patterns: A preliminary study”; D. Uritescu, R. Mougeon, K. Rehner, & T. Nadasdi, “Acquisition of the internal and external constraints of variable schwa deletion by French immersion students”; A. Thomas, “Phonetic norm versus usage in advanced French as a second language”; J.-M. Dewaele, “Vous or tu? Native and non-native speakers of French on a sociolinguistic tightrope.” JALT Journal, 26,2 (2004): N. Jungheim, “Hand in hand: A comparison of gestures accompanying Japanese native speaker and JSL learner refusals”; H. Matsuura, “Compliment-giving behavior in American English and Japanese”; P. Duppenthaler, “Journal writing and the question of transfer of skills to other types of writing”; “How are high school students’ free compositions evaluated by teachers and teacher candidates? A comparative analysis between analytic and holistic rating scales”; “Role of action research in pre-service education of Japanese as a second language”; S. Mahoney, “Role controversy among team teachers in the JET Programme”; K. Samimy & C. Kobayashi, “Toward the development of intercultural communicative competence: Theoretical and pedagogical implications for Japanese English teachers.” Journal of Child Language, 32,iii (2004): T. Zamuner, L. Gerken, & M. Hammond, “Phonotactic probabilities in young children’s speech production”; M. Saylor & D. Baldwin, “Discussing those not present: Comprehension of references to absent caregivers”; A. Carter & L. Gerken, “Do children’s omissions leave traces?”; B. Pan, M. Rowe, E. Spier, & C. Tamis-LeMonda, “Measuring productive vocabulary of toddlers in low-income families: Concurrent and predictive validity of three sources of data”; B. Oliver, P. Dale, & R. Plomin, “Verbal and nonverbal predictors of early language problems: An analysis of twins in early childhood back to infancy”; A. Wong & J. Johnston, “The development of discourse referencing in Cantonese-speaking children”; N. Friedmann & R. Novogodsky, “The acquisition of relative clause comprehension in Hebrew: A study of SLI and normal development”; H. Clahsen, M. Hadler, & H. Weyerts, “Speeded production of inflected words in children and adults”; M. Kail, “On-line grammaticality judgments in French children and adults: A crosslinguistic perspective.” Journal of Communication, 54,iv (2004): K. Haspel, “Language and social interaction: Its institutional identity, intellectual landscape, and discipline-shifting agenda.” Journal of Educational Measurement, 41,i (2004): A. Ariel, B. Veldkamp, & W. van der Linden, “Constructing rotating item pools for constrained adaptive testing”; W. van der Linden & L. Sotaridona, “A statistical test of detecting answer copying on multiple-choice tests”; S. Beretvas & N. Williams, “The use of hierarchical generalized linear model for item dimensionality assessment.” Journal of Educational Psychology, 96,iv (2004): C. Elbro & D. Petersen,
“Long-term effects of phoneme awareness and letter sound training: An
intervention study with children at risk for dyslexia”; K. Cain, J. Oakhill,
& K. Lemmon, “Individual differences in the inference of word meanings
from context: The influence of reading comprehension, vocabulary knowledge,
and memory capacity”; C. Connor, F. Morrison, & J. Petrella, “Effective
reading comprehension instruction: Examining child x instruction interactions”;
T. Murdock, A. Miller, & J. Kohlhardt, “Effects of classroom context
variables on high school students’ judgments of the acceptability and
likelihood of cheating”; T. Patel, M. Snowling, & P. de Jong, “A
cross-linguistic comparison of children learning to read in English and Dutch”;
J. Jiménez & E. Venegas, “Defining phonological awareness and
its relationship to reading skills in low-literacy adults”; L. Miller,
E. Stine-Morrow, H. Kirkorian, & M. Conroy, “Adult age differences
in knowledge-driven reading.” Journal of Educational Psychology, 96,ii (2004): T. Urdan, “Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom structures, and culture”; C. Schatschneider, J. Fletcher, D. Francis, C. Carlson, & B. Foorman, “Kindergarten prediction of reading skills: A longitudinal comparative analysis”; L. Mason, “Explicit self-regulated strategy development versus reciprocal questioning: Effects on expository reading comprehension among struggling readers”; G. Phillips, S. McNaughton, & S. MacDonald, “Managing the mismatch: Enhancing early literacy progress for children with diverse language and cultural identities in mainstream urban schools in New Zealand”; I. Br?ten & M. Samuelstuen, “Does the influence of reading purpose on reports of strategic text processing depend on students’ topic knowledge?”; T. Quinlan, “Speech recognition technology and students with writing difficulties: Improving fluency”; A. Yeung & E. Wong, “Domain specificity of trilingual teachers’ verbal self-concepts”; R. Mayer, S. Fennell, L. Farmer, & J. Campbell, “A personalization effect in multimedia learning: Students learn better when words are in conversational style rather than formal style.” Journal of English for Academic Purposes, 4,i (2005): M. Freddi, “Arguing linguistics: Corpus investigation of one functional variety of academic discourse”; A. Tajino, R. James, & K. Kijima, “Beyond needs analysis: Soft systems methodology for meaningful collaboration in EAP course design”; T. Moore & J. Morton, “Dimensions of difference: A comparison of university writing and IELTS writing”; B. So, “From analysis to pedagogic applications: Using newspaper genre to write school genres”; W. Sutherland-Smith, “Pandora’s box: Academic perceptions of student plagiarism in writing.” Journal of English for Academic Purposes, 3,iv (2004): D. Atkinson, “Contrasting rhetorics/contrasting cultures: Why contrastive rhetoric needs a better conceptualization of culture”; U. Connor, “Intercultural rhetoric research: Beyond texts”; B. Thatcher, “Rhetorics and communication media across cultures”; A. Moreno, “Retrospective labeling in premise-conclusion metatext: An English-Spanish contrastive study of research articles on business and economics”; H. Yli-Jokipii & P. Jorgensen, “Academic journalese for the Internet: A study of native English-speaking editors’ changes to texts written by Danish and Finnish professionals.” Journal of Language and Social Psychology, 24,i (2005): K. Blankenship & T. Holtgraves, “The role of different markers of linguistic powerlessness in persuasion”; E. Igou & H. Bless, “The conversational basis for the dilution effect”; J. Walther, T. Loh, & L. Granka, “Let me count the ways: The interchange of verbal and nonverbal cues in computer-mediated and face-to-face affinity”; M. Verkuyten, “Accounting for ethnic discrimination: A discursive study among minority and majority group members.” Journal of Language and Social Psychology, 23,iv (2004): J. Walther, “Language and communication technology: Introduction to the special issue”; N. Baron, “See you online: Gender issues in college student use of instant messaging”; S. Herring & A. Martinson, “Assessing gender authenticity in computer-mediated language use: Evidence from an identity game”; J. Hancock, “Verbal irony use in face-to-face and computer-mediated conversations”; P. O’Sullivan, S. Hunt, & L. Lippert, “Mediated immediacy: A language of affiliation in a technological age”; D. Gergle, R. Kraut, & S. Fussell, “Language efficiency and visual technology: Minimizing collaborative effort with visual information.” Journal of Linguistics, 40,iii (2004): E. Gutman, “Third person null subjects in Hebrew, Finnish and Rumanian: An accessibility-theoretic account”; G. Hatav, “Anchoring world and time in biblical Hebrew”; K. Hengeveld, J. Rijkhoff, & A. Siewierska, “Parts-of-speech systems and word order”; C. Phillips & E. Lau, “Foundational issues”; P. Seuren, “The importance of being modular”; W. Croft, “Syntactic theories and syntactic methodology: A reply to Seuren.” Journal of Linguistics, 40,ii (2004): D. Bentley, “Ne-cliticisation and split intransitivity”; D. Kolliakou, “Monadic definites and polydefinites: Their form, meaning and use”; Z. Xiao & A. McHenry, “A corpus-based two-level model of situation aspect.” Journal of Multi-lingual and Multicultural Development, 25,v & vi (2004): S. Manz, A. Musolff, J. Long, & L. ?ari?, “Introduction: Discourses of intercultural identity in Britain, Germany and Eastern Europe”; I. Hudabiunigg, “The otherness of Eastern Europe”; J. Zinken, “Metaphor practices in the German Wende discourse”; A. Musolff, “The heart of the European body politic. British and German perspectives on Europe’s central organ”; P. 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T. Derwing, M. Rossiter, M. Munro, & R. Thomson, “Second language
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©2009 The Modern Language Journal . Professor Leo van Lier, Editor mlj@miis.edu 460 Pierce Street . Monterey, CA 93940 |