Compiled by
MARYANN WEBER
&
CHRISTINE M. CAMPBELL

The following list includes current articles of potential interest to MLJ readers.  The list comes from our survey of 104 leading journals that are devoted to foreign and second language learning or related fields such as applied psycholinguistics, curriculum development, educational methodology, educational technology, linguistics, and psychology.  Articles on literary topics are not included.  Certain journal titles may not appear in a particular listing if no new issue was available to us when our survey was done.  For a complete listing of journals, including their Web addresses, if any, readers are referred to the MLJ Web site at http://polyglot.lss.wisc.edu/mlj

  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 MerriNnboer, "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. GarcRa, R. Ortiz, I. Hern<ndez-Valle, R. Guzm<n, M. Rodrigo, A. Estévez, A. DRaz, & 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 MerriNnboer, "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 MerriNnboer, "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"; Ô. _zçaliÕkan, "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 Kã 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 espaZol colombiano."

  Hispania, 88,i (2005): E. Sehnalek & M. Warford, "Relatos de experiencias propias como estrategia en la enseZanza-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. MuZiz, "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. Hhbner & 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. PineZo, & 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. Mhhleisen, "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. Mhhl@usler & P. Mhhl@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 marRtimo"; 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. Galasi½ski & A. Galasi½ska, "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."