Compiled by
MARYANN WEBER
&
CHRISTINE M. CAMPBELL

American Educational Research Journal, 44,i (2007): M. Levinson, “Literacy in English gypsy communities:  Cultural capital manifested as negative assets”; A. Onwuegbuzie, A. Witcher, K. Collins, J. Filer, C. Wiedmaier, & C. Moore, “Students’ perceptions of characteristics of effective college teachers:  A validity study of a teaching evaluation form using a mixed-methods analysis.”

Applied Psycholinguistics, 28,ii (2007): D. Oller, B. Perason, & A. Cobo-Lewis, “Profile effects in early bilingual language and literacy”; M. Sommers & J. Barcroft, “An integrated account of the effects of acoustic variability in first language and second language:  Evidence from amplitude, fundamental frequency, and speaking rate variability”; P. Trofimovich & W. Baker, “Learning prosody and fluency characteristics of second language speech:  The effect of experience on child learners’ acquisition of five suprasegmentals”; C. Caciari & R. Padovani, “Further evidence of gender stereotype priming in language:  Semantic facilitation and inhibition in Italian role nouns”; Ö. Aydin, “The comprehension of Turkish relative clauses in second language acquisition and agrammatism”; G. Simon-Cereijido & V. Guttiérrez-Clellen, “Spontaneous language markers of Spanish language impairment”; J. Goslin & C. Floccia, “Comparing French syllabification in preliterate children and adults”; V. Marian & M. Kaushanskaya, “Cross-linguistic transfer and borrowing in bilinguals.”

Applied Psychological Measurement, 31,ii (2007): L. Yao & K. Boughton, “A multidimensional item response modeling approach for improving subscale proficiency estimation and classification”; M. Warrens, D. de Gruijter, & W. Heiser, “A systematic comparison between classical optimal scaling and the two-parameter IRT model”; Y.-S. Lee, “A comparison of methods for nonparametric estimation of item characteristic curves for binary items.”

Asian Journal of English Language Teaching, 16 (2006): A. Chui, “A Study of the English vocabulary knowledge of university students in Hong Kong”; A. Lin, “Contexts of English-in-education policy and practice in postcolonial Hong Kong”; E. Liu, “Reticence in oral English classrooms:  Causes and consequences”; P. Gu, “Towards a coherent foreign language policy in China:  Lessons from Hong Kong”; U. Connor, W. Rozyciki, & K. McIntosh, “Culture in an English-language training program”; M. Jung, “Contrastive rhetoric in second language (L2) writing instruction:  The context of Korean students”; A. Gao, “Interpreting Chinese students’ motives in a weekly English discussion group.”

Australian Journal of Linguistics, 27,i (2007):  W. Croft, “Intonation units and grammatical structure in Wardaman and in cross-linguistic perspective”; V. Stuart-Smith, “The hierarchical organization of text as conceptualized by rhetorical structure theory:  A systemic functional perspective”; P. Black, “Lexicostatistics with massive borrowing:  The case of Jingulu and Mudburra”; J. Guy, “Lexicostatistics as chess:  Observations on Paul Black’s `Lexicostatistics with massive borrowing’”; P. Black, “Comments on Jacques Guy’s `Lexicostatistics as chess’”; M. Maclagan & J. King, “Aspiration of plosives in Maori:  Change over time.”

Babel, 52,iii (2006): A.-F. Al-Jabr, “Effect of syntactic complexity on translating from/into English/Arabic”; A. Dabao, “Linguistic and cultural aspects of the translation of swearing:  The Spanish version of Pulp Fiction”; S. Shiyab & M. Lynch, “Can literary style be translated?”

Canadian Modern Language Review/La Revue canadienne des langues vivantes, 63,iii (2007): J. Barcroft, “When knowing grammar depends on knowing vocabulary»;  Native-speaker grammaticality judgements of sentences with real and unreal words”; C. Vásquez, “Comments from the classroom:  A case study of a generation-1.5 student in a university IEP and beyond”; D. Bayliss & M.-J. Vignola, “Training non-naitive second language teachers:  The case of anglophone FSL teacher candidates”; T. Paribakhat, & M.-C. Tréville, “L’inférence lexicale chez des locuteurs de français et des locuteurs de persan lors de la lecture de textes anglais:  effect de la lexicalisation en première langue.”

Computational Linguistics, 33,i (2007): P. Beyeri & K. Paul, “Identifying sources of disagreement:  Generalizability theory in manual annotation”; N. Ueffing & H. Ney, “Word-level confidence estimation of machine translation”; D. Mollá & J. Vicedo, “Question answering in restricted domains:  An overview”; D. Demner-Fushman & J. Lin, “Answering clinical questions with knowledge-based and statistical techniques”; C. Hallett, D. Scott, & R. Power, “Composing questions through conceptual authoring.”

Computer Assisted Language Learning, 20,i (2007): J. Colpaert, “Distributed language learning”; C. Meskill & N. Anthony, “Learning to orchestrate online instructional conversations:  A case of faculty development for foreign language educators”; J.-B. Son, “Learner experiences in web-based language learning”; M. Yamada & K. Akahori, “Social presence in synchronous CMC-based language learning:  How does it affect the productive performance and consciousness of learning objectives?”; E. Christensen, P. Merrill, & S. Yanchar, “Second language vocabulary acquisition using a diglot reader or a computer-based drill and practice program”; H.-F. Shang, “An exploratory study of e-mail application on FL writing performance.”

Computer Assisted Language Learning, 19,iv&v (2006): D. Wagener, “Promoting independent learning skills using video on digital language laboratories”; C. Dónaill & M. Mac Coinnigh, “The use of CALL in Irish language teaching:  The way forward?”; T. Hourigan & L. Murray, “Mapping successful language learning approaches in the adaptation of generic software”; S. Shamsudin & H. Nesi, “Computer-mediated communications in English for specific purposes:  A case study with computer science students at Universiti Teknologi Malaysia”; D. Scheffel-Dunand, “Bimodal communication over Webcasts:  From CSCL to CALL”; J. Leakey & A. Ranchoux, “BLINGUA.  A blended language learning approach for CALL”; A. Mallon, “eLingua Latina:  Designing a classical-language e-learning resource”; C. McAvinia, “CALLers and learning technologists:  Where do they meet, and what doe they have in common?”

Computers and Composition, 24,i (2007): R. Howard, “Understanding `Internet plagiarism’”; A. Powell, “Access(ing), habits, attitudes, and engagements:  Re-thinking access as practice”; A. Hirvela, “Computer-mediated communication and the linking of students, text, and author on an ESL writing course listserv”; E. Evans & J. Po, “A break in the transaction:  Examining students’ responses to digital texts”; M. Pennell, “Fraternities and ITexts:  Composing in the post-industrial turn.”

Current Issues in Language Planning, 7,iv (2006): S. Makoni, B. Dube, & P. Mashiri, “Zimbabwe colonial and post-colonial language policy and planning practices”; R. Terborg, L. Landa, & P. Moore, “The language situation in Mexico.”

Discourse & Society, 18,ii (2007): K. Erjavec & Z. Volcic, “`War on terrorism’ as a discursive battleground:  Serbian recontextualization of G. W. Bush’s discourse”; R. Buttny & D. Ellis, “Accounts of violence from Arabs and Israelis on Nightline”; C. Hamilton, S. Adolphs, & B. Nerlich, “The meanings of `risk’:  A view from corpus linguistics”; L. Cameron, “Patterns of metaphor use in reconciliation talk.”

Discourse Processes, 45,ii (2007): R. Berman & B. Nir-Sagiv, “Comparing narrative and expository text construction across adolescence:  A developmental paradox”; T. O’Reilly & D. McNamara, “Reversing the reverse cohesion effect:  Good texts can be better for strategic, high-knowledge readers”; R. Giora, O. Fein, KI. Aschkenazi, & I. Alkabets-Zlozover, “Negation in context:  A functional approach to suppression”; D. Therriault & G. Raney, “Processing and representing temporal information in narrative text.”

Educational Assessment, 12,ii (2007): N. Davis, E. Kumtepe, & M. Aydeniz, “Fostering continuous improvement and learning through peer assessment:  Part of an integral model of assessment”; R. Brown & D. Conley, “Comparing state high school assessments to standards for success in entry-level university courses”; A. Ferdous, B. Plake, S.-R. Chang, “The effect of including pretest items in an operational computerized adaptive test:  Do different ability examinees spend different amounts of time on embedded pretest items?”

Educational and Psychological Measurement, 67,ii (2007): A. Fendous & B. Plake, “Item selection strategy for reducing the number of items rated in an Angoff Standard Setting Study”; J. Algina, H. Keselman, & R. Penfield, “Confidence intervals for an effect size measure in multiple linear regression”; S.-H. Kim, “Some posterior standard deviations in item response theory”; R. Kamphaus, J. Thorpe, A. Winsor, A. Kroncke, E. Dowdy, & M. VanDeventer, “Development and predictive validity of a teacher screener for child behavioral and emotional problems at school”; I. Isemonger & C. Sheppard, “A construct-related validity study on a Korean version of the perceptual learning styles preference questionnaire.”

Educational Measurement Issues and Practice, 26,i (2007): J. Impara, “2006 Presidential Address:  Errors and omissions:  Some illustrations from unpublished research”; C. Campbell & V. Collins, “Identifying essential topics in general and special education introductory assessment textbooks”; T. Guskey, “Multiple sources of evidence:  An analysis of stakeholders’ perceptions of various indicators of student learning”; J. Martineau, P. Paek, J. Keene, & T. Hirsch, “Integrated, comprehensive alignment as a foundation for measuring student progress”; A. Allalouf, “An NCME instructional module on quality control procedures in the scoring, equating, and reporting of test scores.”

Educational Research, 49,i (2007): J. Jeijer, “Correlates of student stress in secondary education”; N. Slack & B. Norwich, “Evaluating the reliability and validity of a learning styles inventory:  A classroom-based study.”

Educational Research, 48,iii (2006): R. Andrews & W. Harlen, “Issues in synthesizing research in education.”

Educational Researcher, 36,ii (2007): N. Asher, “Made in the (multicultural) U.S.A.:  Unpacking tensions of race, culture, gender, and sexuality in education”; E. Chin & J. Young, “A person-oriented approach to characterizing beginning teachers in alternative certification programs”; P. Burch, “Educational policy and practice from the perspective of institutional theory:  Crafting a wider lens.”

Educational Researcher, 36,i (2007): C. Stanley, “When counter narrative meet master narrative in the journal editorial-review process”; M. Freeman, K. deMarrais, J. Preissle, K. Roulston, & E. St. Pierre, “Standards of evidence in qualitative research:  An incitement to discourse.”

ELT Journal, 61,ii (2007): C. Geriffiths, “Language learning strategies:  Students’ and teachers’ perceptions”; Z. Rao, “Training in brainstorming and developing writing skills”; M. Hamid, “Identifying second language errors:  How plausible are plausible reconstructions?”; D. Crabbe, “Learning opportunities:  Adding learning value to tasks”; L. Hillyard, R. Reppen, & C. Vásquz, “Bringing the outside world into an intensive English programme”; D. Bell, “Do teachers think that methods are dead?”;  R. O’Dowd, “Evaluating the outcomes of online intercultural exchange”; S. Vacilotto & R. Cummings, “Peer coaching in TEFL/TESL programmes”; R. Sheen, “Processing instruction”; L. Zimmerman, “Standard English in the EFL classroom.”

English Today, 23,i (2007): D. Hasanova, “Teaching and learning English in Uzbekistan”; B. Blaisdell, “Shto eta?—learning Russian, teaching English”; L. Prodromou, “Bumping into creative idiomaticity”; K. Chaemsaithong, “Hopefully”; E. Erling & A. Walton, “English at work in Berlin”; M. Gani, “Anglicizing Italian”; G. Adamo, “Nigerian English”; K. Davidson, “The nature and significance of English as a global language”; P. Rastall, “Number puzzles”; M. Bulley, “No such things as nouns”; N. Qiang & M. Wolff, “Linguistic failures.”

Foreign Language Annals, 40,i (2007): R. Schulz, “The challenge of assessing cultural understanding in the context of foreign language instruction”; H. Siskin, “Call me `Madame’:  Re-presenting culture in the French language classroom”; S. Magnan & M. Back, “Social interaction and linguistic gain during study abroad”; J. Goulah, “Village voices, global visions:  Digital video as a transformative foreign language learning tool”; M. Wilbur, “How foreign language teachers get taught:  Methods of teaching the methods course”; S. Pessoa, H. Hendry, R. Donato, G. Tucker, & H. Lee, “Content-based instruction in the foreign language classrooms:  A discourse perspective”; J. Ewald, “Foreign language learning anxiety in upper-level classes:  Involving students as researchers”; D. Durocher, “Teaching sensitivity to cultural difference in the first-year foreign language classroom”; N. Arnold, “Technology-mediated learning 10 years later:  Emphasizing pedagogical or utilitarian applications?”

French Review, 80,vi, (2007): S. Pinette, “Teaching Franco-Americans of the Northeast”; C. Dio, “La vie des mots.”

French Review, 80,v (2007):  C. Etienne & S. Vanbaelen, “Moi et l’Autre:  identité et diversité dans un cours sur le film francophone.»

French Review, 80,iv, (2007): J. Cross, “Making reel to real contact:  Film in the French culture course”; L. Williams & R. van Compernolle, “Second-person pronoun use in on-line French-language chat environments.”

Hispania, 90,i (2007): L. Sánchez-López & C. Mojica-Díaz, “Implementación de la meta cultural para el aprendizaje de lenguas extranjeras:  Una propuesta constructiva”; I. Dulfano & J. Kwan, “FLAME—Foreign Language Alternative Mastery Example:  The FLAME approach in its evolution.”

International Journal of Applied Linguistics, 17,i (2007): B. Seidlhofer & L. Breivik, “InJAL and AILA—The international connection”; R. Carter, “Literature and language teaching 1986-2006:  A review”; C. Walter, “First- to second-language reading comprehension:  Not transfer, but access”; K. Murata, “Unanswered questions:  Cultural assumptions in text interpretation”; A. Bjørge, “Power distance in English lingua franca email communication”; M. Keshavarz & H. Salimi, “Collocation competence and cloze test performance:  A study of Iranian EFL learners”; J. Zwiers, “Teacher practices and perspectives for developing academic language”; L. Wei, “A user-friendly linguistics”; V. Cook, “Chomsky’s syntactic structures fifty years on.”

International Journal of Bilingual Education and Bilingualism, 10,ii (2007): M. Koutsoubou, R. Herman, & B. Woll, “Does language input matter in bilingual writing?  Translation versus direct composition in deaf school students’ written stories”; R. Serrano & E. Howard, “Second language writing development in English and in Spanish in a two-way immersion programme”; V. Vaish, “Bilingualism without diglossia:  The Indian community in Singapore.”

International Journal of Bilingual Education and Bilingualism, 10,i (2007): O. García & L. Bartlett, “A speech community model of bilingual education:  Educating Latino newcomers in the USA”; A. Szuber, “Native polish-speaking adolescent immigrants’ exposure to and use of English”; V. Saravananm, “Attitudes towards literary Tamil and standard spoken Tamil in Singapore”; A. Verschik, “Multiple language contact in Tallinn:  Transfer B2>/A1 or B1>/A2?”

International Journal of Corpus Linguistics, 12,i (2007): P. Thompson, “Through children’s eyes?  Corpus evidence of the features of children’s literature”; B. Erman, “Cognitive processes as evidence of the idiom principle”; A. Hardie, “Part-of-speech ratios in English Corpora”; I. Yoo, “Definite article usage before last/next time in spoken and written American English”; F. Karlsson, “Constraints on multiple initial embedding of clauses.”

International Journal of Intercultural Relations, 31,iii (2007): A. Mak & K. Buckingham, “Beyond communication courses:  Are there benefits in adding skills-based ExcelLTM sociocultural training?”; B. Schouten, “Self-construals and conversational indirectness:  A Dutch perspective”; M. Vidal, R. Valle, M. Aragón, & C. Brewster, “Repatriation adjustment process of business employees:  Evidence from Spanish workers”; F. Bosman, R. Richardson, & J. Soeters, “Multicultural tensions in the military?  Evidence from the Netherlands armed forces”; M. Steyn & T. Grant, “`A real bag of mixed emotions’:  Re-entry experiences of South African exiles”; M.-J. Johnstone, “Research ethics, reconciliation, and strengthening the research relationship in Indigenous health domains:  An Australian perspective.”

International Journal of Qualitative Studies in Education, 20,ii (2007): S. Ritchie & D. Rigano, “Solidarity through collaborative research”; S. Kitto & S. Saltmarsh, “The production of `proper cheating’ in online examinations within technological universities”; E. Peterson, “A day at the office at the University of Borderville:  An ethnographic short story”; F. Ramos, “Imaginary pictures, real life stories:  The FotoDiologo method”; M. Somerville, “Postmodern emergence.”

Interpreting, 8,ii (2006): C. Szabó, “Language choice in note-taking for consecutive interpreting:  A topic revisited”; M. Bartlomiejczyk, “Strategies of simultaneous interpreting and directionality”; C. Angelelli, “Validating professional standards and codes:  Challenges and opportunities”; S. Shaw & G. Hughes, “Essential characteristics of sign language interpreting students:  Perspectives of students and faculty.”

IRAL, 45,i (2007): I. Barning & B. Hammarberg, “The functions of a high-frequency collocation in native and learner discourse:  The case of French c’est and Swedish det är”; C. Norrby & G. Håansson, “The interaction of complexity and grammatical processability:  The case of Swedish as a foreign language”; C. Furneaux, A. Paran, & B. Fairfax, “Teacher stance as reflected in feedback on student writing:  An empirical study of secondary school teachers in five countries”; J. Truscott, “Optionality in second language acquisition:  A generative, processing-oriented account”; A. Chan, “Strategies used by Cantonese speakers in pronouncing English initial consonant clusters:  Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong”; A. Neri, C. Cucchiarini, & H. Strik, “Selecting segmental errors in non-native Dutch for optimal pronunciation training.”

IRAL, 44,iv (2006): J. Truscott, “Optionality in second language acquisition:  A generative, processing-oriented account”; A. Chan, “Strategies used by Cantonese speakers in pronouncing English initial consonant clusters:  Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong”; A. Neri, C. Cucchiarini, & H. Strik, “Selecting segmental errors in non-native Dutch for optimal pronunciation training.”

Journal of Child Language, 34,ii (2007): J. Childers, J. Vaughan, & D. Burquest, “Joint attention and word learning in Ngas-speaking toddlers in Nigeria”; N. Hurtado, V. Marchman, & A. Fernald, “Spoken word recognition by Latino children learning Spanish as their first language”; T. Cameron-Faulkner, E. Lieven, & A. Theakston, “What part of no do children not understand?  A usage-based account of multiword negation”; C. Fragman, H. Goodluck, & L. Heggie, “Child and adult construal of restrictive relative clauses:  Knowledge of grammar and differential effects of syntactic context”; D. Matthews, E. Lieven, A. Theakston, & M. Tomasello, “French children’s use and correction of weird word orders:  A constructivist account”; C. Shulman & A. Guberman, “Acquisition of verb meaning through syntactic cues:  A comparison of children with autism, children with specific language impairment (SLI) and children with typical language development (TLD)”; P. Largy, M.-P. Cousin, P. Bryant, & M. Fayol, “When memorized instances compete with rules:  The case of number-noun agreement in written French.”

Journal of Cross-Cultural Psychology, 38,ii (2007): S. Zebian, R. Alamuddin, M. Maalouf, & Y. Chatila, “Developing an appropriate psychology through culturally sensitive research practices in the Arabic-speaking world:  A content analysis of psychological research published between 1950 and 2004”; S. Utsey, N. Bolden, O. Williams, A. Lee, Y. Lanier, & C. Newsome, “Spiritual well-being as a mediator of the relation between culture-specific coping and quality of life in a community sample of African Americans”; T. Tulviste & M. Ahtonen, “Child-rearing values of Estonian and Finnish mothers and fathers”; E. Van de Vliert, “Climatoeconomic roots of survival versus self-expression cultures”; D. Schmitt, J. Allik, R. McCrae, & V. Benet-Martínezx, “The geographic distribution of big five personality traits:  Patterns and profiles of human self-description across 56 nations”; C. Wan, C.-Y. Chiu, S. Peng, & K.-P. Tam, “Measuring cultures through intersubjective cultural norms:  Implications for predicting relative identification with tow or more cultures.”

Journal of Educational Measurement, 44,i (2007): E. Jang & L. Roussos, “An investigation into the dimensionality of TOEFL using conditional covariance-based nonparametric approach”; R. Zwick & J. Green, “New perspectives on the correlation of SAT scores, high school grades, and socioeconomic factors”; A. Prowker & G. Camilli, “Looking beyond the overall scores of NAEP assessments:  Applications of generalized linear mixed modeling for exploring value-added item difficulty effects.”

Journal of English for Academic Purposes, 6,i (2007):  S. Evans & C. Green, “Why EAP is necessary:  A survey of Hong Kong tertiary students”; J. Ward, “Collocation and technicality in EAP engineering”; K. Bruna, R. Vann, & M. Escudero, “What’s language got to do with it?:  A case study of academic language instruction in a high school `English Learner Science’ class”; E. Krase, “`Maybe the communication between us was not enough’:  Inside a dysfunctional advisor/L2 advisee relationship”; C. San Miguel & C. Nelson, “Key writing challenges of practice-based doctorates.”

Journal of Linguistics, 43,i (2007): J. Anderson, “Finiteness, mood, and morphosyntax”; M. Baerman, ”Morphological reversals”; A. Deo, “The metrical organization of Classical Sanskrit verse”; A. Koontz-Garboden, “Aspectual coercion and the typology of change of state predicates”; S.-A. Lee, “Ing forms and the progressive puzzle:  A construction-based approach to English progressives”; C. Rice, “Gaps and repairs at the phonology-morphology interface.”

Journal of Memory and Language, 56,iv (2007): F. Meunier & C.-M. Longtin, “Morphological decomposition and semantic integration in word processing”; A.. Melinger & J.-P. Koening, “Part-of-speech persistence:  The influence of part-of-speech information on lexical processes”; G. Dell, N. Martin, & M. Schwartz, “A case-series test of the interactive two-step model of lexical access:  Predicting word repetition from picture naming”; J. Arnodl & Z. Griffin, “The effect of additional characters of choice of referring expression:  Everyone counts”; T. Verbeemen, W. Vanpaemel, S. Patty, G. Storms, & T. Verguts, “Beyond exemplars and prototypes as memory representations of natural concepts:  A clustering approach”; D. Talmi, B. Luk, L. McGarry, & M. Moscovitch, “The contribution of relatedness and distinctiveness to emotionally-enhanced memory”; E. Kensinger, R. Jaroff-Eaton, & D. Schacter, “Effects of emotion on memory specificity:  Memory trade-offs elicited by negative visually arousing stimuli”; J. Starns, S. Lane, J. Alonzo, & C. Roussel, “Metamnemonic control over the discriminability of memory evidence:  A signal detection analysis of warning effects in the associative list paradigm.”

Journal of Memory and Language, 56,iii (2007): M. Meade, J. Watson, D. Balota, & H. Roediger, “The roles of spreading activation and retrieval mode in producing false recognition in the DRM paradigm”; B. Tzuy & R. Frost, “SOA does not reveal the absolute time course of cognitive processing in fast priming experiments”; J. Schweppe & R. Rummer, “Shared representation in language processing and verbal short-term memory:  The case of grammatical gender”; S. Foraker & B. McElree, “The role of prominence in pronoun resolution:  Active versus passive representations”; N. Kazanina, E. Lau, M. Lieberman, M. Yoshida, & C. Phillips, “The effect of syntactic constraints on the processing of backwards anaphora”; M. Hare, M. Tanenhaus, & K. McRae, “Understanding and producing the reduced relative construction:  Evidence from ratings, editing and corpora”; E. Kronmüller & D. Barr, “Perspective-free pragmatics:  Broken precedents and the recovery-from-preemption hypothesis”

Journal of Multi-lingual and Multicultural Development, 28,iii (2007): S. Fernandez & M. Clyne, “Tamil in Melbourne”; M. de Courcy, “Disrupting preconceptions:  Challenges to pre-service teachers’ beliefs about ESL children”; J. Hornikx, “An empirical study of readers’ associations with multilingual advertising:  The case of French, German and Spanish in Dutch advertising”; S. Kouritzin, “Pre-service teacher beliefs about foreign language teaching and learning.”

Journal of Multi-lingual and Multicultural Development, 28,ii (2007):  A. Fleming & R. Debski, “The use of Irish in networked communications:  A study of schoolchildren in different language settings”; W.-v. Chiung, “Language, literacy, and nationalism:  Taiwan’s orthographic transition from the perspective of Han Sphere”; C. Weninger, “Speakers’ perceptions of code choice in a foreign language academic department.”

Journal of Phonetics, 35,ii (2007): M. Tabain & P. Perrier, “An articulatory and acoustic study of /u/ in preboundary position in French:  The interaction of compensatory articulation, neutralization avoidance and featural enhancement”; J. Krivokapic, “Prosodic planning:  Effects of phrasal length and complexity on pause duration”; J. Cole, H. Kim, H. Choi, & M. Hasegawa-Johnson, “Prosodic effects on acoustic cues to stop voicing and place or articulation:  Evidence from radio news speech”; T. Cho, J. McQueen, & E. Cox, “Prosodically driven phonetic detail in speech processing:  The case of domain-initial strengthening in English”; H. Traunmüller & N. Öhrström, “Audiovisual perception of openness and lip rounding in front vowels”; R. McGowan & M. Howe, “Compact Green’s functions extend the acoustic theory of speech production.”

Journal of Pragmatics, 39,v (2007): 39,v (2007): J. Mey, “Focus-on issue:  Formal and philosophical aspects of pragmatics”; R. Kopytko, “Philosophy and pragmatics:  A language-game with Ludwig Wittgenstein”; D. Zielinska, “The selective mode of language use and the quantized communicative field”; J. Rily, “Mental representations:  Reference and definiteness”; J.-M. Kuczynski, “Does possible world semantics turn all propositions into necessary ones?”; K. Jaszczolt, “Variadic function and pragmatics-rich representations of belief reports”; K. Fukushima, “Conspiracy of form and context for proper semantic interpretation:  The implications of lonesome numeral classifiers in Japanese”; D. Ziegeler, “A word on coercion”; E. Manetta, “Unexpected left dislocation:  An English Corpus Study.”

Journal of Pragmatics, 39,iv (2007): 39,v (2007): H. Spencer-Oatey, “Theories of identity and the analysis of face”; M. Haugh, “Emic conceptualizations of (im)politeness and face in Japanese:  Implications for the discursive negotiation of second language learner identities”; S. Ruhi & H. Isik-Güler, “Conceptualizing face and relational work in (im)politeness:  Revelations from politeness lexemes and idioms in Turkish”; S. Schnurr, M. Marra, & J. Holmes, “Being (im)polite in New Zealand workplaces:  Maori and Pakeha leaders”; T. Chiles, “The construction of identity as `mentor’ in white collar and academic workplaces:  A preliminary analysis”; S. Graham, “Disagreeing to agree:  Conflict, (im)politeness and identity in a computer-mediated community”; Ç. Hatipoglu, “(Im)politeness, national and professional identities and context:  Some evidence from e-mailed `Call for Papers’,”

Journal of Pragmatics, 39,iii (2007): G. Jefferson, “Preliminary notes on abdicated other-correction”  E. Schegloff, “A tutorial on membership categorization”; M. Selting, “Lists as embedded structures and the prosody of list construction as an Interactional resource”; C. Antaki, “Mental-health practitioners’ use of idiomatic expressions in summarising clients’ accounts”; R. Wilkinson, “Managing linguistic incompetence as a delicate issue in aphasic talk-in-interaction:  On the use of laughter in prolonged repair sequences”; S. Emmertsen, “Interviewers’ challenging questions in British debate interviews”; M. Kidwell & D. Zimmerman, “Joint attention as action.”

Journal of Psycholinguistic Research, 36,iii (2007): T. Love, “The processing of non-canonically ordered constituents in long distance dependencies by pre-school children:  A real-time investigation”; E. Pérez, J. Santiago, A. Palma, & P. O’Seaghdha, “Perceptual bias in speech error date collection:  Insights from Spanish speech errors”; R. Schiff & D. Ravid, “Morphological analogies in Hebrew-speaking university students with dyslexia compared with typically developing gradeschoolers.”

Journal of Psycholinguistic Research, 36,ii (2007): P. Uppstad & O. Solheim, “Aspects of fluency in writing”; S. Abu-Rabia, “The role of morphology and short vowelization in reading Arabic among normal and dyslexic readers in Grades 3, 6, 9, and 12”; L. Roberts, T. Martinis, C. Felser, & H. Clahsen, “Antecedent priming at trace positions in children’s sentence processing”; C. Lee, “Phonological activation in multi-syllabic word recognition.”

Journal of Psycholinguistic Research, 36,i (2007): M. Peltola, O. Tuomainen, M. Koskin, & O. Aaltonen, “The effect of language immersion education on the preattentive perception of native and non-native vowel contrasts”; A. Gavarró & S. Martínez-Ferreiro, “Tense and agreement impairment in Ibero-Romance”; L. Huntsman, “Looks aren’t everything:  Pseudohomophones prime words but nonwords do not”; P. Stenneken, M. Conrad, & A. Jacobs, “Processing of syllables in production and recognition tasks.”

Journal of Second Language Writing, 16,i (2007): D. Belcher, “Seeking acceptance in an English-only research world”; Y. Yi, “Engaging literacy:  A biliterate student’s composing practices beyond school”; D. Buénette, “Is feedback pedagogically correct?  Research design issues in studies of feedback on writing”; “Selected bibliography of recent scholarship in second language writing.”

Language, 83,i (2007): G. Corbett, “Canonical typology, suppletion, and possible words”; B. Bicket, G. Banjade, M. Gaenszle, E. Lieven, N. Paudyal, I. Rai, M. Rai, N. Rai, & S. Stoll, “Free prefix ordering in Chintang”; G. Jäger, “Evolutionary game theory and topology:  A case study”; T. Alexopoulou & F. Keller, “Locality, cyclicity, and resumption:  At the interface between the grammar and the human sentence processor”; P. Ladefoged, “Articulatory features for describing lexical distinctions.”

Language and Cognitive Processes, 22,ii (2007): E. Janse, S. Nooteboom, & H. Quené, “Coping with gradient forms of /t/-deletion and lexical ambiguity in spoken word recognition”; D. Cairns, J. Marshall, P. Cairns, & L. Dipper, “Event processing through naming:  Investigating event focus in two people with aphasia”; K. Pine, N. Lufkin, E. Kirk, & D. Messer, “A microgenetic analysis of the relationship between speech and gesture in children:  Evidence for semantic and temporal asynchrony”; D. Skwerer, C. Schofield, A. Verbalis, S. Faja, & H. Tager-Flusberg, “Receptive prosody in adolescents and adults with Williams syndrome”; B. Howarth & A. Anderson, “Introducing objects in spoken dialogue:  The influence of conversational setting and cognitive load on the articulation and use of referring expressions”; M. Šetic & D. Domijan, “The influence of vertical spatial orientation on property verification.”

Language and Cognitive Processes, 22,i (2007): M. Ernestus & H. Baayen, “Paradigmatic effects in auditory word recognition:  The case of alternating voice in Dutch”; A. Krott, R. Schreuder, R. Baayen, & W. Dressler, “Analogical effects on linking elements in German compound words”; H.-C. Chen & J. Vaid, “Word frequency modulates the Basic Orthographic Syllabic Structure (BOSS) effect in English polysyllable word recognition”; M. Daneman, T. Lennertz, & B. Hannon, “Shallow semantic processing of text:  Evidence from eye movements”; A. Schwartz, J. Kroll, & M. Diaz, “Reading words in Spanish and English:  Mapping orthography to phonology in two languages”; H. Cheung, “The role of phonological awareness in mediating between reading and listening to speech.”

Language and Cognitive Processes, 21,vii & viii (2006): F.-X. Alario, A. Costa, V. Ferreira, & M. Pickering, “Architectures, representations and processes of language production”; G. Vigliocco & S. Kita, “Language-specific properties of the lexicon:  Implications for learning and processing”; M. Goldrick, “Limited interaction in speech production:  Chronometric, speech error, and neuropsychological evidence”; R. Hartsuiker, “Are speech error patterns affected y a monitoring bias?”; J.-R. Kuipers, W. Heij, & A. Costa, “A further look at semantic context effects in language production:  The role of response congruency”; H. Gumnior, J. Bölte, & P. Zwitserlood, “A chatterbox is a box:  Morphology in German word production”; N. Schiller & A. Caramazza, “Grammatical gender selection and the representation of morphemes:  The production of Dutch diminutives”; H. Branigan, M. Pickering, J. McLean, & A. Stewart, “The role of local and global syntactic structure in language production:  Evidence from syntactic priming”; V. Ferreira & K. Brock, “The functions of structural priming.”

Language Awareness. 16.i (2007): D. Palfreyman, “Online media:  New dimensions for language awareness”; M. Helena, A. e Sá, & S. Melo, “Online plurilingual interaction in the development of language awareness”; N. Ishihara, “Web-based curriculum for pragmatics instruction in Japanese as a foreign language:  An explicit awareness-raising approach”; R. Farabaugh, “`The Isle is full of noises’:  Using Wiki software to establish a discourse community in a Shakespeare classroom”; M. Dooly, “Joining forces:  Promoting metalinguistic awareness through computer-supported collaborative learning.”

Language, Culture and Curriculum, 20,i (2007): A. Byon, “The use of culture portfolio project in a Korean culture classroom:  Evaluating stereotypes and enhancing cross-cultural awareness”; P. Ha, “Australian-trained Vietnamese teachers of English:  Culture and identity formation”; Y. Chen, “Equality and inequality of opportunity in education:  Chinese emergent bilingual children in the English mainstream classroom”; L. Schoenbrodt, D. Carran, & J. Preis, “A study to evaluate the language development of post-institutionalised children adopted from Eastern European countries”; Á. Huguet, “Minority languages and curriculum:  The case of Spain.”

The Language Educator, 2,iii (2007): P. Koning, “BYU language houses offer unique immersion experience”; S. Cutshall, “Riding the wave:  The surge in interest in Arabic language learning”; M. Sweley, “Speaking the same language:  Successful postsecondary programs require communication between educators and administrators”; M. Leeser & J. Gramling, “In the classroom:  The best of both worlds:  Planning and implementing hybrid language instruction.”

The Language Educator, 2,ii (2007): M. Sweley, “Business-focused foreign language programs form students’ real world futures”; “Interview with ACTFL National Language Teacher of the Year Christine Lanphere”; S. Cutshall, “The challenge of recruiting and retaining quality language teacher”; S. Reese, “Taking another path:  Language learning at the community college level”; M. Clement, “Creating your own future:  Job search and interview strategies for language educators.”

Language in Society, 36,ii (2007): E. Clark, “Young children’s uptake of new words in conversation”; Y. Fujii, “Tell me about when you were hitchhiking:  The organization of story initiation by Australian and Japanese speakers”; A. Verschik, “Jewish Russian and the field of ethnolect study,”

Language Problems & Language Planning, 31,i (2007): H. De Schutter, “Language policy and political philosophy:  On the emerging linguistic justice debate”; E. Faingold, “Language rights in the 2004 draft of the European Union Constitution”; E. Loos, “Language policy in an enacted world:  The organization of linguistic diversity.”

The Language Teacher, 31,v (2007): K. Bradford-Watts, “Interview with Rob Waring and Marc Helgesen on extensive reading”; A. Takase, “Extensive reading in the Japanese high school setting”; K. Schmidt, “Five factors to consider in implementing a university Extensive Reading program”; M. Furr, “Reading circles:  Moving great stories from the periphery of the language classroom to its centre”; M. White, “A good story in 50 words?”; J. Young, “Researching graduate schools in English-speaking countries:  A task-based project for EFL learners”; P. Collett, “Mixi-ing up classroom communities.”

Language Teaching, 40,ii (2007): S. Cornwell, A. Simon-Maeda, & E. Churchill, “Selected research on second-language teaching and acquisition published in Japan in the years 2000-2006”; Abstracts:  Language teaching, language learning, reading & writing, language testing, teacher education, bilingual education & bilingualism, sociolinguistics, applied linguistics, pragmatics, & neurolinguistics.

Language Teaching, 40,i (2007): P. Benson, “Autonomy in language teaching and learning”; Abstracts:  Language teaching, language learning, reading & writing, language testing, teacher education, bilingual education & bilingualism, sociolinguistics, applied linguistics, pragmatics, & neurolinguistics.

Language Teaching Research, 11,i (2007): T. Tode, “Durability problems with explicit instruction in an EFL context:  The learning of the English copula be before and after the introduction of the auxiliary be”; G. Martinez, “Writing back and forth:  The interplay of form and situation in heritage language composition”; F. Boers, J. Eyckmans, & H. Stengers, “Presenting figurative idioms with a touch of etymology:  More than mere mnemonics?”; S. Webb, “Learning word pairs and glossed sentences:  The effects of a single context on vocabulary knowledge”; M. Bloom, “Tensions in a non-traditional Spanish classroom.”

Language Testing, 24,i (2007): M. Abbott, “A confirmatory approach to differential item functioning on an ESL reading assessment”; C. Elder, G. Barkhuizen, U. Knoch, & J. von Randow, “Evaluating rater responses to an online training program for L2 writing assessment”; G. Dávid, “Investigating the performance of alternative types of grammar items”; T. Shiotsu & C. Weir, “The relative significance of syntactic knowledge and vocabulary breadth in the prediction of reading comprehension test performance.”

Language Variation and Change, 19,ii (2007): C. Travis, “Genre effects on subject expression in Spanish:  Priming in narrative and conversation”; T. Irons, “On the status of low back vowels in Kentucky English:  More evidence of merger”; J. Roberts, “Vermont lowering?  Raising some questions about /ai/ and /au/ south of the Canadian border”; S. Tagliamonte and A. D’Arcy, “Frequency and variation in the community grammar:  tracking a new change through the generations.”

Lingua, 117,viii (2007): R. Truswell, “Extraction from adjuncts and the structure of events” B. Kabak, “Hiatus resolution in Turkish:  An underspecification account”; L. Kulikov, “The reflexive pronouns in Vedic:  A diachronic and typological perspective”; C. Marshall, T. Marinis, & H. van der Lely, “Passive verb morphology:  The effect of phonotactics on passive comprehension n typically developing and grammatical-SLI children”; A. Moro, “An exploration of colour terms in English-lexifier Atlantic creoles”; C. Li, “Split ergativity and split intransitivity in Nepali.”

Lingua, 117,vii (2007): G. Morgan & B. Woll, “Understanding sign language classifiers through a polycomponential approach”; P. Eccarius & D. Brentari, “Symmetry and dominance:  A cross-linguistic study of signs and classifier constructions”; E. Benedicto, S. Cvejanov, & J. Quer, “Valency in classifier predicates:  A syntactic analysis”; G. Tang & G. Yang, “Events of motion and causation in Hong Kong Sing Language”; D. Grosse, R. Wilbur, & K. Schalber, “Events and telicity in classifier predicates:  A reanalysis of body part classifier predicates in ASL”; D. Quinto-Pozos, “Can constructed action be considered obligatory?”; P. Perniss, “Achieving spatial coherence in German Sign Language narratives:  The use of classifiers and perspective.”

Lingua, 117,vi (2007): S. Tomioka, “The Japanese existential possession:  A case study of pragmatic disambiguation”; E. Bonet, M.-R. Lioret, & J. Mascaró, “Allomorph selection and lexical preferences:  Two case studies”; S. Simango, “Enlarged arguments in Bantu:  Evidence from Chichewa”; T. Bradley, “Morphological derived-environment effects in gestural coordination:  A case study of Norwegian clusters”; R. Letsholo, “Who is where:  Deriving right edge WH phrases in Ikalanga WH constructions”; T. Ernst, “On the role of semantics in a theory of adverb syntax”; M. Simons, “Observations on embedding verbs, evidentiality, and presupposition”; S. Paoli, “The fine structure of the left periphery:  COMPs and subjects:  Evidence from Romance”; L. Bruzio & N. Tantalou, “Modern Greek accent and faithfulness constraints in OT.”

Linguistic Inquiry, 38,ii (2007): R. Folli & H. Harley, “Causation, obligation, and argument structure:  On the nature of little v”; B. Hyde, “Issues in Banawá prosody:  Onset sensitivity, minimal words, and syllable integrity”; R. Bhatt & V. Dayal, “Rightward scrambling as rightward remnant movement”; M. den Dikken, “Amharic relatives and possessives:  Definiteness, agreement, and the linker”; A. Giorgi, “On the nature of long-distance anaphors”; D. Adger, “Pronouns postpose at PF”; D. Almeida & M. Yoshida, “A problem for the preposition stranding generalization”; Y. Haddad, “Subject anaphors:  Exempt or not exempt?”; C.-h. Han & C. Lee, “On negative imperatives in Korean”; G. Hansson, “Blocking effects in agreement by correspondence”; N. Hornstein, “A very short note on existential constructions.”

Linguistics and Education, 17,iv (2007): P. Margutti, “`Are you human beings?’ Order and knowledge construction through questioning in primary classroom interaction”; V. Rogers & W. McLead, “Autochthonous minority languages in public-sector primary education:  Bilingual policies and politics in Brittany and Scotland”; A. Chandrasegaran & K. Kong, “Stance-taking and stance-support in students’ online forum discussion”; V. Cortes, “Teaching lexical bundles ion the disciplines:  An example from a writing intensive history class.”

Linguistics and Education, 17,iii (2007): I. Sánchez & M. Orellana, “The construction of moral and social identity in immigrant children’s narrative-in-translation”; M. Macken-Horarik, L. Devereux, C. Trimingham-Jack, & K. Wilson, “Negotiating the territory of tertiary literacies:  A case study of teacher education”; K. Love & S. Arkoudia, “Teachers’ stances towards Chinese international students:  An Australian case study”; A. Bannink & J. van Dam, “A dynamic discourse approach to classroom research.”

Multilingua, 25,iv (2006): E. Davies & A. Bentahila, “Code switching and the globalization of popular music:  The case of North African rai and rap”; A. DeCapua, D. Berkowitz, & D. Boxer, “Women talk revisited:  Personal disclosures and alignment development”; S. Levey, “The sociolinguistic distribution of discourse marker like in preadolescent speech”; H. Igboanusi, “Is Igbo an endangered language?”

RELC Journal, 38,i (2007): J. Foley, “English as a global language:  My two satangs’ worth”; D. Qian, “Assessing university students:  Searching for an English language exit test”; N. Zacharias, “Teacher and student attitudes toward teacher feedback”; J. McCrostie, “Investigating the accuracy of teachers’ word frequency intuitions”; G. Hu, “Developing an EAP writing course for Chinese ESL students”; Z. Tan, “Questioning in Chinese university EL classrooms:  What lies beyond it?”; T. Tuan & S. Neomy, “Investigating group planning in preparation for oral presentations in an EFL class in Vietnam.”

Review of Educational Research, 77,i (2007): O. López, “Classroom diversification:  A strategic view of educational productivity”; J. Hattie & H. Timperley, “The power of feedback”; J. Cornelius-White, “Learner-centered teacher-student relationships are effective:  A meta-analysis.”

Second Language Research, 23,i (2007): C. Felser & L. Roberts, “Processing wh-dependencies in a second language:  A cross-modal priming study”; M. Santoro, “Second language acquisition of Italian accusative and dative clitics”; Y. Shirai, “The aspect hypothesis, the comparative fallacy and the validity of obligatory context analysis:  A reply to Lardiere, 2003”; R. Hayes-Harb, “Lexical and statistical evidence in the acquisition of second language phonemes”; Y.-k. Leung, “Third language acquisition:  Why it is interesting to generative linguists.”

Studies in Second Language Acquisition, 29,ii (2007): H. Ozeki & Y. Shirai, “Does the noun phrase accessibility hierarchy predict the difficulty order in the acquisition of Japanese relative clauses?”; K. Kanno, “Factors affecting the processing of Japanese relative clauses by L2 learners”; N. Yabuki-Soh, “Teaching relative clauses in Japanese:  Exploring alternative types of instruction and the projection effect”; K. Jeon & H.-Y. Kim, “Development of relativization in Korean as a foreign language:  The noun phrase accessibility hierarchy in head-internal and head-external relative clauses”; V. Yip & S. Matthews, “Relative clauses in Cantonese-English bilingual children:  Typological challenges and processing motivtations”; B. Comrie, “The acquisition of relative clauses in relation to language typology”; H. Diessel, “A construction-based analysis of the acquisition of East Asian relative clauses”; F. Eckman, “Hypotheses and methods in second language acquisition:  Testing the noun phrase accessibility hierarchy on relative clauses”; S. Gass & J. Lee, “Second language acquisition of relative clauses”; J. Hawkins, “Acquisition of relative clauses in relation to language universals”; R. Hawkins, “The noun phrase accessibility hierarchy:  Lame duck or dead duck in theories of SLA?”; S. Izumi, “Universals, methodology, and instructional intervention on relative clauses”; A. Juffs, “Second language acquisition of relative clauses in the languages of East Asia”; Y. Matsumoto, “Interaction of multiple factors in relative clause construal and acquisition.”

System, 35,i (2007): J. Rubin, “Introduction to special issue:  Language Counseling”; M. Victori, “The development of learners’ support mechanisms in a self-access center and their implementation in a credit-based self-directed learning program”; D. Blake, “Adapting counseling to changing learner demographics via a school-wide system of support”; L. Karlsson, F. Kyisik, & J. Nordlund, “Language counseling:  A critical and integral component in promoting an autonomous community of learning”; M. Mozzon-McPherson, “Supporting independent learning environments:  An analysis of structures and roles of language learning advisers”; H. Reinders, “Big brother is helping you:  Supporting self-access language learning with a student monitoring system.”

TESL-EJ, 10,ii (2006)  [On line  http://tesl-ej.org] : D. Santos & B. Falabella,  “The English lesson as a site for the development of critical thinking”; B. Lanteigne, “Regionally specific tasks of non-western English language usage”; H. Hussin, “Dimensions of questioning:  A qualitative study of current classroom practice in Malaysia”; D. Oanh & N. Hien, “Memorization and EFL students’ strategies at university level in Vietnam”; M. Kubanyiova, “Developing a motivational teaching practice in EFL teachers in Slovakia:  Challenges of promoting teacher change in EFL contexts”; R. Diab, “Teaching practices and student learning in the introductory research methods class”; A. Simon-Maeda, E. Churchill, & S. Cornwell, “Negotiating academic practices, identities, and relationships in a doctoral program:  A case from an overseas institution in Japan”; D. Atay, “Teachers’ professional development:  Partnerships in research.”

TESL Reporter, 40,i (2007): G. Vitanova, “English as an international language pedagogy:  What teachers’ voices tell us”; Y. Cheung & C. Cheung, “Implementing writing-across-the-curriculum in Hong Kong:  The challenges of a WAC tutor”; K. Barkaoui, “Teaching writing to second language learners:  Insights from theory and research”; L. Wang, “Word association:  Second language vocabulary acquisition and instruction.”

TESOL Quarterly, 41,i (2007): M. Varghese & B. Johnston, “Evangelical Christians and English language teaching”; C. Stroud & L. Wee, “A pedagogical application of liminalities in social positioning:  Identity and literacy in Singapore”; Y. Li, “Apprentice scholarly writing in a community of practice:  An intraview of an NNES graduate student writing a research article”; J. Yamashita, “The relationship of reading attitudes between L1 and L2:  An investigation of adult EFL learners in Japan”; K. McDonough & W. Chaikitmongkol, “Teachers’ and learners’ reactions to a task-based EFL course in Thailand”; G. Yihong, Z. Yuan, C. Ying, & Z. Yan, “Relationship between English learning motivation types and self-identity changes among Chinese students”; J. Egbert, “Quality analysis of journals in TESOL and applied linguistics”; A. Bruton & M. López, “Readers respond to K. S. Folse’s `The effect of type of written exercise on L2 vocabulary retention’”; K. Folse, “The author replies”; N. Segalowitz, “Access fluidity, attention control, and the acquisition of fluency in a second language”; J. Julstija, R. Schoonen, & A. van Gelderen, “Unraveling the componential structure of second-language skills”; T. Farrell, “Failing the practicum:  Narrowing the gap between expectations and reality with reflective practice.”

The Translator, 13,i (2007): L. Pérez-González, “Appraising dubbed conversation:  Systemic functional insights into the construal of naturalness in translated film dialogue”; J. Lai, “Institutional patronage:  The Religious Tract Society and the translation of Christian tracts in nineteenth-century China”; C. Angelelli, “Assessing medical interpreters:  The language and interpreting testing project”;  D. Kinloch, “Lilies or skelfs:  Translating queer melodrama.”

World Englishes, 26,i (2007): L. Peter & H.-G. Wolf, “A comparison of the varieties of West African Pidgin”; D. Deuber & L. Hinrichs, “Dynamics of orthographic standardization in Jamaican Creole and Nigerian Pidgin”; C. Frade, “Power dynamics and legal English”; Y. Kobayashi, “Japanese working women and English study abroad”; P. Friedrich, “English for peace:  Toward a framework of Peach Sociolinguistics”; J. Martin, “Comment”; J. Rajadurai, “Intelligibility studies:  A consideration of empirical and ideological issues”; B. Seidlhofer, “Comment.”