Language learning

04–28Atienza Merino, José Luis (Universidad de Oviedo, Spain). L'émergence de l'inconscient dans l'appropriation des langues étrangères. [The role of the Subconscious in Foreign Language Learning.] Études delinguistique appliquée (Paris, France), 131, 3 (2003), 305–328. 04–29Belz, Julie A. and Kinginger, Celeste (Pennsylvania State U., USA). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning (Malden, MA, USA), 53, 4 (2003), 591–647. 04–30Berry, Rita Shuk Yin (Hong Kong Institute of Education) and Williams, Marion. In at the deep end. Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology (Thousand Oaks, CA, USA), 23, 1 (2004), 118–34. 04–31Couper, Graeme (Auckland University of Technology, New Zealand). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect (Sydney, Australia), 18, 3 (2003), 53–70. 04–32De Fraine, Bieke, Van Damme, Jan, Van Landeghem, Georges and Opdenakker, Marie-Christine (Centre for Educational Effectiveness and Evaluation, Belgium; Email: Beatrijs.DeFraine@ped.kuleuven.ac.be ) and Onghena, Patrick. The effect of schools and classes on language achievement. British Educational Research Journal (London, UK), 29, 6 (2003), 841–859. 04–33Detey, Sylvain (Université de Toulouse-Le Mirail, France). Invariance, variations et “centration cognitive”: quelles nécessités pour la didactique des langues? [Universals, individuality and “cognitive centring”: what is their use for language teaching?]Revue Parole (Paris, France), 25/26 (2003), 75–114. 04–34Durán, Pilar (Reading U., UK; Email: p.duran@reading.ac.uk ). Children as mediators for the second language learning of their migrant parents. Language and Education (Clevedon, UK), 17, 5 (2003), 311–331. 04–35Erlam, Rosemary (U. of Auckland, New Zealand). Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning. Studies in Second Language Acquisition (New York, USA), 25, (4) (2003), 559–582. 04–36Gardner, R. C. (University of Western Ontario, Canada; Email: gardner@uwo.ca ), Masgoret, A. M., Tennant, J. and Mihic L. Integrative motivation: changes during a year-long intermediate level language course. Language Learning (Malden, MA, USA), 54, 1 (2004), 1–34. 04–37Gélat, Mona (Twickenham, UK; Email: mona_gelat@onetel.net.uk ). Taking others' perspectives in a peer interactional setting while preparing for a written argument. Language and Education (Clevedon, UK), 17, 5 (2003), 332–354. 04–38Graham, Suzanne (Reading U., UK; Email: suzanne@graham11.freeserve.co.uk ). Learner strategies and advanced level listening comprehension. Language Learning Journal (London, UK), 28 (Winter 2003), 64–69. 04–39Hew, Soon-Hin and Ohki, Mitsuri (Kyoto U., Japan; Email: my711010@hotmail.com ). Effect of animated graphic annotations and immediate visual feedback in aiding Japanese pronunciation learning: a case study. Calico Journal (Texas, USA), 21, 2 (2004), 397–419. 04–40Itakura, Hiroko (The Hong Kong Polytechnic University, Hong Kong; Email: eghiroko@polyu.edu.hk ). Changing cultural stereotypes through e-mail assisted foreign language learning. System (Oxford, UK), 32, 1 (2004), 37–51. 04–41Johnstone, Richard (Stirling U., UK; Email: r.m.johnstone@stir.ac.uk ). Evidence-based policy: early modern language learning at primary. Language Learning Journal (London, UK), 28 (Winter 2003), 14–21. 04–42Kingston, John (University of Massachusetts, USA; Email: jkingston@linguist.umass.edu ). Learning foreign vowels. Language and Speech (Twickenham, UK), 46, 2–3 (2003), 295–349. 04–43Lamb, Martin (University of Leeds, UK; Email: m.v.lamb@education.leeds.ac.uk ). Integrative motivation in a globalizing world. System (Oxford, UK), 32, 1 (2004), 3–19. 04–44Larson-Hall, Jennifer (University of North Texas, USA). Predicting perceptual success with segments: a test of Japanese speakers of Russian. Second Language Research (London, UK), 20, 1 (2004), 33–76. 04–45Lazaraton, Anne (University of Minnesota, USA; Email: lazaratn@umn.edu ). Gesture and speech in the vocabulary explanations of one ESL teacher: a microanalytic inquiry. Language Learning (Malden, MA, USA), 54, 1 (2004), 79–117. 04–46Lightbown, Patsy M. (Concordia U., Canada; Email: patsy.lightbown@verizon.net ). SLA research in the classroom/SLA research for the classroom. Language Learning Journal (London, UK), 28 (Winter 2003), 4–13. 04–47Loewen, Shawn (University of Auckland, New Zealand; Email: s.loewen@auckland.ac.nz ). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning (Malden, MA, USA), 54, 1 (2004), 153–188. 04–48Matsuda, Sae and Gobel, Peter (Kyoto Sangyo University, Japan; Email: sae@ cc.kyoto-su.as.jp ). Anxiety and predictors of performance in the foreign language classroom. System (Oxford, UK), 32, 1 (2004), 21–36. 04–49Mills, N., Herron, C. and Cole, S. (Emory University, Atlanta; Email: nmills@learnlink.emory.edu .). Teacher-assisted versus individual viewing of foreign language video: relation to comprehension, self-efficacy, and engagement. Calico Journal (Texas, USA), 21, 2 (2004), 291–316. 04–50Mishra, Ranjita (Utkal U., India). The development of narration ability among pre-school children. Psycho-lingua (Raipur, India), 33, 1 (2003), 8–16. 04–51Mondria, Jan-Arjen (U. of Groningen, The Netherlands). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition (New York, USA), 25, (4) 473–499. 04–52Park, Hyeson (University of South Carolina, USA). A minimalist approach to null objects and subjects in second language acquisition. Second Language Research, 20, 1 (2004), 1–32. 04

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