Language learning

04–358 Bishop, Graham (Open U., UK), First steps towards electronic marking of language assignments . Language Learning Journal (London, UK), 29 (2004), 42–46. 04–359 Coniam, David and Wong, Richard (Chinese U. of Hong Kong; Email : coniam@ cuhk.edu.hk ). Internet Relay Chat as a tool in the autonomous development of ESL learners' English language ability: an exploratory study . System (Oxford, UK), 32 , 3 (2004), 321–335. 04–360 Cooke, Melanie, Wallace, Catherine, with Shrubshall, Paul. Inside Out/Outside In: a study of reading in ESOL classrooms . Language Issues (Birmingham, UK), 16 , 1 (2004), 7–12. 04–361 Dewey, Dan (U. of Pittsburgh, USA; Email : ddewey@pitt.edu ). A comparison of reading development by learners of Japanese in intensive domestic immersion and study abroad contexts . Studies in Second Language Acquisition (New York, USA), 26 (2004), 303–327. 04–362 Ferris, Dana R. (California State U., Sacramento, USA). The grammar correction debate in L2 writing: where are we, and where do we go from here? (and what do we do in the meantime…?) . Journal of Second Language Writing (New York, USA), 13 , 1 (2004), 49–62. 04–363 Gaskell, Delian and Cobb, Thomas (U. de Québec à Montréal, Canada; Email : cobb.tom@uqam.ca ). Can learners use concordance feedback for writing errors? System (Oxford, UK), 32 , 3 (2004), 301–319. 04–364 Goldstein, Lynn M. (Monterey Institute of International Studies, California, USA). Questions and answers about teacher written commentary and student revision: teachers and students working together . Journal of Second Language Writing (New York, USA), 13 , 1 (2004), 63–80. 04–365 Hall, Kathy, Allan, Christine, Dean, Jacqui and Warren, Sue (Leeds Metropolitan U., UK; Email : k.hall@lmu.ac.uk ). Classroom discourse in the Literacy Hour in England: a study of two lessons . Language, Culture and Curriculum (Clevedon, UK), 16 , 3 (2003), 284–297. 04–366 Ivanič, Roz (Lancaster U., UK; Email : r.ivanic@lancs.ac.uk ). Discourses of writing and learning to write . Language and Education (Clevedon, UK), 18 , 3 (2004), 220–245. 04–367 Kapp, Rochelle (U. of Cape Town, South Africa; Email : rkapp@ched.uct.ac.za ). ‘Reading on the line”: an analysis of literacy practices in ESL classes in a South African township school . Language and Education (Clevedon, UK), 18 , 3 (2004), 246–263. 04–368 Kubota, Ryuko and Lehner, Al (U. of North Carolina, USA; Email : rkubota@email.unc.edu ). Toward critical contrastive analysis . Journal of Second Language Writing (New York, USA), 13 , 1 (2004), 7–27. 04–369 McNamara, Danielle S. (U. of Memphis, USA; Email : d.mcnamara@mail.psyc.memphis.edu ). SERT: self-explanation reading training . Discourse Processes (New York, USA), 38 , 1 (2004), 1–30. 04–370 Mokhtari, Kouider, and Reichard, Carla (Miami U., Ohio, USA; Email : mohktak@muohio.edu ). Investigating the strategic reading processes of first and second language readers in two different cultural contexts . System (Oxford, UK), 32 , 3 (2004), 379–394. 04–371 Mori, S. (Kinki U., Japan; Email : squiddly@leto.eonet.ne.jp ). Significant motivational predictors of the amount of reading by EFL learners in Japan . RELC Journal (Singapore), 35 , 1 (2004), 63–81. 04–372 O, K-M. (Dongduk U., Korea, Email : kmo@dongduk.ac.kr ). Individualized Teacher-Student Interaction in EFL Writing Class: Action Research . English Teaching (Anseonggun, South Korea), 58 , 4 (2003), 99–126. 04–373 Pulido, Diana (Washington State U., USA; Email : dpulido@wsu.edu ). The relationship between text comprehension and second language incidental vocabulary acquisition: a matter of topic familiarity? Language Learning (Malden, Massachusetts, USA), 54 , 3 (2004), 469–523. 04–374 Sasaki, Miyuki (Nagoya Gakuin U., Japan; Email : sasaki@ngu.ac.jp ). A multiple-data analysis of the 3.5-Year development of EFL student writers . Language Learning (Malden, Massachusetts, USA), 54 , 3 (2004), 525–582. 04–375 Walczyk, Jeffrey J., Marsiglia, Cheryl S., Johns, Amanda K. and Bryan, Keli S. (Louisiana Tech U., USA; Email : Walczyk@latech.edu ). Children's compensations for poorly automated reading skills . Discourse Processes (New York, USA), 37 , 1 (2004), 47–66. 04–376 Walter, Catherine (Institute of Education, U. of London UK). Transfer of reading comprehension skills to L2 is linked to mental representations of text and to L2 working memory . Applied Linguistics (Oxford, UK), 25 , 3 (2004), 315–339. 04–377 Wang, Xiang (Jiangsu U., PR of China). Encouraging self-monitoring in writing by Chinese students . ELT Journal (Oxford, UK), 58 , 3 (2004), 238–246.

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