Language teaching

04–538 Allford, D. Institute of Education, University of London. d.allford@sta01.joe.ac.uk ‘Grasping the nettle’: aspects of grammar in the mother tongue and foreign languages . Language Learning Journal (Rugby, UK), 27 (2003), 24–32. 04–539 Álvarez, Inma (The Open U., UK). Consideraciones sobre la contribución de los ordenadores en el aprendizaje de lenguas extranjeras . [The contribution of computers to foreign language learning.] Vida Hispánica (Rugby, UK), 28 (2003), 19–23. 04–540 Arkoudis, S. (U. of Melbourne, Australia; Email : sophiaa@unimelb.edu.au ). Teaching English as a second language in science classes: incommensurate epistemologies? Language and Education (Clevedon, UK), 17 , 3 (2003), 161–173. 04–541 Bandin, Francis and Ferrer, Margarita (Manchester Metropolitan U., UK). Estereotípicos . [Stereotypes.] Vida Hispánica. Association for Language Learning (Rugby, UK), 28 (2003), 4–12. 04–542 Banno, Eri (Okayama University). A cross-cultural survey of students’ expectations of foreign language teachers . Foreign Language Annals , 36 , 3 (2003), 339–346. 04–543 Barron, Colin (U. of Hong Kong, Hong Kong; Email : csbarron@hkusua.hku.hk ). Problem-solving and EAP: themes and issues in a collaborative teaching venture . English for Specific Purposes (Amsterdam, The Netherlands), 22 , 3 (2003), 297–314. 04–544 Bartley, Belinda (Lord Williams's School, Thame). Developing learning strategies in writing French at key stage 4 . Francophonie (London, UK), 28 (2003), 10–17. 04–545 Bax, S. (Canterbury Christ Church University College). The end of CLT: a context approach to language teaching . ELT Journal (Oxford, UK), 57 , 3 (2003), 278–287. 04–546 Caballero, Rodriguez (Universidad Jaume I, Campus de Borriol, Spain; Email : mcaballe@guest.uji.es ). How to talk shop through metaphor: bringing metaphor research to the ESP classroom . English for Specific Purposes (Amsterdam, The Netherlands), 22 , 2 (2003), 177–194. 04–547 Field, J. (University of Leeds). Promoting perception: lexical segmentation in L2 listening . ELT Journal (Oxford, UK), 57 , 4 (2003), 325–334. 04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email : msf@u.Arizona.edu ). Semantic category effects in second language word learning . Applied Psycholinguistics (Cambridge, UK), 24 , 3 (2003), 369–384. 04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses . TESOL Quarterly (Alexandria, VA, USA), 37 , 3 (2003), 443–466. 04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems . International Journal of Applied Linguistics (Oxford, UK), 12 , 2 (2002), 139–155. 04–551 Hird, Bernard (Edith Cowan U., Australia; Email : b.hird@ecu.edu.au ). What are language teachers trying to do in their lessons? Babel , (Adelaide, Australia) 37 , 3 (2003), 24–29. 04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). Audiotaped dialogue journals: an alternative form of speaking practice . ELT Journal (Oxford, UK), 57 , 3 (2003), 269–277. 04–553 Huang, Jingzi (Monmouth University, West Long Branch, NJ, USA). Chinese as a foreign language in Canada: a content-based programme for elementary school . Language, Culture and Curriculum (), 16 , 1 (2003), 70–89. 04–554 Kennedy, G. (Victoria University of Wellington). Amplifier collocations in the British National Corpus: implications for English language teaching . TESOL Quarterly (Alexandria, VA, USA), 37 , 3 (2003), 467–487. 04–555 Kissau, Scott P. (U. of Windsor, UK &amp; Greater Essex County District School Board; Email : scotkiss@att.canada.ca ). The relationship between school environment and effectiveness in French immersion . The Canadian Journal of Applied Linguistics (Ottawa, Canada), 6 , 1 (2003), 87–104. 04–556 Laurent, Maurice (Messery). De la grammaire implicite à la grammaire explicite . [From Implicit Grammar to Explicit Grammar.] Tema , 2 (2003), 40–47. 04–557 Lear, Darcy (The Ohio State University, USA). Using technology to cross cultural and linguistic borders in Spanish language classrooms . Hispania (Ann Arbor, USA), 86 , 3 (2003), 541–551. 04–558 Leeser, Michael J. (University of Illianos at Urbana-Champaign, USA; Email : leeser@uiuc.edu ). Learner proficiency and focus on form during collaborative dialogue . Language Teaching Research , 8 , 1 (2004), 55. 04–559 Levis, John M. (Iowa State University, USA) and Grant, Linda. Integrating pronunciation into ESL/EFL classrooms . TESOL Journal , 12 (2003), 13–19. 04–560 Mitchell, R. (Centre for Language in Education, University of Southampton; Email: rfm3@soton.ac.uk ) Rethinking the concept of progression in the National Curriculum for Modern Foreign Languages: a research perspective . Language Learning Journal (Rugby, UK), 27 (2003), 15–23. 04–561 Moffitt, Gisela (Central Michigan U., USA). Beyond Struwwelpeter: using German picture books for cultural exploration . Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36 , 1 (2003), 15–27. 04–562 Morley, J. and Truscott, S. (University of Manchester; Email : mfwssjcm@man.ac.uk ). The integration of research-oriented learning into a Tandem learning programme . Language Learning Journal (Rugby, UK), 27 (2003), 52–58. 04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email : rhonda.oliver@cowan.edu.au ) and Mackey, Alison. Interactional context and feedback in child ESL classrooms . The Modern Language Journal (Madison, WI, USA), 87 , 4 (2003), 519–533. 04–564 Pachler, N. (Institute of Education, University of London; Email : n.pachler@ioe.ac.uk ). Foreign language teaching as an evidence-based profession? Language Learning Journal (Rugby, UK), 27 (2003), 4–14. 04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb . [Grammar teaching as a training of noticing. The role of grammatical knowledge in formal language learning.] Babylonia (Switzerland, www.babylonia ), 2 (2003), 9–18. 04–566 Purvis, K. ( Email : purvis@senet.com.au ) and Ranaldo, T. Providing continuity in learning from Primary to Secondary . Babel , <

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