Language learning

05–135Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk ), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224. 05–136Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk ), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299–328. 05–137Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–218. 05–138Bohn, Mariko T. (Stanford U, USA; mbohn@stanford.edu ), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations – with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1–35. 05–139Bryan, S. (Arizona State U East, USA), The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 33–58. 05–140Byon, Andrew Sangpil (U at Albany, State U of New York, USA; abyon@albany.edu ), Learning linguistic politeness. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 37–62. 05–141Cekaite, A. & Aronsson, K. (Linköping U, Sweden), Language play, a collaborative resource in children's L2 learning. Applied Linguistics (Oxford, UK) 26.2 (2005), 169–191. 05–142Culhane, Stephen F. (Kagoshima U, Japan; culhane@pacall.org ) & Umeda, Chisako (Ritsumeikan Asia Pacific U, Japan), Authentic second language interaction in an instructional setting: assessing an inter-class exchange programme. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 281–298. 05–143Dancer, Diane & Kamvounias, Patty (Sydney U, Australia; d.dancer@econ.usyd.edu.ac ), Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 445–454. 05–144Dong, Naiting (Jiangsu Polytechnic U, China), Failures of intercultural communication caused by translating from Chinese into English. English Today (Cambridge, UK) 21.1 (2005), 11–16. 05–145Egi, Takako (Florida U, USA; tegi@aall.ufl.edu ), Verbal reports, noticing, and SLA research. Language Awareness (Clevedon, UK) 13.4 (2004), 243–264. 05–146Fernández Toledo, Piedad (Murcia U, Spain; piedad@um.es ), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1059–1079. 05–147Fisher, Linda, Evans, Michael & Esch, Edith (U of Cambridge, UK; igf20@cam.ac.uk ), Computer-mediated communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal (Rugby, UK) 30 (2004), 50–58. 05–148Gass, Susan & Alvarez Torres, Maria José (Michigan State U, USA; gass@msu.edu ), Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 1–31. 05–149Hawkins, M. (U of Wisconsin, USA), Becoming a student: identity work and academic literacies in early schooling. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 159–182. 05–150Hosali, Priya (CIEFL, Hyderabad, India), Butler English. English Today (Cambridge, UK) 21.1 (2005), 34–39. 05–151Jackson, Jane (Chinese U of Hong Kong, China; jjackson@arts.cuhk.edu.hk ), Language and cultural immersion: an ethnographic case study. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 261–279. 05–152Kintsch, W. (Colorado U, USA), An overview of top-down and bottom-up effects in comprehension: the CI perspective. Discourse Processes (Mahwah, NJ, USA) 39.2/3 (2005), 125–128. 05–153Koyama, Jill P. (Columbia U, USA), Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28. 3 (2004), 401–423. 05–154Lambacher, Stephen G. (Aizu U, Japan; steeve@u-aizu.ac.jp ), Martens, William, L., Kakehi, Kazukiko, Marasinghe, Chandrajith, A. & Molholt, Garry, The effects of identification training on the identification and production of American English vowels by native speakers of Japanese. Applied Psycholinguistics (Cambridge, UK), 26.2 (2005), 227–247. 05–155McDonough, Kim (U of Illinois, USA; mcdonokr@uiuc.edu ), Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 79–103. 05–156Meara, Paul (U of Wales Swansea, UK; p.m.meara@swansea.ac.uk ), Lexical frequency profiles: a Monte Carlo analysis. Applied Linguistics (Cambridge, UK) 26.1 (2005), 32–47. 05–157Read, John (Victoria U of Wellington, New Zealand; john.read@vuw.ac.nz ), Research in teaching vocabulary. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 146–161. 05–158Richardson, John T. (Open U, UK; j.t.e.richardson@open.ac.uk ), Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 387–415. 05–159Savage, Robert (Institute of Education, London U, UK) & Carless, Sue, Learning support assistants can deliver effective reading interventions for ‘at-risk’ children. Educational Research (Abingdon, UK) 47.1 (2005), 45–61. 05–160Schmenk, B. (U of Waterloo, Canada), Globalizing learner autonomy. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 107–118. 05–161Sheard, Susan & Markham, Selby (Monash U, Australia), Web based learning environments: developing a framework for evaluation. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 353–368. 05–162Smartt, Jerry, T. (Friends U, USA) & Scudde

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