Language teaching

06–208Bertinetto, Pier Marco (Scuola Normale Superiore, Pisa, Italy; bertinetto@sns.it ) & Michele Loporcaro, The sound pattern of Standard Italian, as compared with the varieties spoken in Florence, Milan and Rome. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 131–151. 06–209Bruton, Anthony (U Seville, Spain; abruton@siff.us.es ), Process writing and communicative-task-based instruction: Many common features, but more common limitations?TESL-EJ ( www.tesl-ej.org ) 9.3 (2005), 33 pp. 06–210Canagarajah, A. Suresh (City U New York, USA), TESOL at forty: What are the issues. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 9–34. 06–211Davies, Alun (Aichi Shukutoku U; Japan alun1917@yahoo.co.uk ), What do learners really want from their EFL course?ELT Journal (Oxford University Press) 60.1 (2006), 3–12. 06–212Eckert, Germana (U Technology, Sydney, Australia; geckert@aim.edu.au ), Optimal class sizes in EAP programs. English in Australia ( www.englishaustralia.com.au ) 22.2 (2005), 12 pp. 06–213Ellis, Rod (U Auckland, New Zealand), Current issues in the teaching of grammar: An SLA perspective. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 83–107. 06–214Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca ) & Particia Lim Poh Choo, Conceptions of grammar teaching: A case study of teachers' beliefs and classroom practices. TESL-EJ ( www.tesl-ej.org ) 9.2 (2005), 13 pp. 06–215Felix, Uschi (Monash U, Melbourne, Australia; uschi.felix@arts.monash.edu.au ), What do meta-analyses tell us about CALL effectiveness?ReCALL (Cambridge University Press) 17.2 (2005), 269–288. 06–216Haneda, Mari (Ohio State U, USA; haneda.1@osu.edu ), Some functions of triadic dialogue in the classroom: examples from L2 research. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 313–333. 06–217Hinkel, Eli (Seattle U, USA), Current perspective on teaching the four skills. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 109–131. 06–218Hu, Guangwei (Technological U, Singapore; gwhu@nie.edu.sg ), English language education in China: Policies, progress, and problems. Language Policy (Springer) 4.1 (2005), 5–24. 06–219Jenkins, Jennifer (King's College, London, UK; Jennifer.jenkins@kcl.ac.uk ), Current perspectives on teaching world Englishes and English as a lingua franca. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 157–181. 06–220Johnson, David (Kennesaw State U, USA; djohnson@kennesaw.edu ), Teaching culture in adult ESL: Pedagogical and ethical considerations. TESL-EJ ( www.tesl-ej.org ) 9.1 (2005), 12 pp. 06–221Kern, Richard (U California at Berkeley, USA), Perspectives on technology in learning and teaching languages. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 183–210. 06–222Kumaravidivelu, B. (San José State U, USA), TESOL methods: changing tracks, challenging trends. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 40.1 (2006), 59–81. 06–223Li, Song (Harbin Institute of Technology, China) & Fu Li, Intercultural communicative language teaching: Rethinking the communicative approach to ELT in China. English in Australia ( www.englishaustralia.com.au ) 22.1 (2004), 24 pp. 06–224Mantero, Miguel (U Alabama, USA; mmantero@bamaed.ua.edu ), Language, education, and success: A view of emerging beliefs and strategies in the Southeastern United States. TESL-EJ ( www.tesl-ej.org ) 9.1 (2005), 15 pp. 06–225Morgan, Angela (U Wolverhampton, UK; Angela-Morgan@wlv.ac.uk ) & Kevin Hogan, School placement and conductive education: the experiences of education administrators. British Journal of Special Education (Blackwell) 32.3 (2005), 149–156. 06–226Ryan, Mary, Systemic literacy initiatives: Stories of regulation, conflict and compliance. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 114–126. 06–227Savickienė, Ineta & Violeta Kalėdaitė (Vytautas Magnus U, Kaunas, Lithuania), Cultural and linguistic diversity of the Baltic states in a new Europe. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.5 (2005), 442–452. 06–228Schauer, Gila (Lancaster U, UK; g.schauer@lancaster.ac.uk ) & Svenja Adolphs, Expressions of gratitude in corpus and DCT data: Vocabulary, formulaic sequences, and pedagogy. System (Elsevier) 34.1 (2006), 119–134. 06–229Silver, Rita Elaine & Rita Skuja Steele (Nanyang Technological U, Singapore; resilver@nie.edu.sg ), Priorities in English language education policy and classroom implementation. Language Policy (Springer) 4.1 (2005), 107–128. 06–230Sugita, Yoshihito (Yamanashi U, Japan; sugita@yamanshi-ken.ac.uk ), The impact of teachers' comment types on students' revision. ELT Journal (Oxford University Press) 60.1 (2006), 34–41. 06–231Vandergriff, Ilona (San Francisco State U, USA; vdgriff@sfsu.edu ), Negotiating common ground in computer-mediated versus face-to-face discussion. Language Learning & Technology ( http://llt.msu.edu/intro.html ) 10.1 (2006), 110–138. 06–232Wells-Jensen, Sheri (Bowling Green State U, USA; swellsj@bgnet.bgsu.edu ), The Braille International Phonetic Alphabet and other options: The blind student in the phonetics classroom. Journal of the International Phonetic Association (Cambridge University Press) 35.1 (2005), 221–230. 06–233Williams, Howard (Columbia U, USA; howwil@aol.com ), Maths in the grammar classroom. ELT Journal (Oxford University Press) 60.1 (2006), 23–33. 06–234Zacharias, Nugrahenny T. (Satya Wacana Christian U, Indonesia), Teachers' beliefs about the use of the students' mother tongue: A survey of tertiary English teachers in Indonesia. English in Australia ( www.englishaustralia.com.au ) 22.1 (2004), 9 pp.

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