Language learning

03–88Akamatsu, Nobuhiko (Doshisha U., Kyoto, Japan; Email: nakamats@mail.doshisha.ac.jp ). A similarity in word-recognition procedures among second language readers with different first language backgrounds. Applied Psycholinguistics (Cambridge, UK), 23, 1 (2002), 117–33. 03–89Appel, Christine (Dublin City U., Ireland; Email: christine.appel@dcu.ie ) and Gilabert, Roger. Motivation and task performance in a task-based web-based tandem project. ReCALL (Cambridge, UK), 14, 1 (2002), 16–31. 03–90Arnaud, C. (U. of Barcelona, Spain). L'implication de l'apprenant en classe de langue étrangère. [Personal involvement as a factor in the foreign language learner's classroom performance.] Mélanges CRAPEL (Nancy, France), 26 (2001), 39–62. 03–91Bang, Youngjoo (Myongji U., Seoul, Korea; Email: yjbang@mju.ac.kr ). The use of collaborative work in a college EFL reading classroom. English Teaching (Korea), 57, 3 (2002), 145–69. 03–92Barbieri, Federica (U. of Iowa, USA). The contribution of computer learner corpora to second language acquisition research: A review. Rassegna Italiana di Linguistica Applicata (Rome, Italy), 33, 2/3 (2001), 219–39. 03–93Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu ). Semantic and structural elaboration in L2 lexical acquisition. Language Learning (Malden, MA, USA), 52, 2 (2002), 323–63. 03–94Bardovi-Harlig, Kathleen (Indiana U., USA; Email: bardovi@indiana.edu ). A new starting point? Investigating formulaic use and input in future expression. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 189–98. 03–95Biesenbach-Lucas, Sigrun (American U., Washington, USA; Email: sblucas@american.edu ) and Weasenforth, Donald. Virtual office hours: Negotiation strategies in electronic conferencing. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 2 (2002), 147–65. 03–96Bley-Vroman, Robert (U. of Hawai'i, USA; Email: vroman@hawaii.edu ). Frequency in production, comprehension, and acquisition. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 209–13. 03–97Boulton, Alex (Centre de Téléenseignement, Université Nancy 2, France). Aspects lexicaux de l'acquisition ‘naturelle’ et l'apprentissage ‘artificiel’ en L2. [Lexical aspects of ‘natural’ acquisition and ‘artificial’ learning in a second language.] Mélanges CRAPEL (Nancy, France), 26 (2001), 63–90. 03–98Bruton, A. (Universidad de Sevilla, Spain; Email: abruton@siff.us.es ). Recoding and reorganising grammatical form by meaning: The English genitive as an example. System (Oxford, UK), 30, 2 (2002), 237–50. 03–99Bybee, Joan (U. of New Mexico, USA; Email: jbybee@unm.edu ). Phonological evidence for exemplar storage of multiword sequences. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 215–21. 03–100Carson, Joan C. (Georgia State U., USA; Email: jgcarson@gsu.edu ) and Longhini, Ana. Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning (Malden, MA, USA), 52, 2 (2002), 401–38. 03–101Cenoz, Jasone (U. of the Basque Country). Age differences in foreign language learning. ITL Review of Applied Linguistics (Leuven, Belgium), 135–136 (2002), 125–42. 03–102Chung, Hyun-Sook (Internat. Graduate School of English, Korea; Email: sook@igse.ac.kr ) and Ahn, Hyunkee. Local acoustic vs. sentence contextual information: Which plays a more crucial role in an L2 word recognition test?English Teaching (Korea), 57, 3 (2002), 239–51. 03–103Chung, Jing-mei (Ming-Hsin Inst. of Technology, Hsin-Chu, Taiwan). The effects of using two advance organizers with video texts for the teaching of listening in English. Foreign Language Annals (New York, USA), 35, 2 (2002), 231–41. 03–104Cortés, Kristin Hull (U. of California, Berkeley, USA). Youth and the study of foreign language: An investigation of attitudes. Foreign Language Annals (New York, USA), 35, 3 (2002), 320–32. 03–105D'Angiulli, Amedeo and Siegel, Linda S. (U. of British Columbia, Canada; Email: linda.siegel@ubc.ca ) and Serra, Emily. The development of reading, in English and Italian bilingual children. Applied Psycholinguistics (Cambridge, UK), 22, 4 (2001), 479–507. 03–106Derwing, Tracey M. and Rossiter, Marian J. (U. of Alberta, Edmonton, Canada; Email: tracey.derwing@ualberta.ca ). ESL learners' perceptions of their pronunciation needs and strategies. System (Oxford, UK), 30, 2 (2002), 155–66. 03–107Dewaele, Jean-Marc (Birkbeck Coll., U. of London, UK; Email: j.dewaele@bbk.ac.uk ), and Pavlenko, Aneta. Emotion vocabulary in interlanguage. Language Learning (Malden, MA, USA), 52, 2 (2002), 263–322. 03–108Ellis, Nick C. (U. of Wales, Bangor, UK; Email: n.ellis@bangor.ac.uk ). Frequency effects of language processing: A review with implications for theories of implicit and explicit language acquisition. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 143–88. 03–109Ellis, Nick C. (U. of Wales, Bangor, UK; Email: n.ellis@bangor.ac.uk ). Reflections on frequency effects in language processing. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 297–39. 03–110Ellis, Rod (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz ). Does form-focused instruction affect the acquisition of implicit knowledge? A review of the research. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 223–36. 03–111Eubank, Lynn (U. of North Texas, USA; Email: lynneubank@yahoo.com ) and Gregg, Kevin R. News flash – Hume still dead. Studies in Second Language Acquisition (New York, USA), 24, 2 (2002), 237–47. 03–112Fries-Verdeil, Marie-Hélène and Hay, Josiane (Université de Grenoble I, France). De l'utilité des métaphores comme outil pour la Recherche-Action: le cas de l'auto-formation guidée. [Metaphors as a tool for Action Research and self-directed language learning.] Les Cahiers de l'APLIUT (Grenoble, France), 21, 3 (2001) 45–58. 03–113Frost, Dan (IUT 2 Grenoble, France). Seeing is believing: l

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