Language teaching

04–421 Allen, Susan (U. Maryland, USA; Email : srallen@erols.com ). An analytic comparison of three models of reading strategy instruction . International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 319–338. 04–422 Angelini, Eileen M. (Philadelphia U., USA). La simulation globale dans les cours de Français . [Global simulation activities in French courses] Journal of Language for International Business (Glendale, Arizona, USA), 15 , 2 (2004), 66–81. 04–423 Beaudoin, Martin (U. of Alberta, Canada; Email : martin.beaudoin@ualberta.ca ). A principle based approach to teaching grammar on the web . ReCALL (Cambridge, UK), 16 , 2 (2004), 462–474. 04–424 Bianchi, Sebastián (U. Cambridge, UK; Email : asb49@cam.ac.uk ). El gran salto: de GCSE a AS level . [The big jump: GCSE to AS level] Vida Hispánica (Rugby, UK), 30 (2004), 12–17. 04–425 Burden, Peter (Okayama Shoka U., Japan; Email : burden-p@po.osu.ac.jp ). Do we practice what we teach? Influences of experiential knowledge of learning Japanese on classroom teaching of English . The Language Teacher (Tokyo, Japan), 28 , 10 (2004), 3–9. 04–426 Coria-Sánchez, Carlos M. (U. North Carolina-Charlotte, USA). Learning cultural awareness in Spanish for business and international business courses: the presence of negative stereotypes in some trade books used as textbooks . Journal of Language for International Business (Glendale, Arizona, USA), 15 , 2 (2004), 49–65. 04–427 Cortes, Viviana (Iowa State U., USA). Lexical bundles in published and student disciplinary writing: Examples from history and biology . English for Specific Purposes (Oxford, UK), 23 , 4 (2004), 397–423. 04–428 Cowley, Peter (U. of Sydney, Australia; Email : peter.cowley@arts.usyd.edu.au ) and Hanna, Barbara E. Cross-cultural skills – crossing the disciplinary divide . Language and Communication (Oxford, UK), 25 , 1 (2005), 1–17. 04–429 Curado Fuentes, Alejandro (U. of Extremadura, Spain; Email : acurado@unex.es ). The use of corpora and IT in evaluating oral task competence for Tourism English . CALICO Journal (Texas, USA), 22 , 1 (2004), 5–22. 04–430 Currie, Pat (Carleton U., Canada; Email : pcurrie@ccs.carleton.ca ) and Cray, Ellen. ESL literacy: language practice or social practice? Journal of Second Language Writing (New York, USA), 13 , 2 (2004), 111–132. 04–431 Dellinger, Mary Ann (Virginia Military Institute, USA). La Alhambra for sale: a project-based assessment tool for the intermediate business language classroom . Journal of Language for International Business (Glendale, Arizona, USA), 15 , 2 (2004), 82–89. 04–432 Erler, Lynn (U. Oxford, UK; Email : lynn.erler@educational-studies.oxford.ac.uk ). Near-beginner learners of French are reading at a disability level . Francophonie (Rugby, UK), 30 (2004), 9–15. 04–433 Fleming, Stephen (U. of Hawai'i at Manoa, USA; Email : sfleming@hawaii.edu ) and Hiple, David. Distance education to distributed learning: multiple formats and technologies in language instruction . CALICO Journal (Texas, USA), 22 , 1 (2004), 63–82. 04–434 Fonder-Solano, Leah and Burnett, Joanne. Teaching literature/reading: a dialogue on professional growth . Foreign Language Annals (New York, USA), 37 , 3 (2004), 459–469. 04–435 Ghaith, Ghazi (American U. of Beirut, Lebanon; Email : gghaith@aub.ed.lb ). Correlates of the implementation of the STAD co-operative learning method in the English as a Foreign Language classroom . Bilingual Education and Bilingualism (Clevedon, UK), 7 , 4 (2004), 279–294. 04–436 Gilmore, Alex (Kansai Gaidai U., Japan). A comparison of textbook and authentic interactions . ELT Journal (Oxford, UK), 58 , 4 (2004), 363–374. 04–437 Hayden-Roy, Priscilla (U. of Nebraska-Lincoln, USA). Well-structured texts help second-year German students learn to narrate . Die Unterrichtspraxis (Cherry Hill, NJ, USA), 37 , 1 (2004), 17–25. 04–438 He, Agnes Weiyun (SUNY Stony Brook, USA; Email : agnes.he@stonybrook.edu ). CA for SLA: arguments from the Chinese language classroom . The Modern Language Journal (Malden, MA, USA), 88 , 4 (2004), 568–582. 04–439 Hegelheimer, Volker (Iowa State U., USA; Email : volker@)iastate.edu ), Reppert, Ketty, Broberg, Megan, Daisy, Brenda, Grggurovic, Maja, Middlebrooks, Katy and Liu, Sammi. Preparing the new generation of CALL researchers and practitioners: what nine months in an MA program can (or cannot) do . ReCALL (Cambridge, UK), 16 , 2 (2004), 432–437. 04–440 Hémard, Dominique (London Metropolitan U., UK; Email : d.hemard@londonmet.ac.uk ). Enhancing online CALL design: the case for evaluation . ReCALL (Cambridge, UK), 16 , 2 (2004), 502–519. 04–441 I-Ru, Su (National Tsing Hua U., Taiwan; Email : irusu@mx.nthu.edu.tw ). The effects of discourse processing with regard to syntactic and semantic cues: a competition model study . Applied Psycholinguistics (Cambridge, UK), 25 (2004), 587–601. 04–442 Ingram, David (Melbourne U. Private, Australia; Email : d.ingram@muprivate.edu.au. ), Kono, Minoru, Sasaki, Masako, Tateyama, Erina and O'Neill, Shirley. Cross-cultural attitudes . Babel – Journal of the AFMLTA (Queensland, Australia), 39 , 1 (2004), 11–19. 04–443 Jackson, Alison (Bridgewater High School, UK; Email : alison@thebirches777.fsnet.co.uk ). Pupil responsibility for learning in the KS3 French classroom . Francophonie (Rugby, UK), 30 (2004), 16–21. 04–444 Jamieson, Joan, Chapelle, Carole A. and Preiss, Sherry (Northern Arizona U., USA; Email : joan.jamieson@nau.edu ). Putting principles into practice . ReCALL (Cambridge, UK), 16 , 2 (2004), 396–415. 04–445 Jiang, Nan (Georgia State U., USA; Email : njiang@gsu.edu ). Morphological insensitivity in second language processing . Applied Psycholinguistics (Cambridge, UK), 25 (2004), 603–634. 04–446 Kim, Hae-Dong

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