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Relevant bibliographies by topics / Auckland University College / Journal articles
To see the other types of publications on this topic, follow the link: Auckland University College.
Author: Grafiati
Published: 26 July 2024
Last updated: 27 July 2024
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1
Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.
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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.
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Spurling,ThomasH., and BarryN.Noller. "Robert (Robin) Harold Stokes 1918–2016." Historical Records of Australian Science 30, no.1 (2019): 42. http://dx.doi.org/10.1071/hr18018.
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Robin Stokes was born in the village of Southsea, on Portsea Island, UK, on 24 December 1918 and died in Armidale, NSW, Australia, on 15 November 2016. He came from a long line of distinguished scientists and mathematicians. Robin was educated at Auckland Grammar School, Auckland University College and the University of Cambridge. He commenced his academic career at the University of Western Australia in 1945 during the post-war reconstruction period, left there to pursue his PhD at Cambridge in 1947 and returned as a senior lecturer in 1950. He took the chair of chemistry at the University of New England in 1955 and remained there for the rest of his career. He made outstanding contributions to our understanding of electrolyte solutions. His book with R. A. Robinson has more than 12,000 citations.
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Tyler, Linda. "Transforming an Edwardian boarding house into an urban marae at Auckland University College in 1954." Architectural History Aotearoa 12 (October1, 2015): 27–33. http://dx.doi.org/10.26686/aha.v12i.7687.
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In writing the history of art in Aotearoa/New Zealand, much attention has been focussed on the exhibitions and activities of painters and sculptors of the Māori Renaissance in the 1950s. Equally significant was the impetus given to reviving customary crafts through the Adult Education movement associated with the University of Auckland. The Maori Social and Economic Advancement Act of 1945 positioned the responsibility for preservation, revival and maintenance of "Māori arts, crafts, language, genealogy and history" with iwi, and led to the formation of the Maori Women's Welfare League in September 1951, with its agenda to perpetuate women's skills in Māori arts and crafts, and for these to be practised within an architectural context. A Māori advisory committee was established in the Adult Education Centre at Auckland University College in 1945, tasked with mitigating Māori urban alienation through the teaching of Māori arts and cultural history to establish "pride of race and cultural achievement." In 1949, the first tutor for the Maori Adult Education Extension Programme was appointed, Maharaia Winiata (1912-60), followed by a graduate of the Rotorua School of Māori Arts and Crafts, Master carver Henare Toka (Ngāti Whatua) and his wife Mere. They recruited students from the Auckland University College Māori Club and pupils from Māori secondary schools to decorate the entrance hall of Sonoma House, 21 Princes Street, with kōwhaiwhai and tukutuku. Thus an Edwardian building was reborn as the University's Adult Education Centre, and was acclaimed for its biculturalism in the spring issue of Te Ao Hou in 1954. Now 60 years old, the tukutuku panels have been preserved by present day Deputy Vice Chancellor Jim Peters in the ground floor of the University's Clocktower following the disestablishment of Adult Education. Seven of these tukutuku panels have recently undergone extensive conservation treatment, and they are recognised as highly significant examples of twentieth century weaving, exemplifying the approach to reviving customary tukutuku at mid-century in terms of the materials and techniques as well as patterns: muumuu, or purapura whetuu roimata toroa), waharua koopito, whakarua koopito, niho taniwha and nihoniho. They have now gone on display in pride of place in the University Clocktower. This paper will contextualise the changing meaning of these tukutuku panels from interior décor to historic design within the evolving narrative of customary Māori weaving practices.
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Te Paa, Jenny Plane. "Anglican Identity and Theological Formation in Aotearoa New Zealand." Journal of Anglican Studies 6, no.1 (June 2008): 49–58. http://dx.doi.org/10.1177/1740355308091386.
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ABSTRACTSt John's College Auckland has served the New Zealand church for over 150 years. In 1992 the Anglican Church in New Zealand changed its constitution to give recognition to the Pakeha, Maori and Polynesian groups in the church. The Canon concerning St John's College was also changed to reflect the new Constitutional arrangements. From that time the college was committed to recognizing the two cultural traditions in its leadership and across all aspects of the college's activities and environment. This implied significant curriculum challenges. Some difficult choices have been faced as to the relationship with a secular university and its implications for the presence in the curriculum of Anglican studies. These have been resolved in a way which honours the contextual issues and the tradition of Anglican faith.
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Tyler, Linda. "Noel Bamford: the first director of the Auckland School of Architecture." Architectural History Aotearoa 14 (August17, 2022): 65–71. http://dx.doi.org/10.26686/aha.v14i.7794.
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Auckland's keenest advocate of the Arts and Crafts movement was Frederick Noel Bamford (1881-1952) who was the first director of the Auckland School of Architecture from 1917-19. Apprenticed to carpenter and architect Edward Bartley (1839-1919) during the years that St Matthews-in-the-city was being designed, Bamford excelled at drawing and travelled to London to become a student at the Royal Institute of British Architects' School in 1904. Along with fellow expatriate architectural student Arthur Patrick Hector Pierce (1879-1918), Bamford found work in the office of Edwin Lutyens (1869-1919), famed for his romantic English country houses. Bamford returned to Auckland in 1906, and was elected an Associate of the RIBA the following year. Pierce followed, and they formed an architectural partnership which became renowned for its houses in the English Domestic Revival style adapted for New Zealand conditions. Bamford and Pierce are best known for designing the glamourous Coolangatta, 464 Remuera Road (1911, demolished in 2006) for Canadian-born Alfred Foster, a surveyor and his wife Jessie, which Peter Shaw observes is almost an exact copy of a Lutyens house at Fulbrook, Elstead, Surrey, built in 1897. As well as indicating the rapid transmission the Lutyens country house typology to New Zealand, the story of the Bamford and Pierce partnership offers an intriguing insight into the social relationships of Edwardian Auckland. Pierce's father George was prominent in the Anglican Diocese, and one of the earliest commissions that Bamford and Pierce secured was for Bishopscourt, a home for the Anglican Bishop of Auckland, known as Neligan House (1909-10). Connections to the law firm of Hesketh Richmond (Bamford's father was Edwin Bamford, (1846-1928), Registrar-General of Lands) resulted in the commission for Waione (1910), a single storey house at 22 Domett Avenue, Epsom as well as two houses for wealthy heiress Jeannie Stirling Richmond (1854-1917) for construction on her Rockwood estate. Ngahere at 74 Mountain Road (1907-8) was designed for Richmond's newly married daughter Margaret MacCormick (1884-1972) is renowned for its butterfly floor plan. Woodend at Gilgit Road (circa 1914-15) was designed as the home of Noel Bamford's brother, lawyer Dr Harry Dean Bamford, who lectured in law at Auckland University College. In 1912, the year that his Remuera house went up in flames destroying £2000 worth of Arts and Crafts furniture, Bamford founded the Arts and Crafts Club in Auckland, becoming its inaugural president. The Club was to have a key role in promoting the adaptation of the ideology of William Morris, and incorporated Māori arts into its definition of craft.
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Hawthorne, Shaun, Andy Goodwyn, Marshall George, Louann Reid, and Melanie Shoffner. "Extending the Conversation: The State of English Education: Considering Possibilities in Troubled Times." English Education 44, no.3 (April1, 2012): 288–311. http://dx.doi.org/10.58680/ee201219123.
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For the “Extending the Conversation” section in this issue, we invited English educators from the United States and abroad to reflect on the state of English education in their countries. All five contributors have interacted through their participation in the NCTE Annual Convention, the CEE summer summits, the International Federation for the Teaching of English (IFTE) convention, and the NATE conference. We begin with initial thoughts by Shaun Hawthorne, the Deputy Principal at Western Springs College in Auckland, New Zealand; and Andy Goodwyn, a faculty member at the University of Reading in England. Then, Marshall George (Fordham University), Louann Reid (Colorado State University), and Melanie Shoffner (Purdue University) offer a “trialogue” in response. We hope these perspectives give readers insight into international contexts and advance dialogue in English education.
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Gray, Geoffrey, and Doug Munro. "Establishing Anthropology and Maori Language (Studies), Auckland University College: The Appointment of Ralph Piddington, 1949." Histories of Anthropology Annual 7, no.1 (2011): 49–82. http://dx.doi.org/10.1353/haa.2011.0000.
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Smith, Wendy. "Reviewer Acknowledgements for International Journal of Statistics and Probability, Vol. 6, No. 3." International Journal of Statistics and Probability 6, no.3 (May14, 2017): 213. http://dx.doi.org/10.5539/ijsp.v6n3p213.
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International Journal of Statistics and Probability wishes to acknowledge the following individuals for their assistance with peer review of manuscripts for this issue. Their help and contributions in maintaining the quality of the journal is greatly appreciated.Many authors, regardless of whether International Journal of Statistics and Probability publishes their work, appreciate the helpful feedback provided by the reviewers.Reviewers for Volume 6, Number 3 Ali Reza Fotouhi, University of the Fraser Valley, CanadaChin-Shang Li, University of California, USADouglas Lorenz, University of Louisville, USAFarida Kachapova, The Auckland University of Technology, New ZealandFelix Almendra-Arao, UPIITA del Instituto Politécnico Nacional, MéxicoGane Samb Lo, University Gaston Berger, SenegalGerardo Febres, Universidad Simón Bolívar, VenezuelaHaiming Zhou, Northern Illinois University, USAHui Zhang, St. Jude Children’s Research Hospital, USAJacek Białek, University of Lodz, PolandLuiz Ricardo Nakamura, University of Sao Paulo, BrazilMarcelo Bourguignon, Universidade Federal de Pernambuco, BrazilMaryam Eskandarzadeh, Persion Gulf Boshehr University, IranNahid Sanjari Farsipour, Alzahra University, IranPhilip Westgate, University of Kentucky, USARebecca Bendayan, University College London, UKSajid Ali, Bocconi University, ItalyShatrunjai Pratap Singh, John Hancock Financial Services, USAShuling Liu, Yale University, USASohair F. Higazi, University of Tanta, EgyptSubhradev Sen, Alliance University, IndiaTomás R. Cotos-Yáñez, University of Vigo, SpainVyacheslav Abramov, Swinburne University of Technology, AustraliaZaixing Li, China University of Mining and Technology (Beijing), China Wendy SmithOn behalf of,The Editorial Board of International Journal of Statistics and ProbabilityCanadian Center of Science and Education
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Oyebode, Femi. "9 Psychopathology & the nature of the Self." Journal of Neurology, Neurosurgery & Psychiatry 93, no.12 (November14, 2022): e3.42. http://dx.doi.org/10.1136/jnnp-2022-bnpa.9.
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Femi Oyebode graduated from University of Ibadan with distinction in Medicine in 1977 & trained as a psychiatrist in Newcastle-Upon-Tyne. He has been Consultant Psychiatrist in Birmingham since 1986 & retired in 2021. He has been Honorary Professor of Psychiatry at the University of Birmingham since 1999. He was Head of Department of Psychiatry from 2003–2009. He is Honorary Professor, Department of Anthropology & African Studies University of Birmingham. He is Associate Editor the British Journal of Psychiatry, & on the Editorial Boards of BJPsych Bulletin and BJPsych Advances. He was Chief Examiner of the Royal College of Psychiatrists from 2002 to 2005. He has been ASB Visiting Professor at University of Auckland, Raine Visiting Professor at University of Western Australia, & Visiting Professor University of Ibadan. His research interests include clinical psychopathology, delusional misidentification syndromes, medical humanities and medical ethics. He is author of Sims’ Symptoms in the Mind (4–6th editions), Psychopathology of Rare and Unusual Syndromes, Madness and the Theatre and edited Mindreadings: Literature and Psychiatry. He is also a poet and literary critic. His volumes of poetry include Naked to your softness & other dreams, Master of the Leopard Hunt and Adagio for Oblong Mirrors. He contributed critical essays to the Oxford Companion to 20th century Poetry and Oxford Companion to Modern Poetry. He received the Royal College of Psychiatrists’ Lifetime Achievement Award in 2016 and the highest award of the Royal College of Psychiatrists, the Honorary FRCPsych., in 2019.AbstractPsychopathology is the systematic study of abnormal psychological experience and includes the precise description, definition and categorisation of abnormal phenomena. In this lecture I will focus on the potential role of psychopathology as a means of revealing the underlying brain processes that make possible our experience of reality. I will examine phantom limb phenomenon, Charles Bonnet Syndrome, musical hallucinations and autoscopy to illustrate and develop my thesis. My ultimate aim is to demonstrate that the value of psychopathology is over and above the merely descriptive and that its value includes theorising about neural mechanisms.
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McCarthy, Christine. ""And ... the dazzle continued inside ...": New Zealand interior and landscape architectures of the 1930s." Architectural History Aotearoa 18 (December8, 2021): 1–34. http://dx.doi.org/10.26686/aha.v18i.7359.
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The Depression began in the late 1920s, but was not simply triggered by the October 1929 crash in Wall Street. In the two years between 1928-29 and 1930-31, "export income nearly halved. ... The government ... slashed expenditure," including severe cuts to public spending in health and education. As Ann Calhoun notes:[t]he effect of the 1930s Depression on [Schools of Art] students and instructors alike was massive: salaries were reduced, the school admission age was raised, overscale salaries were limited, grants for sewing and science were withdrawn, administration grants were cut back, training colleges in Wellington and Dunedin closed and student allowances decreased, and grants to kindergartens were withdrawn.A proposal for a town-planning course by John Mawson (the Director of Town Planning)) and Cyril Knight (Head of Architecture, Auckland University College) likewise failed due to "lack of numbers and Depression cutbacks." Helen Leach also notes the impact of cuts to education more generally, writing that: "[m]others of young children who expected them to start school at four or five learned in May 1932 that the age of entry would be raised to six."
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Treep, Lucy. "Part of the Landscape." Architectural History Aotearoa 19 (December13, 2022): 94–99. http://dx.doi.org/10.26686/aha.v19i.8051.
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In 1969, Lincoln College (later University) opened a two-year postgraduate course in Landscape Architecture, the first of its kind in New Zealand. It was described as "for those who seek employment as professional landscape designers in private consulting practice or as members of planning teams in departments concerned with major engineering projects, highways, forestry, conservation and large-scale agricultural development." The college was seen to actively encourage women into the profession and from the first days of the course at Lincoln, women were part of the landscape. On March 3, 1969, Emily Mulligan was one of five founder students attending the first lecture of this new course. After Mulligan graduated in 1971, she was joined, in 1974, by Di Lucas, Diane Menzies and Esmae Sage, and not long after then, women started to regularly fill about half of each Landscape Architecture class. In comparison, the first woman student at the Auckland College School of Architecture, Laura Cassels-Browne, enrolled in 1926, nine years after the establishment of the school. The first woman graduate of the School of Architecture was Merle Greenwood in 1933, 16 years after the school's establishment. Even in the 1960s and 70s women architecture students (who still made up small numbers) reported feeling uncertain of their welcome into the profession. Drawing on conversation with Emily Mulligan (now Williams), this paper will explore the nature of the landscape course at Lincoln, in what ways women students were encouraged in its early days, and the relationship of the course with the wider profession.
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Doak, Jacob. "Bridging the Gap: The Impact Project-Based Contextualization has on the Motivation of Junior Technology Students." He Rourou 2, no.1 (October25, 2022): 46–71. http://dx.doi.org/10.54474/herourou.v2i1.7147.
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This study seeks to improve learning motivation of Year 10 Technology students at a secondary school in South Auckland. Despite the emphasis in New Zealand schools on university education, the majority of students in low-decile schools do not follow this pathway. The emphasis on higher education decreases student motivation in the classroom and highlights economic, qualification, and occupational inequities in low socio-economic communities. This study aims to help students make informed choices for career pathways after school, with an emphasis on trade apprenticeships as an alternative to the traditional university pathway. This research seeks to understand how contextualising the Technology curriculum through a project-based assignment affects motivation in the classroom. It also seeks to understand how exposing students to opportunities in the construction industry affects career aspirations. Students participated in visits to industry worksites while working in groups to design and construct seating projects for a stakeholder in their school community. This project mirrored a real-world inquiry project, with students acting as professionals in the college environment while also being exposed to industry workplaces. This helped them to make connections between classroom learning and the workplaces. In doing so, they learned both subject knowledge and how to apply that knowledge to different concepts and contexts outside the classroom. Qualitative and quantitative data was collected in the form of journal reflections, surveys, and observations before and after the intervention to measure the change in student motivations and aspirations. The data was evaluated using Ajzen’s (1991) motivation theory framework to analyse the factors of self-efficacy, social pressures, task-value, and the added factor of cost. The findings from the data showed that contextualising classwork with industry exposure increased student motivation and impacted career aspirations.
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Mudaliar, Jyotishna, Bridget Kool, Janice Natasha, and Judith McCool. "Building research capacity and capabilities in Fiji: are we there yet?" Pacific Health Dialog 21, no.5 (February6, 2020): 265–71. http://dx.doi.org/10.26635/phd.2020.628.
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Introduction: A barrier to local investigator-led research in low income settings, is the limited availability of personnel with appropriate research skills or qualifications to conduct the type of research required for evidence-informed policy making to improve access and quality of health care. In response to this, Fiji National University’s College of Medicine, Nursing and Health Sciences in Fiji, collaborated with academics based at the University of Auckland, New Zealand to deliver a series of research capacity development workshops in Fiji. Methods: Participants who attended any of the nine workshops (n=123) were contacted via email to take part in a brief survey regarding their perceptions of the effectiveness of the research capacity building workshops. Of the possible 123 participants, 80% (n=76) completed the questionnaire. Results: Findings demonstrate that the majority of participants reported that they had gained research skills from the workshops (75%) including proposal development skills (68%) and knowledge of appropriate research methods (59%). Furthermore, 70% agreed that the workshops built their research confidence. Since attending a workshop, 18% of respondents had successfully applied and received funding for research grants and/or fellowships. Barriers to conduct research included workload (75%), lack of research knowledge, experience or skills (51%), and lack of institutional support (41%). Suggestions for future workshops included: more focus on data analysis, regular courses rather than ‘one offs’, and preparation of research findings (e.g. publications). Conclusion: Our findings indicate that research workshops of this nature may increase individual research capabilities but sustained, locally led initiatives, backed by institutional and supplementary technical support are essential.
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Orido, Charles. "Attracting and retaining female chefs." Hospitality Insights 1, no.1 (October20, 2017): 9–10. http://dx.doi.org/10.24135/hi.v1i1.8.
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The chef profession is considered a challenging career, with female chefs seeming to be most affected. As such, it is rare to find female chefs occupying the coveted executive chef positions. The aim of this research was to establish if female chefs in Kenya encounter similar challenges to those experienced by female chefs elsewhere. Previous research shows that female chefs encounter career challenges in hospitality organisations and hence they struggle to make it as chefs; for example, studies by Druckman [1] and Harris and Giuffre [2,3] in the United States, Murray-Gibbons and Gibbons [4] in the United Kingdom, as well as Zengeni et al. [5] in Zimbabwe. This article poses the important question: how can these challenges be overcome? The study sought to make sense of the lived work experiences of Kenyan female chefs. Baum [6] recommends contextualised research methodologies to explore hospitality issues in non-Western countries. Moreover, Adelowo [7] asserts that lived experiences are better expressed through stories. Therefore, a qualitative approach was employed in this study where 15 chefs working in the Kenyan hospitality industry were interviewed [8]. Ten female chefs told stories of their workplace experiences while five male executive chefs recounted their experiences of working with female chefs. Despite the different geographical, socio-cultural and economic factors between Kenya and other countries previously studied, female chefs expressed common challenges such as sexual harassment, gender discrimination, unsupportive attitudes towards pregnancy and an unhealthy work environment, as well as hierarchical kitchen structures that they believed discriminated against them. There was an indication of engrained patriarchal attitudes that limit the professional success of potential female chefs. Unfortunately, hospitality employers appeared to support the status quo; that is, a gendering of the chef’s profession that privileges men and penalises women. These findings suggest a trend that must worry hospitality employers. The highly competitive career structures and the male domination that discourages women from making a long-term career in the kitchen [2], coupled with stiff competition for scarce hospitality human resources, support the need to retain female chefs. Christensen and Rog [9] stress that employee retention strategies will only work if human resource managers are fully committed to creating a positive workplace culture that treats all employees equally, regardless of their gender or any other dimension of diversity. In his study, Orido [8] suggests that the following measures may help to attract and retain female chefs. Firstly, employers should introduce personalised career development plans. For instance, a female chef who has attained postgraduate qualifications ought to be promoted and remunerated accordingly. This will not only retain female chefs but also enable them to further their career aspirations within the hospitality industry. Secondly, female chefs should be given the opportunity to fully participate at all levels of the kitchen hierarchy, thereby acquiring the necessary skills for promotion in the future to executive chef’s positions. Additionally, it will encourage a clear career progression path within the kitchen hierarchy. Hospitality employers must ensure that employment opportunities as well as employment terms and career progression are not dependant on a chef’s gender, but on their qualifications and competencies. By investing in female chefs and, most importantly, keeping them safe from bullying at work, the hospitality industry will not only attract, but retain, these talented professionals in satisfying culinary careers. If you would like to read the PhD thesis this research is based on you can access it here: http://hdl.handle.net/10292/10626 Corresponding author Charles is a chef and lecturer at Kenya Utalii College, Nairobi, Kenya. His research interests include inhospitable hospitality, culinary arts, human behaviour in the hospitality industry, and indigenous research. He holds a Certificate in Food Production (currently Culinary Arts) from Kenya Utalii College, a BA degree in Hospitality Management from the University of Nairobi, Kenya, and a Master of International Hospitality Management (MIHM) from Auckland University of Technology, New Zealand. Charles Orido can be contacted at: chaloridoh@gmail.com or corido@utalii.ac.ke References (1) Druckman, C. Why Are There No Great Women Chefs? Gastronomica 2010, 10, 24–31. https://doi.org/10.1525/gfc.2010.10.1.24 (2) Harris, D. A.; Giuffre, P. “The Price You Pay”: How Female Professional Chefs Negotiate Work and Family. Gender Issues 2010, 27, 27–52. (3) Harris, D. A.; Giuffre, P. Taking the Heat: Women Chefs and Gender Inequality in the Professional Kitchen; Rutgers University Press: New Brunswick, NJ, 2015. https://books.google.co.nz/books?id=qTaACgAAQBAJ (4) Murray-Gibbons, R.; Gibbons, C. Occupational Stress in the Chef Profession. International Journal of Contemporary Hospitality Management 2007, 19, 32–42. https://doi.org/10.1108/09596110710724143 (5) Zengeni, D. M. F.; Tendani, E.; Zengeni, N. The Absence of Females in Executive Chef Position in Zimbabwean Hotels: Case of Rainbow Tourism Group (RTG). Australian Journal of Business and Management Research 2013, 3, 1–18. (6) Baum, T. Human Resources in Tourism: Still Waiting for Change? – A 2015 Reprise. Tourism Management 2015, 50, 204–212. (7) Adelowo, A. The Adjustment of African Women Living in New Zealand: A Narrative Study; Ph.D. Thesis, Auckland University of Technology, 2012. http://aut.researchgateway.ac.nz/handle/10292/4601 (8) Orido, C. O. Challenges Faced by Female Chefs in the Kenyan Hospitality Industry: A Study through an African Oral Tradition of Storytelling; Ph.D. Thesis, Auckland University of Technology, 2017. http://hdl.handle.net/10292/10626 (9) Christensen, J.; Rog, E. Talent Management: A Strategy for Improving Employee Recruitment, Retention and Engagement within Hospitality Organizations. International Journal of Contemporary Hospitality Management 2008, 20, 743–757.
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Eruera Murphy, Hinerangi. "He Aha Ai: WHY..." Pacific Journal of Technology Enhanced Learning 2, no.1 (December2, 2019): 21–22. http://dx.doi.org/10.24135/pjtel.v2i1.37.
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Digital technologies in the modern world are impacting on all cultures, including Māori. Tertiary institutions are actively deploying digital technologies in their teaching and learning practices. The relationship however between Māori student engagement in technology-enhanced learning and digital skills, remains largely unexplored. The landscape is further complicated by the fragmentation of online study and the move to micro-credentials. Concurrently Te Whare Wānanga o Awanuiārangi is being challenged to provide whānau, hāpu, iwi, associated communities and industry with self-motivated, knowledgeable, multi-skilled graduates who can understand and apply identified capabilities in a variety of contexts. This presentation will: challenge current educational frameworks based on cognitive, social and pedagogical approaches explore cultural conceptuality focused on the Ranga Framework in particular cultural self-efficacy in blended learning environments the role of culture and context in holistic assessment design This presentation will conclude by arguing that the concept of ‘cultural-self’ ensures all learners as active participants in the learning process, know who they are, where they have come from and why all of that really matters. References Bolstad, R., & Gilbert, J. (2012). Supporting future oriented learning and teaching: A New Zealand perspective.Wellington: Ministry of Education. Clayton,J., (2019) Digital Course Design and Deveopment Platform for Micro-credentials – a Cultural Self Approac, Positioninal Paper. Whakatāne: Te WhareWānanga o Awanuiārangi. Clayton, J., (2018), Keynote Address: The entrepreneurial mindset and cultural-self, implications and for teaching and learning, Tianjin City Vocational College, Tianjin, China Doherty, W. (2012). Ranga Framework – He Raranga Kaupapa. In Conversations of Mātauranga Māori (pp.15-36). Wellington: New Zealand Qualifications Authority. Durie, M. (2004). Ngā Kāhui Pou: Launching Māori Futures. Wellington: Huia Publishers. Crook, C., Harrison, C., Farrington-Flint, L., Tomas, C., & Underwood, J. (2010). The impact of technology: Value-added classroom practice. BECTA. Falloon, G. (2010). Learning objects and the development of students' key competencies. Australasian Journal of Educational Technology , 26 (5), 626-642. Mead, H, (2003). Tikanga Māori: Living by Māori Values. Wellington: Huia Publishers. Ngāti Awa Deed of Settlement to Settle Ngāti Awa Historical Claims, 2003 extracted from: https://www.ngatiawa.iwi.nz/cms/CMSFiles/File/Settlement%20Documentation/NgatiAwaDoS-Schedules.pdf Pihama, L. (2010). Kaupapa Māori Theory: Transforming Theory in Aotearoa. He Pukenga Kōrero. 9(2), 5–14. Smith, G.H. (1997). The development of kaupapa Māori: Theory and praxis. Unpublished Doctoral Thesis, University of Auckland: Auckland. Smith, L.T. (1999). Decolonising methodologies: Research and indigenous peoples. London: Zed Books. Underwood, J. (2009). The impact of digital technology: A review of the evidence of the impact of digital technologies on formal education. BECTA.
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Bingham, Tricia Jane, Josie Wirjapranata, and Allen Bartley. "Building resilience and resourcefulness." Information and Learning Science 118, no.7/8 (July10, 2017): 433–46. http://dx.doi.org/10.1108/ils-05-2017-0046.
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Purpose The purpose of this paper is to outline the evolution of academic and information literacy (AIL) teaching initiatives in a first-year core social work course at the University of Auckland. It traces the development of AIL teaching, support and assessment activities over a 10-year period as part of a collaborative project involving librarians, learning advisors and an academic staff member. The paper clearly outlines the challenges arising because of the rapidly evolving and complex information environment in which tertiary students find themselves, as well as the student-centred pedagogical approaches which can assist them in navigating this environment and developing resourcefulness and resilience in undertaking research. Design/methodology/approach The case study presented in this paper outlines the evolution over a 10-year period of AIL teaching and activities taken to specifically develop AIL integration for the first-year core course, Sociology for Human Services, for the degree of Bachelor of Social Work. At its core, this case study demonstrates the application of reflective practice on the part of library staff, academic staff and student learning advisors with a view to implementing AIL initiatives which not only addressed information needs for assignment completion at university but also took a holistic view of students’ lives, recognising the importance of AIL in their civic, social and work lives. Reflection involved challenging key assumptions about the teaching of AIL initiatives and what constituted success and failure; gaining a better understanding of new and developing information environments in which students currently operate; and identifying existing and emerging AIL frameworks which could best equip students to survive and flourish in these environments. The paper focuses on the drivers, challenges, successes and impact of implementing and adapting AIL activities as well as the learning design and pedagogical approaches implemented to scaffold and develop initiatives with the whole three-year degree structure in mind. Special reference is paid to the application of new and emerging AIL frameworks, including the Research Skills Development Framework (Willison and O’Regan, 2006) and the ACRL Framework for Information Literacy for Higher Education (Association of College and Research Libraries, 2015). The paper also outlines how mapping to graduate attributes, learning outcomes and core practitioner competencies can strengthen AIL and assessment activities. Findings Application of new and emerging frameworks of research and AIL can enhance both teaching and assessment activities in an undergraduate degree programme. This paper outlines a move away from reliance on teaching of tools and resources to a focus on mastery of threshold concepts and deeper understandings of the importance of information and academic literacy capabilities in study, work and civic life. The approach outlined here fosters the development of informed learners who are resilient and resourceful and who can easily navigate within the complex information environment in which they find themselves. This case study further demonstrates that students appreciate and recognise the value (as well as the transferability) of these capabilities to other areas of their life both at the tertiary level and post academia. In a practice-based course such as this one, the application of key frameworks and an understanding of expected practitioner competencies and graduate attributes can also help address a generally recognised research practice gap common in undergraduate practice-based courses. The paper further outlines the benefits of a collaborative approach to the integration of AIL. Such collaborative initiatives bring the fresh perspectives and deeper understanding; apart from this, they also serve as a springboard to work with other academic staff to develop AIL initiatives at different stages of a degree programme. Research limitations/implications This paper focuses on the development of AIL skills in one social work course at the University of Auckland. The information presented here may not be relevant for other disciplines or institutions. Practical implications This paper takes both a theoretical and practical approach. Challenges in the development of AIL initiatives are clearly contextualised within relevant pedagogical and AIL theories. Practical solutions for common challenges are clearly outlined. It is hoped that the problem − solution approach outlined in this paper will benefit other information professionals and academic staff who are implementing AIL in the current tertiary environment. Social implications Students find themselves in an increasingly complex information environment. Traditional information literacy (IL) skills may no longer meet their needs in this rapidly evolving environment. This paper outlines how application of current research frameworks, practitioner attributes and a focus on mastery of core threshold concepts can build information resilience and resourcefulness and better equip them to access, evaluate and utilise information both for their study and work and life beyond academia. Originality/value Demonstrating clear trends in how IL initiatives have developed over the past 10 years, this paper provides practical examples of how new and emerging research and threshold concept frameworks can be applied to the integration of AIL initiatives in undergraduate degree programmes.
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Piscos, James Lotero. "Drinking Among Early Visayans (Pintados) in Achieving Positive Peace." Bedan Research Journal 5, no.1 (April30, 2020): 214–34. http://dx.doi.org/10.58870/berj.v5i1.18.
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Drinking is a community event among early Visayans. It is their binding force in achieving positive peace because it facilitates harmony and holistic view of life. Smooth interpersonal relationship and exchange of peace are realized in the toss of a glass and blood compact. The maganito ritual highlights drinking which brings their camaraderie and fellowship to transcendence and assures protection and blessings from above. In various cycles of life, drinking is at the heart of the celebration. It might be a small gesture of sharing life stories over food and wine, but it has big impact in the union of their buot (inner being) that assures support and advocates solidarity. The research utilizes primary sources from Spanish accounts written in the 16th-17th century. Their narratives showed condescending attitudes towards early Visayan beliefs and practices but they revealed the importance of drinking among our ancestors. The study uses Mercado’s buot to design a conceptual framework that would examine drinking among early Visayans in achieving positive peace where it is holistic and cohesive. The findings of the research could have implications to peace negotiation and integrated approach to peace that includes the physical, emotional, relational and spiritual dimensions. Positive peace promotes total well-being and allows people to engage into undertakings that propels a culture that is responsive to growth, sustainability and dialogue. Drinking is not just a gesture of cohesion that the community is one. It is also a discourse that brings people to a society free from all forms of discrimination and oppression.ReferencesAlcina, F. I. (1668a). Historia de las Inlas e indios de Bisayas. (Part I, Books 1-4). (V. Baltazar, Trans.). University of Chicago Philippine Studies Program (1962)An Editorial. (1964). Journal of Peace Research. 1(1). 1-4.Applied Philosophy. (1977). Divine Word University, print.Atay, A. D. (2020) Transcending the ‘Neoliberal Self for Positive Peace: A New Balance between individualism and collectivism. Journal of Transdisciplinary Peace Praxis. 2(1). 64-81. http://iletisim.neu.edu.tr/people/academic-staff/ayca-demet-atay/?lang=en.Blair, E. H. & Alexander, R. (Eds.) The Philippine Islands, 1493-1898: Explorations by early navigators, descriptions of the islands and their peoples, their history and records of the catholic missions, as related in contemporaneous books and manuscripts showing the political, economic, commercial and religious conditions of those islands from their earliest conditions with European nations to the close of the nineteenth century. B & R. (1903-1909).Batoon, E. D. (2014) Tracing Mercado’s Anthropological Perspective (Second of Two Parts) http://www.kritike.org/journal/ issue_15/batoon_december2014.pdfBayarsaikhan, D. (2016). Drinking Traits and Culture of the Imperial Mongols in the Eyes of the Observers and in a Multicultural Context. Crossroads. https://www.academia.edu/3854 6942/Drinking_Traits_and_Culture_of_the_Imperial_Mongols_in_the_Eyes_of_Observers_and_in_a_Multicultural_ContextBoxer Codex. (2018). A Modern Spanish Transcription and English Translation of 16thCentury exploration accounts of East And Southeast Asia and Pacific. In I. Donozo. (Trans. & Ed.). Vibal Foundation.Chirino, P. SJ. (1603). Relacion de las Yslas Filipinas. (pp. 174-321). (Vol. 12). B & RColin, F. (1663). Labor evangelica. (pp. 38-97) (Vol. 40). Madrid.De Plasencia, J. (1589) Customs of the Tagalogs. (pp. 173-198). (Vol. 7). B & R.De San Agustin, G. (1698). Conquistas de las Islas Filipinas: 1565-1615. In L. A. Maneru. (Trans.). (Bilingual Ed.) San Agustin Museum. (1998).Elements of Filipino Ethics. (1979). Divine Word University, print.Elements of Filipino Philosophy. (1976). Divine Word University, print.Enns, F. (2011). The International Ecumenical Peace Convocation: Towards an Ecumenical Theology of Just Peace? Ecumenical Review 63(1), 44-53.Filipino Thought on Man and Society. (1980). Divine Word University, print.Galtung, J. (1996). Peace by peaceful means: Peace and conflict, development and civilization. International Peace Research Institute. Sage Publications. Gleditsch, N. P., Nordkvelle, J. & Strand, H. (2014). “Peace research-Just A Study of War?” Peace Research 51(2) 145-158.Grewal, B. (2003). Johan Galtung: Positive and Negative Peace. School of Social Science, Auckland University of Technology. Institute for Economics and Peace (2019). Positive Peace Report 2018.Ishida, T. (1969). Beyond the Traditional Concepts of Peace in Different Cultures. Peace Research. 6(2), 133-145.Loarca, M. (1582). Relacion de las Yslas Filipinas. (pp. 38-252). (Vol. 5). B & R.Lynch, J. (2014) A Global Standard for Reporting Conflict. Routledge.Mancenido, M. A. (2010) Filipino Philosophy According to Mercado and Timbreza, Dalumat. 1(1), 80-95.Mercado, L. (1972) Filipino Thought. Ateneo de Manila University, print.Pigafetta, A. (1522). The First Voyage Around the World. (pp. 24-266). (Vol. 33). B & R.Scott, W. H. (2015). Barangay: Sixteenth Century Philippine Culture and Society. (7thEd.), Ateneo de Manila Press.Shields, P. (2017). Limits of Negative Peace, Faces of Positive Peace. Armed Forces and Society. https://www.academia.edu/35995673/Limits_of_Negative_Peace_Faces_of_ Positive _Peace.The Filipino Mind. (1994). Council for Research in Values and Philosophy, print.Understanding the Philosophy of Buot-Loob-Nakem, (2017) Scientia. 7(2), Scientia San Beda College.
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Linzey, Kate. "The Auckland School of Music, Post-Modernism & Nervous Laughter." Architectural History Aotearoa 6 (October30, 2009): 12–20. http://dx.doi.org/10.26686/aha.v6i.6751.
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In 1984, the book-of-the-television-show The Elegant Shed was released by Otago University Press, and subsequently reviewed by Libby Farrelly in New Zealand Architect (1985) 2:39-40. Declaring the cover "wholly seductive ... glutinous sensuality," but its contents only "occasionally brilliant," Farrelly asks a lot of a not very big volume: to be "a definitive treatise on New Zealand's architecture." Though concluding that such a demand was "unsupporting" Farrelly's persistent fear is that David Mitchell and Gillian Chaplin lacked a "valiant idea." The review included the plan of Hill, Manning, Mitchell Architects' design for the Auckland School of Music. Citing Mitchell's comment in The Elegant Shed that "there was no logical connection between the side of a grand piano and the shape of a noise deflecting wall," Farrelly warns that such arbitrary aesthetics condemns architecture to mere "applique." Though "applique" is not, strictly speaking, collage, patching together is an apt description of the design process evident in the Music School plan. In their description of the design Hill, Manning, Mitchell Architects tauntingly declared that the project contains elements of "Baroque, Spanish Mission and Post-Modern" architecture (New Zealand Architect (1981) 5/6:1-3), and suggested that their transition from being "straight-line modernists" to "sensuous and baroque... [is] not unexpected in middle age." This paper will discuss Manning & Mitchell's design of the Auckland Music School in the context of their own writings and seminal international texts on the post-modern architecture, Learning From Las Vegas (1972) and Complexity and Contradiction (1966) by Robert Venturi et al. and Colin Rowe's Collage City (1978). I will argue that the hardest thing for architecture to bear/bare, especially New Zealand architecture, is a sense of humour.
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Harkison, Tracy, and Sandra Goh. "Good morning Vietnam." Hospitality Insights 4, no.1 (May13, 2020): 1–2. http://dx.doi.org/10.24135/hi.v4i1.78.
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The following is a reflection from two Auckland University of Technology (AUT) academics seconded as visiting professors to teach events and human resource management at a Vietnamese university. As this may be an ongoing project for AUT, they have provided these insights to guide other academics venturing to teach in Vietnam. It was a humbling experience and we recommend all academics make teaching overseas and entering into global classrooms part of their journey. Although others with experience of overseas teaching have recommended co-teaching with a translator/interpreter [1], interpreters are not always available when required. And when surprised by their absence, what do you do? Ten lessons were drawn from our experiences for you to include in your overseas teaching survival kit: Lesson #1. Expect the unexpected. Lesson #2. Brace yourself for culture shock – the first day you will feel like a fish out of water, which really makes you reset yourself to becoming a better teacher. Imagine you are without an interpreter and the students can only understand half of your slides. Lesson #3. Adapt your materials and revise your notes to include local examples. This will involve thinking on your feet; your assessment format may undergo many changes. Try to blend in your students’ local and pop-cultural interests. Lesson #4. Find your allies; the class monitor and the interpreter rule! Identify the ‘leaders of the pack’ – those who can help lead and manage the class. Lesson #5. Use language carefully. Remember that English words can have more than one meaning and that you will spend most of your time rephrasing sentences. Lesson #6. Co-teaching with an interpreter means half the time is spent translating your lessons. Be realistic about your learning outcomes. Lesson #7. There are no international standards in Vietnam, only regional standards. For example, the international hotel accreditation is not the same as Vietnam’s hotel quality standards. Lesson #8. Be prepared with multiple, fun teaching tools to engage your students in group activities. Team building is always welcome. Lesson #9. Bring small souvenirs from New Zealand as little treats and rewards to encourage participation from students. Lesson #10. Always travel in pairs and be prepared to ‘rough it’. Vietnam has transformed us into instructors with a global perspective. We went to impart knowledge, but we have had returned to us many times what we gave. We stepped outside of our comfort zones and this has certainly stretched our personal and professional limits in ways conventional teaching could never achieve. Like Stachowski and Sparks [2], we now know what it is to be cultural outsiders looking in, and how to find ways to gain acceptance as ‘foreign teachers’. Now that we are back on campus comfortably teaching in English, we should still consider the students we have in our classrooms. In a university that promotes the presence of a global community, we need to be mindful that some international students in our classrooms may need help to orientate them to what, for them, is an alien learning and teaching platform in a foreign language. This teaching reflection was supposed to be written upon our return from Vietnam in November 2019. However, at the time of writing, COVID-19 has brought about unprecedented changes that are transforming the way universities are teaching – bringing their lessons online to students from all over the world. Although this article is not focused on COVID-19, the unusual times have triggered questions for academics and industry trainers planning on teaching overseas in the future, to consider beyond the above lessons, particularly about the accessibility of technology. Considerations include the availability of hardware and software to students in other countries. We did not have access to WIFI in the classrooms in Vietnam; students were dependent on their phones for the additional information they needed for our group activities. Corresponding author Tracy Harkison can be contacted at: tracy.harkison@aut.ac.nz References (1) Herman, W. E.; Bailey, M. P. Recommendations for Teaching Overseas. College Teaching 1991, 39 (3), 117–121. https://doi.org/10.1080/87567555.1991.10532443 (2) Stachowski, L. L.; Sparks, T. Thirty Years and 2,000 Student Teachers Later: An Overseas Student Teaching Project that is Popular, Successful, and Replicable. Teacher Education Quarterly 2007, 34 (1), 115–132. https://files.eric.ed.gov/fulltext/EJ795147.pdf (accessed May 4, 2020).
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Opat, Stephen, Alessandra Tedeschi, Kim Linton, Pamela McKay, Bei Hu, Henry Chan, Jie Jin, et al. "Efficacy and Safety of Zanubrutinib in Patients with Relapsed/Refractory Marginal Zone Lymphoma: Initial Results of the MAGNOLIA (BGB-3111-214) Trial." Blood 136, Supplement 1 (November5, 2020): 28–30. http://dx.doi.org/10.1182/blood-2020-134611.
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Background: Marginal zone lymphoma (MZL) is rare and heterogeneous and it has been difficult to define optimal therapeutic strategies. Like other indolent non-Hodgkin lymphomas, advanced stage disease is considered incurable, with most patients experiencing a continuing pattern of relapse and remission. MZL is typically dependent on B-cell receptor (BCR) signaling suggesting a role for BCR pathway targeting via inhibition of Bruton's tyrosine kinase (BTK). The utility of this approach was confirmed by the pivotal phase 2 study demonstrating a 48% objective response rate (ORR) to ibrutinib in patients with relapsed/refractory (R/R) MZL (Noy et al. Blood. 2017;129:2224-2232). Zanubrutinib (BGB-3111) is a potent, highly specific, and irreversible next-generation BTK inhibitor. It was specifically designed to maximize BTK occupancy and minimize off-target inhibition of TEC- and EGFR-family kinases, which are thought to be related to atrial fibrillation, thrombocytopenia, and bleeding events. In an early-phase study (BGB-3111-AU-003) of 20 patients with R/R MZL treated with zanubrutinib, at a median follow-up of 27.1 months, the ORR was 80%, with a complete response (CR) rate of 15%, and partial response (PR) rate of 65% (Tedeschi et al. EHA 2020, abstract 2804). Presented here are initial efficacy and safety data in patients with R/R MZL enrolled in the MAGNOLIA trial (BGB-3111-214). Methods: MAGNOLIA is a phase 2, multicenter, single-arm study of adult patients requiring systemic treatment for R/R MZL who had previously received one or more lines of therapy including at least one CD20-directed regimen. All patients were treated with zanubrutinib 160 mg twice daily until disease progression or unacceptable toxicity. Use of long-term antiplatelet and anticoagulation agents was permitted. The primary end point was ORR as determined by an independent review committee in accordance with the Lugano classification. Secondary end points include ORR by investigator assessment, duration of response (DOR), progression-free survival (PFS), and safety. Results: In total, 68 patients were enrolled and treated. The median age was 70 years (range, 37-95), with 28% aged ≥75 years. MZL subtypes included extranodal (mucosa-associated lymphoid tissue) in 38%, nodal in 38%, splenic in 18%, and unknown in 6% of patients. The median number of prior therapies was 2 (range, 1-6), and 35% of patients had disease refractory to last therapy. At a median follow-up of 6.8 months (range, 1.6-12.8), 67 patients were evaluable for efficacy. Investigator-assessed ORR (CR + PR) was 60% (CR 15%, PR 45%, stable disease 27%). Responses were observed in all MZL subtypes, with an ORR of 58%, 64%, 58%, and 50% in extranodal, nodal, splenic, and unknown subtypes, respectively. CR rate was 23% for extranodal MZL, 12% for nodal, and 50% for unknown subtype. CR was not observed in patients with splenic MZL. The median DOR and median PFS were not reached. Twenty-one (30.9%) patients discontinued study treatment. Treatment discontinuation was mainly due to disease progression (16 patients; 23.5%); 1 withdrew consent, 2 required prohibited medications, and 2 due to adverse events (AEs) - 1 from pyrexia (later attributed to disease transformation) and 1 from myocardial infarction. The most common treatment-emergent AEs reported in ≥10% of patients were diarrhea (19.1%), bruising (17.6%), constipation (13.2%), pyrexia (10.3%), upper respiratory tract infection (10.3%), and nausea (10.3%). Most AEs were low grade. Neutropenia was the most common grade ≥3 AE (7.3%). Treatment-related serious AEs included atrial flutter, pyrexia, pneumonia, and thrombocytopenia (1 patient each). One patient with pre-existing coronary artery disease died from myocardial infarction, which was assessed as unrelated to zanubrutinib. All-grade AEs of interest included neutropenia (10.3%), thrombocytopenia (10.3%), and atrial flutter (1.5%). To date, no major hemorrhage, serious opportunistic infection, or tumor lysis syndrome have been reported. Conclusion: Preliminary results of this phase 2 study suggest that zanubrutinib is active in R/R MZL, with a favorable safety profile. (NCT03846427) Disclosures Opat: Beigene: Research Funding; Merck: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; AstraZenca: Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; Janssen: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; F. Hoffman-La Roche Ltd: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: Travel accomodations, Research Funding; AbbVie: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; Amgen: Research Funding; Epizyme: Research Funding; Mundipharma: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees; CSL: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees; Gilead: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding. Tedeschi:AstraZeneca: Consultancy, Membership on an entity's Board of Directors or advisory committees; BeiGene: Consultancy, Membership on an entity's Board of Directors or advisory committees; AbbVie: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Janssen spa: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Department of Hematology Niguarda Hospital Milano: Current Employment; Sunesis: Consultancy. Linton:The Christie NHS Foundation Trust and The University of Manchester: Current Employment; BeiGene: Consultancy, Membership on an entity's Board of Directors or advisory committees; Celgene: Consultancy, Membership on an entity's Board of Directors or advisory committees, Other: Conference/travel support; Roche: Consultancy, Speakers Bureau; Gilead: Membership on an entity's Board of Directors or advisory committees; Karyopharm: Membership on an entity's Board of Directors or advisory committees; Takeda: Consultancy, Honoraria, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Patents & Royalties; Janssen: Consultancy, Honoraria, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Hartley-Taylor: Honoraria. McKay:Celgene: Membership on an entity's Board of Directors or advisory committees; Gilead: Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; BeiGene: Membership on an entity's Board of Directors or advisory committees; Janssen: Honoraria, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Speakers Bureau; TAKEDA: Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Speakers Bureau; Beatson West of Scotland Cancer Centre: Current Employment; Roche: Honoraria, Membership on an entity's Board of Directors or advisory committees; Roche, Gilead, Takeda, and Janssen: Other: For lectures etc. Hu:Kite: Consultancy, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Cellectar: Consultancy, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Beigene: Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company). Chan:Celgene: Other: TRAVEL, ACCOMODATIONS, EXPENSES (paid by any for-profit health care company); Roche: Other: TRAVEL, ACCOMODATIONS, EXPENSES (paid by any for-profit health care company); AbbVie: Membership on an entity's Board of Directors or advisory committees; Janssen: Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMODATIONS, EXPENSES (paid by any for-profit health care company), Research Funding, Speakers Bureau; Amgen: Other: TRAVEL, ACCOMODATIONS, EXPENSES (paid by any for-profit health care company). Jin:The First Affiliated Hospital of Zhejiang University: Current Employment. Zinzani:Immune Design: Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Kyowa Kirin: Consultancy, Speakers Bureau; Verastem: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Sanofi: Consultancy, Membership on an entity's Board of Directors or advisory committees; ADC Therapeutics: Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Kirin Kyowa: Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; EUSA Pharma: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Janssen: Consultancy, Honoraria, Speakers Bureau; Servier: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; TG Therapeutics, Inc.: Honoraria, Speakers Bureau; Roche: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Incyte: Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Takeda: Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; AbbVie: Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Gilead: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; BMS: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Merck: Honoraria, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Eusapharma: Consultancy, Speakers Bureau; Celltrion: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Portola: Consultancy, Membership on an entity's Board of Directors or advisory committees, Research Funding, Speakers Bureau; Celgene: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Janssen-Cilag: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Sandoz: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; MSD: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau; Immune Design: Consultancy, Membership on an entity's Board of Directors or advisory committees, Speakers Bureau. Browett:Janssen: Honoraria, Membership on an entity's Board of Directors or advisory committees; Shire: Research Funding; Roche: Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Research Funding; University of Auckland: Current Employment; BeiGene: Research Funding. Coleman:BeiGene: Research Funding; Acerta: Research Funding; Innocare: Research Funding. Sobieraj-Teague:Flinders Medical Centre: Current Employment; Janssen: Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company). Ke:Peking University Third Hospital: Current Employment. Sun:Institute of Hematology and Blood Disease Hospital,Chinese Academy of Medical Sciences and Peking Union of Medical College: Current Employment. Marcus:Gilead: Consultancy; Roche: Honoraria; Janssen: Honoraria, Speakers Bureau. Portell:Xencor: Research Funding; Roche/Genentech: Consultancy, Research Funding; Amgen: Consultancy; Bayer: Consultancy; BeiGene: Consultancy, Research Funding; Kite: Consultancy, Research Funding; Acerta/AstraZeneca: Research Funding; Janssen: Consultancy; Pharmacyclics: Consultancy; AbbVie: Research Funding; TG Therapeutics: Research Funding; Infinity: Research Funding. Zhou:Henan Cancer Hospital: Current Employment. Thieblemont:Celgene: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Amgen: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Bristol-Myers Squibb: Consultancy, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Incyte: Honoraria; AbbVie: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Cellectis: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Speakers Bureau; Hospira: Research Funding; Novartis: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: travel support; Kite, a Gilead Company: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company); Bayer: Honoraria; Roche: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Research Funding. Co:BeiGene: Current Employment, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company), Research Funding. Wang:BeiGene: Current Employment. Tankersley:Clovis Oncology, Inc: Ended employment in the past 24 months; BeiGene: Current Employment, Current equity holder in publicly-traded company, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company). Zhou:BeiGene: Current Employment, Current equity holder in publicly-traded company; Beth Israel Deaconess Medical Center: Ended employment in the past 24 months. Cappellini:BeiGene Ltd.: Current equity holder in publicly-traded company, Divested equity in a private or publicly-traded company in the past 24 months; BeiGene Aus Pty. Ltd.: Current Employment. Huang:BeiGene: Current Employment, Current equity holder in publicly-traded company, Other: TRAVEL, ACCOMMODATIONS, EXPENSES (paid by any for-profit health care company). Trotman:BeiGene: Research Funding; Janssen: Research Funding; Celgene: Research Funding; Takeda: Research Funding; Pharmacyclics LLC, an AbbVie Company: Research Funding; Roche: Other: Travel/accommodations/expenses, Research Funding. OffLabel Disclosure: Zanubrutinib has not been approved for MZL in the US
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Hamilton, Stephen. "A bibliographical description and nominal index to The Phoenix, Auckland University College, 1932-1933." Kōtare : New Zealand Notes & Queries 2, no.1 (June6, 1999). http://dx.doi.org/10.26686/knznq.v2i1.599.
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Mullins, Elizabeth. "Carolingian Bible Fragments in Dublin." Fragmentology 6 (December31, 2023). http://dx.doi.org/10.24446/oedi.
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Fragments from an early-ninth century Carolingian Old Testament are used as sewing guards in two incunabula currently held in the Special Collections Department of the James Joyce Library, University College Dublin. The host volumes are part of the four-volume 1481–1482 Nuremberg printing of Alexander of Hales’ Summa. The provenance of the UCD incunabula establishes that the two volumes bearing the Carolingian fragments were in the Bavarian abbey of Benediktbeuern in the fifteenth century. The fragments in these books can be associated with similar material in the Bayerische Staatsbibliothek in Munich and in the Sir George Grey Collection in Auckland Central Library.
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Hursen, Cigdem. "Cypriot Journal of Educational Sciences: Volume 10, Issue 4, December 2015." Cypriot Journal of Educational Sciences 10, no.4 (January4, 2016). http://dx.doi.org/10.18844/cjes.v10i4.194.
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<p>Editor-in-Chief Huseyin Uzunboylu, Near East University, Cyprus huseyin.uzunboylu@neu.edu.tr Tel: +9 0392 6802000 - 110 Executive Editor Cigdem Hursen, Near East University, Cyprus cigdem.hursen@neu.edu.tr Tel: +9 0392 6802000 - 111 Editorial Board Ahmet Güneyli, Near East University, Cyprus Alevriadou Anastasia, University of Western Macedonia, Greece Canan Zeki, Eastern Mediterranean University, Cyprus Gokmen Daglı, Near East University, Cyprus Jesus Garcia Laborda, University of Alcala, Spain Milan Matijevic, University of Zagreb, Croatia Nerguz Bulut Serin, Lefke European University, Cyprus Özge Hacıfazlioglu, Kultur University, Turkey Kobus Maree, Pretoria University, South Africa Owner and Publisher SciencePark Science, Organization and Counseling LTD.<br />Publisher Contact<br />SciencePark Science, Organization and Counseling LTD.<br />13 Subat Street, No: 17, 99030<br />Kyrenia – Cyprus<br />E-mail: info@sproc.org<br />Tel: +90 5338366993<br />Fax: +90 3928157195 www.sproc.org<br />Editorial Contact<br />Cigdem Hursen<br />Near East University, Faculty of Education<br />Department of Educational Sciences<br />Nicosia, Cyprus<br />editor.cjes@gmail.com<br />Tel. +90 392 6802000 - 111 Sponsor Cypriot Journal of Educational Sciences is an academic journal which is sponsored by Near East University and Cyprus Educational Sciences Association. Frequency 4 issues (March 31, June 30, September 30, and December 31) per year (after May 2009). Technical Staff Meltem Haksiz Vasfi Tugun Basak Baglama Proofreading Academic Proofreading www.academicproofreading.com Cover Design Hasan Ozdal Azmiye Yinal Publishing Language All Manuscripts must be in English language. Abstracting/Indexing Academic Keys, DOAJ, PsycINFO, EBSCO, Ulrich's Educational Research Abstracts (ERA), Georgetown University Library, Asian Education Index, Turkish Education Index, Google Scholar and AWER Index Issue Publishing Date 31 December 2015 International Advisory Board Abdullahi Fido, Kuwait University, Kuwait Ahmet Guneyli, Near East University, Cyprus Aijaz Ahmed Gujjar, Federal College of Education, Pakistan Alison Sheila Taysum, University of Leicester, United Kingdom Asuncion Lopez-Varela, Universidad Complutense, MADRID, Spain Baysen, Engin, Near East University, Cyprus Boaz Shulruf, University of Auckland, New Zealand Chia-Hao Yang, Chaoyang University of Technology, Taiwan Chong Ho Yu, Arizona State University, United States Christian Guetl, Graz University of Technology, Austria Christine E. Corcoran, University of Birmingham, United States Minor Outlying Islands Christine J. Briggs, University of Louisiana at Lafayette, United States Christopher Boyle, Charles Sturt University, Australia Çiğdem Hürsen, Near East University, Cyprus Colette Gray, Stranmillis University College, Ireland Cristina Daskagiani, Greece David Wyss Rudge, Western Michigan University, United States Donald Wilson Zimmerman, Carleton University, Canada Ellina Chernobilsky, Caldwell College, United States Evridiki Zachopoulou, Democritus University of Thrace, Greece Giuliana Dettori, ITD-CNR, Italy Helen Gunter, University of Manchester, United Kingdom Hüseyin Uzunboylu, Near East University, Cyprus Jafar Yaghoubi, Zanjan University, Iran, Islamic Republic Of Jere T. Humphreys, Arizona State University, United States John CK Wang, National Institute of Education, Singapore John Cowan, Edinburgh Napier University, United Kingdom Josie Maria Rodriguez Corral, University of Cádiz (Spain), Spain Kanji Akahori, Hakuoh University, Japan Madhumita Bhattacharya, Athabasca University & Massey University, Canada Margaret Zeegers, University of Ballarat, Australia Marissa Silverman, Montclair State University, United States Muammer Caltik, Blacksea Techical University, Turkey Murat Tezer, Near East University, Cyprus Nadire Cavus, Near East University, Cyprus Othman Alsawaie, United Arab Emirates University, United Arab Emirates Ozge Hacifazlioglu, Bahcesehir University, Turkey Paulo Jorge Santos, Faculty of Arts, Porto University, Portugal, Portugal Sirin Karadeniz, Bahcesehir University, Turkey Note: All members of international advisory board articles' indexed in SSCI. Important Information During review process we use iThenticate plagiarism software. So, it is recommended to the authors should scan with iThenticate plagiarism or other free plagiarism software of their manuscripts. © 2015 SciencePark Science, Organization and Counseling LTD. All rights reserved. The ideas published in the journal belong to the authors. Important Announcement We would like to announce that Cypriot Journal of Educational Sciences will only be published online from 1 September 2015. There will not be a printed version (ISSN: 1305-9076) of the journal.</p>
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Hursen, Assist Prof Dr Cigdem. "Cypriot Journal of Educational Sciences: Volume 10, Issue 3, September 2015." Cypriot Journal of Educational Sciences 10, no.3 (January15, 2016). http://dx.doi.org/10.18844/cjes.v10i3.249.
Full textAbstract:
<p>Editor-in-C hief Huseyin Uzunboylu, Near East University, Cyprus huseyin.uzunboylu@neu.edu.tr Tel: +9 0392 6802000 - 110 <br />Executive Editor Cigdem Hursen, Near East University, Cyprus cigdem.hursen@neu.edu.tr Tel: +9 0392 6802000 - 111 <br />Editorial Board Ahmet Güneyli, Near East University, Cyprus Alevriadou Anastasia, University of Western Macedonia, Greece Canan Zeki, Eastern Mediterranean University, Cyprus Gokmen Daglı, Near East University, Cyprus Jesus Garcia Laborda, University of Alcala, Spain Milan Matijevic, University of Zagreb, Croatia Nerguz Bulut Serin, Lefke European University, Cyprus Özge Hacıfazlioglu, Kultur University, Turkey Kobus Maree, Pretoria University, South Africa Owner and Publisher SciencePark Science, Organization and Counseling LTD.</p><p><span>Publisher Contact</span></p><p>SciencePark Science, Organization and Counseling LTD.</p><p><span>13 Subat Street, No: 17, 99030 Kyrenia – Cyprus<span class="apple-converted-space"> </span><br /> E-mail: info@sproc.org</span></p><p><span>Tel: +90 5338366993 Fax: +90 3928157195</span></p><p><span>www.sproc.org</span></p><p><span>Editorial Contact</span></p><p><span>Cigdem Hursen</span></p><p><span>Near East University,</span></p><p>Faculty of Education Department of Educational Sciences Nicosia, Cyprus editor.cjes@gmail.com</p><p><span>Tel. +90 392 6802000 - 111 </span>Sponsor Cypriot Journal of Educational Sciences is an academic journal which is sponsored by Near East University and Cyprus Educational Sciences Association. Frequency 4 issues (March 31, June 30, September 30, and December 31) per year (after May 2009). Technical Staff Meltem Haksiz Vasfi Tugun Basak Baglama Proofreading Academic Proofreading www.academicproofreading.com Cover Design Hasan Ozdal Azmiye Yinal Publishing Language All Manuscripts must be in English language. Abstracting/Indexing Academic Keys, DOAJ, PsycINFO, EBSCO, Ulrich's Educational Research Abstracts (ERA), Georgetown University Library, Asian Education Index, Turkish Education Index, Google Scholar and AWER Index Issue Publishing Date September 2015 International Advisory Board Abdullahi Fido, Kuwait University, Kuwait Ahmet Guneyli, Near East University, Cyprus Aijaz Ahmed Gujjar, Federal College of Education, Pakistan Alison Sheila Taysum, University of Leicester, United Kingdom Asuncion Lopez-Varela, Universidad Complutense, MADRID, Spain Baysen, Engin, Near East University, Cyprus Boaz Shulruf, University of Auckland, New Zealand Chia-Hao Yang, Chaoyang University of Technology, Taiwan Chong Ho Yu, Arizona State University, United States Christian Guetl, Graz University of Technology, Austria Christine E. Corcoran, University of Birmingham, United States Minor Outlying Islands Christine J. Briggs, University of Louisiana at Lafayette, United States Christopher Boyle, Charles Sturt University, Australia Çiğdem Hürsen, Near East University, Cyprus Colette Gray, Stranmillis University College, Ireland Cristina Daskagiani, Greece David Wyss Rudge, Western Michigan University, United States Donald Wilson Zimmerman, Carleton University, Canada Ellina Chernobilsky, Caldwell College, United States Evridiki Zachopoulou, Democritus University of Thrace, Greece Giuliana Dettori, ITD-CNR, Italy Helen Gunter, University of Manchester, United Kingdom Hüseyin Uzunboylu, Near East University, Cyprus Jafar Yaghoubi, Zanjan University, Iran, Islamic Republic Of Jere T. Humphreys, Arizona State University, United States John CK Wang, National Institute of Education, Singapore John Cowan, Edinburgh Napier University, United Kingdom Josie Maria Rodriguez Corral, University of Cádiz (Spain), Spain Kanji Akahori, Hakuoh University, Japan Madhumita Bhattacharya, Athabasca University & Massey University, Canada Margaret Zeegers, University of Ballarat, Australia Marissa Silverman, Montclair State University, United States Muammer Caltik, Blacksea Techical University, Turkey Murat Tezer, Near East University, Cyprus Nadire Cavus, Near East University, Cyprus Othman Alsawaie, United Arab Emirates University, United Arab Emirates Ozge Hacifazlioglu, Bahcesehir University, Turkey Paulo Jorge Santos, Faculty of Arts, Porto University, Portugal Sirin Karadeniz, Bahcesehir University, Turkey Note: All members of international advisory board articles' indexed in SSCI. Important Information During review process we use iThenticate plagiarism software. So, it is recommended to the authors should scan with iThenticate plagiarism or other free plagiarism software of their manuscripts. © 2015 SciencePark Science, Organization and Counseling LTD. All rights reserved. The ideas published in the journal belong to the authors. Important Announcement We would like to announce that Cypriot Journal of Educational Sciences will only be published online from 1 September 2015. There will not be a printed version (ISSN: 1305-9076) of the journal.</p><p><br /><br /></p><p><span><br /></span></p><p> </p>
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"Abstracts: Language learning." Language Teaching 40, no.4 (September7, 2007): 337–45. http://dx.doi.org/10.1017/s0261444807004594.
Full textAbstract:
07–533Anh Tuan, Truong & Storch Neomy (U Melbourne, Australia; neomys@unimelb.edu.au), Investigating group planning in preparation for oral presentations in an EFL class in Vietnam. RELC Journal (Sage) 38.1 (2007), 104–124.07–534Bada, Erdogan & Bilal Genc (U Çukurova, Turkey; erdoganbada@gmail.com), An investigation into the tense/aspect preferences of Turkish speakers of English and native English speakers in their oral narration. The Reading Matrix (Readingmatrix.com) 7.1 (2007), 141–150.07–535Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang & Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–536Campbell, Dermot, Ciaron Mcdonnell, Marti Meinardi & Bunny Richardson (Dublin Institute of Technology, Ireland; dermot.campbell@dit.ie), The need for a speech corpus. ReCALL (Cambridge University Press) 19.1 (2007), 3–20.07–537Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax, Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–538Chan, Alice (City U Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–539Crabbe, David (Victoria U Wellington, New Zealand; david.crabbe@vuw.ac.nz), Learning opportunities: Adding learning value to tasks. ELT Journal (Oxford University Press) 61.2 (2007), 117–125.07–540Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.07–541Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–277.07–542Griffiths, Carol (AIS St Helens, Auckland, New Zealand; carolgriffiths5@gmail.com), Language learning strategies: Students' and teachers' perceptions. ELT Journal (Oxford University Press) 61.2 (2007), 91–99.07–543Hamid, Md. Obaidul (U Dhaka, Bangladesh; obaid_hamid@yahoo.com), Identifying second language errors: How plausible are plausible reconstructions?ELT Journal (Oxford University Press) 61.2 (2007), 107–116.07–544Hauck, Mirjam (The Open U, UK; m.hauck@open.ac.uk), Critical success factors in a TRIDEM exchange. ReCALL (Cambridge University Press) 19.2 (2007), 202–223.07–545Hellermann, John (Portland State U, Portland, Oregon, USA; jkh@pdx.edu) & Andrea Vergun, Language which is not taught: The discourse marker use of beginning adult learners of English. Journal of Pragmatics (Elsevier) 39.1 (2007), 157–179.07–546Hwu, Fenfang (U Cincinnati, USA; hwuf@ucmail.uc.edu), Learners' strategies with a grammar application: The influence of language ability and personality preferences. ReCALL (Cambridge University Press) 19.1 (2007), 21–38.07–547Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi), Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.07–548Karlström, Petter (Stockholm U, Sweden; petter@dsv.su.se), Teresa Cerratto-Pargman, Henrik Lindström & Ola Knutsson, Tool mediation in focus on form activities: Case studies in a grammar-exploring environment. ReCALL (Cambridge University Press) 19.1 (2007), 39–56.07–549Kim, Yongho (Korea National U of Education) & David Kellogg, Rules out of roles: Differences in play language and their developmental significance. Applied Linguistics (Oxford University Press) 28.1 (2007), 25–45.07–550Liaw, Meei-Ling (National Taichung U, China; meeilingliaw@gmail.com), Constructing a ‘third space’ for EFL learners: Where language and cultures meet. ReCALL (Cambridge University Press) 19.2 (2007), 224–241.07–551Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.07–552Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.07–553Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.07–554Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.07–555Stracke, Elke (U Canberra, Australia; Elke.Stracke@canberra.edu.au), A road to understanding: A qualitative study into why learners drop out of a blended language learning (BLL) environment. ReCALL (Cambridge University Press) 19.1 (2007), 57–78.07–556Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (SAGE Publications) 37.3 (2006), 299–307.07–557Taguchi, Naoko (Carnegie Mellon U, USA), Task difficulty in oral speech act production. Applied Linguistics (Oxford University Press) 28.1 (2007), 113–135.07–558Webb, Stuart (Japan), The effects of repetition on vocabulary knowledge. Applied Linguistics (Oxford University Press) 28.1 (2007), 46–65.07–559Yihong, Gao, Zhao Yuan, Cheng Ying & Zhou Yan, Relationship between English learning motivation types and self-identity changes among Chinese students. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 41.1 (2007), 133–155.07–560Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (SAGE Publications) 37.3 (2006), 285–298.07–561Zhenhui, Rao (Jiangxi Normal U, Nanchang, China), Understanding Chinese students' use of language learning strategies from cultural and educational perspectives. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.6 (2006), 491–508.
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"Language learning." Language Teaching 36, no.4 (October 2003): 259–71. http://dx.doi.org/10.1017/s0261444804222005.
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04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 546–561.04–576 Boehlke, Olaf (Creighton U., USA; Email: bohlke@creighton.edu). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. Calico Journal (Texas, USA), 21, 1 (2003), 67–87.04–577 Brandford, Verna and Wilson, Rebecca (Institute of Education, U. of London). Using PowerPoint to develop pupils' oral skills in modern foreign languages. Francophonie (London, UK), 28 (2003), 18–24.04–578 Brouwer, Catherine E. (U. of Southern Denmark, Denmark; Email: rineke@language.sdu.dk). Word searches in NNS-NS interaction: opportunities for language learning?The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 534–545.04–579 Carr, Jo (Queensland U. of Technology, Australia; Email: j.carr@qut.edu.au). Why boys into languages won't go: the problematic gender agenda in languages education. Babel, (Adelaide, Australia), 37, 2 (2002), 4–9.04–580 Chalhoub-Deville, Micheline (U. of Iowa, USA; Email: m-chalhoub-deville@uiowa.edu). Second language interaction: current perspectives and future trends. Language Testing (London, UK), 20, 4 (2003), 369–383.04–581 Chan, Victoria, Spratt, Mary and Humphreys, Gillian (Hong Kong Polytechnic U., Hong Kong). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education (Clevedon, UK), 16, 1 (2002), 1–16.04–582 Dam Jensen, Eva and Vinther, Thora (University of Copenhagen, Denmark; Email: dam@hum.ku.dk.). Exact repetition as input enhancement in second language acquisition. Language Learning (University of Michigan, USA), 53, 3 (2003), 373–428.04–583 De Carlo, Maddalena (Université de Cassino, Italy). Affectivité et acquisition du langage. [Affectivity and Language Acquisition.] Études de linguistique appliquée (Paris, France), 13, 1 (2003), 275–290.04–584 Derwing, Tracey M. (Alberta U., Canada) and Rossiter, Marian J. The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 1–18.04–585 Dykstra-Pruim, Pennylyn (Calvin College, MI, USA). L2 acquisition of German plurals: how students form them and textbooks teach them. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 43–55.04–586 Eckman, Fred (University of Wisconsin, USA; Email: eckman@uwm.edu), Elreyes, Abdullah and Iverson, Gregory. Some principles of second language phonology. Second Language Research (London, UK), 19, 3 (2003), 169–208.04–587 Egbert, Joy (Washington State U., USA; Email: jegbert@wsu.edu). A study of flow theory in the foreign language classroom. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 499–518.04–588 Ehrman, Madeline (Foreign Service Institute, US Dept of State, Washington DC, USA; Email: ehrmann@aol.com) and Leaver, Betty Lou. Cognitive styles in the service of language learning. System, 31, 3 (2003), (Oxford), 393–415.04–589 Felser, Claudia (U. of Essex, UK; Email: felsec@essex.ac.uk), Roberts, Leah, Gross, Rebecca and Marinis, Theodore. The processing of ambiguous sentences by first and second language learners of English. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 453–490.04–590 Gass, Susan (Michigan State University, USA; Email: gass@msu.edu) and Svetics, Ildikó. Differential effects of attention. Language Learning (Michigan, USA), 53, 3 (2003), 497–545.04–591 Griffiths, Carol (Auckland Institute of Studies, Auckland, New Zealand; Email: carolg@ais.ac.nz). Patterns of language learning strategy use. System, (Oxford, UK), 31, 3 (2003), 367–383.04–592 Hertel, Tammy J. (Department of World Languages and Cultures, Juniata College, USA; Email: hertel@juniata.edu) Lexical and discourse factors in the second language acquisition of Spanish word order. Second Language Research (London, England), 19, 4 (2003), 273–304.04–593 Hertel, Tammy J. (Juniata College). Using an e-mail exchange to promote cultural learning. Foreign Language Annals (New York, USA), 36, 3 (2003), 386–396.04–594 Hu, Chieh-Fang (Taipei Municipal Teachers College, Taiwan; Email: cfhu@mail1.tmtc.edu.tw). Phonological memory, phonological awareness and foreign language word learning. Language Learning (University of Michigan, USA), 53, 3 (2003), 429–462.04–595 Izumi, Shinichi (Sophia University, Japan; Email: s-izumi@sophia.ac.jp). Processing difficulty in comprehension and production of relative clauses by learners of English as a second language. Language Learning (Michigan, USA), 53, 2 (2003), 285–323.04–596 Jones, Linda, J. (U. of Arkansas, USA; Email: lcjones@uark.edu). Supporting listening comprehension and vocabulary acquisition with multimedia annotation: the students' voice. Calico Journal (San Marcos Tex. USA), 21, 1 (2003), 41–65.04–597 Jung, Euen Hyuk (Sarah) (Yonsei U., South Korea; Email: jungehs@hotmail.com). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 562–577.04–598 Knutson, Sonja (Memorial U., Newfoundland, Canada). Experiential learning in second-language classrooms. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 53–64.04–599 Littlemore, Jeannette (U. of Birmingham, UK). The communicative effectiveness of different types of communication strategy. System, (Oxford, UK), 31, 3 (2003), 331–34704–600 McCollum, Daniel L. (Pennsylvania State U., USA). Utilizing non-cognitive predictors of foreign language achievement. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 19–32.04–601 Morris, Frank (University of Miami, USA; Email: fmorris@miami.edu.) and Tarone, Elaine. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning (University of Michigan, USA), 53, 2 (2003), 325–368.04–602 Ntirampeba, Pascal (Université de Montréal, Québec, Canada). La progression en didactique du texte argumentatif écrit. [Progressive approach to written argumentative text.] Révue Canadienne de Linguistique Appliquée, 6, 2 (2003), 159–169.04–603 Parkinson, Brian, Benson, Cathy and Jenkins, Michael (U. of Edinburgh, Scotland, UK). Learner diary research with ‘Cambridge' examination candidates. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 45–63.04–604 Pérez, Luisa, C. (Emporia State U., USA; Email: perezlui@emporia.edu). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. Calico Journal (Texas, USA), 21, 1 (2003), 89–104.04–605 Pulido, Diana (Washington State University, USA; Email: dpulido@wsu.edu.). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning (University of Michigan, USA), 53, 2 (2003), 233–284.04–606 Sasaki, Yoshinori (Ochanomizu U., Japan) and Hayakawa, Harumi. Does a quiz facilitate or spoil language learning? Instructional effects of lesson review quizzes. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 33–56.04–607 Seus-Walker, Katia (IUT-Université de Toulouse III, France). Pour développer l'autonomie des apprenants. [Developing learner autonomy.] Les Cahiers de l'APLIUT, XXII, 2 (2003), 43–58.04–608 Sparks, Richard L. (College of Mount St. Joseph, Cincinnati, Ohio) Philips, Lois and Javorsky, James. College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. Foreign Language Annals (New York, USA), 36, 3 (2003), 325–337.04–609 Stotz, Daniel and Meuter, Tessa (Zürcher Hochschule Winterthur, Switzerland; Email: daniel.stotz@zhwin.ch). Embedded English: integrating content and language learning in a Swiss primary school project. Bulletin suisse de linguistique appliquée (Neuchâtel, Switzerland), 77 (2003), 83–101.04–610 Takeuchi, Osamu (Kansai U., Osaka, Japan; Email: takeuchi@ipcku.kansai-u.ac.jp). What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System, (Oxford, UK), 31, 3 (2003), 385–392.04–611 Vandergrift, Larry (University of Ottawa, Canada; Email: lvdgrift@uottawa.ca). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning (University of Michigan, USA), 53, 3 (2003), 463–496.04–612 Vann, Roberta J. (Iowa State U., USA) and Fairbairn, Shelley B. Linking our worlds: a collaborative academic literacy project. TESOL Journal (Alexandria, VA, USA), 12, 3 (2003), 11–16.04–613 Verspoor, Marjolijn and Lowie, Wander (University of Groningen, The Netherlands). Making sense of polysemous words. Language Learning (University of Michigan, USA), 53, 3 (2003), 547–586.04–614 Weldon, A. and Trautmann, G. (U. of North Carolina-Asheville, USA). Spanish and service-learning: pedagogy and praxis. Hispania (Ann Arbor, USA), 86, 3 (2003), 574–585.04–615 Wen, W. P. (Xiangtan U., Hunan, P.R. of China lw@xtu.edu.com) and Clément, R. A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 18–38.04–616 Yeh, Yuli and Wang, Chai-wei. (National Tsing Hua U., Taiwan; Email: ylyeh@mx.nthu.edu.tw). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal (Texas, USA), 21, 1 (2003), 131–144.04–617 Yuet Hung Chan, C. (City U. of Hong Kong; Email: ctcych@cityu.edu.hk). Cultural content and reading proficiency: a comparison of mainland Chinese and Hong Kong learners of English. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 60–69.04–618 Zsiga, Elizabeth (Georgetown University, USA; Email: zsigae@georgetown.edu). Articulatory timing in a second language – evidence from Russian and English. Studies in Second Language Acquisition (New York, USA), 25, 3 (2003), 399–432.04–619 Zughoul, Muhammed Raji and Abdul-Fattah, Hussein (Yarmouk U., Jordan). Translational collocational strategies of Arab learners of English: a study in lexical semantics. Babel (Amsterdam, The Netherlands), 49, 1 (2003), 59–81.
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"Language teaching." Language Teaching 37, no.2 (April 2004): 107–18. http://dx.doi.org/10.1017/s0261444804212228.
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04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25, 2 (2004), 243–72.04–120Benson, Barbara E. (Piedmont College, Georgia, USA). Framing culture within classroom practice: culturally relevant teaching. Action in Teacher Education (Alexandria, Virginia, USA), 25, 2 (2003), 16–22.04–121Blanche, Patrick (U. of California, Davis, USA; Email: blanche@kumagaku.ac.jp). Using dictations to teach pronunciation. Modern English Teacher (London, UK), 13, 1 (2004), 30–36.04–122Budimlic, Melisa (Ludwig-Maximilians Universität München, Germany). Zur Konzeption und Entwicklung interdisziplinärer Lernprogramme am Beispiel eines Lernmodules zur Psycholinguistik. [The concept and development of an interdisciplinary learning programme. An example of a module in psycholinguistics] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Edmonton, Alberta, Canada), Online Journal, 9, 1 (2004), 12 pp.04–123Cajkler, Wasyl (U. of Leicester, UK; Email: wc4@le.ac.uk). How a dead butler was killed: the way English national strategies maim grammatical parts. Language and Education (Clevedon, UK), 18, 1 (2004), 1–16.04–124Calvin, Lisa M. & Rider, N. Ann (Indiana State U., USA). Not your parents' language class: curriculum revision to support university language requirements. Foreign Language Annals (New York, USA), 37, 1 (2004), 11–25.04–125Carrier, Karen A. (Northern Illinois University, USA). Improving high school English language learners' second language listening through strategy instruction. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 383–408.04–126Christie, Frances (Universities of Melbourne and Sydney, Australia; Email: fhchri@unimelb.edu.au). English in Australia. RELC Journal (Singapore) 34, 1 (2003), 100–19.04–127Drobná, Martina (Ludwig-Maximilians Universität München, Germany). Konzeption von Online-Lerneinheiten für den Unterricht Deutsch als Fremdsprache am Beispiel des Themas ‘Auslandsstudium in Deutschland’. [The concept of an online learning unit ‘Studying in Germany’ for German as a foreign language]. Zeitschrift für Iinterkulturellen Fremdsprachenunterricht (Edmonton, Canada) Online Journal, 9, 1 (2004), 17 pp.04–128Ellis, Rod (University of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Designing a task-based syllabus. RELC Journal (Singapore) 34, 1 (2003), 64–81.04–129Giambo, D. & McKinney, J. (University of Miami, USA) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 95–117.04–130Goodwyn, Andrew (Reading University, UK). The professional identity of English teachers. English in Australia (Norwood, Australia), 139 (2004), 122–30.04–131Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). English language teaching in China: regional differences and contributing factors. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 290–318.04–132Jacobs, George M. (JF New Paradigm Education, Singapore; Email: gmjacobs@pacific.net.sg) and Farrell, Thomas S. C. Understanding and implementing the communicative language teaching paradigm. RELC Journal (Singapore) 34, 1 (2003), 5–30.04–133Janks, Hilary (University of the Witwatersrand, South Africa). The access paradox. English in Australia (Norwood, Australia), 139 (2004), 33–42.04–134Kim, Jeong-ryeol (Korea National U. of Education, South Korea; Email: jrkim@knue.ac.kr). Using mail talk to improve English speaking skills. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 349–69.04–135Kim, Nahk-Bohk (Chungnam National University, South Korea). An investigation into the collocational competence of Korean high school EFL learners. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 225–48.04–136Kormos, Judit & Dénes, Mariann (Eötvös Loránd U., Hungary; Email: kormos.j@chello.hu). Exploring measures and perceptions of fluency in the speech of second language learners. System (Oxford, UK), 32, 2 (2004), 145–64.04–137Lee, Jin Kyong (Seoul National U., South Korea). The acquisition process of yes/no questions by ESL learners and its pedagogical implications. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 205–24.04–138Levine, Glenn S. (U. of California, Irvine, USA). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals (New York, USA), 37, 1 (2004), 26–36.04–139Littlemore, Jeannette (U. of Birmingham, UK; Email: j.m.littlemore@bham.ac.uk). Using clipart and concordancing to teach idiomatic expressions. Modern English Teacher (London, UK), 13, 1 (2004), 17–44.04–140Llurda, Enric (Email: ellurda@dal.udl.es) and Huguet, Ángel (Universitat de Lleida, Spain). Self-awareness in NNS EFL Primary and Secondary school teachers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 220–33.04–141Lochtman, Katja (Vrije U., Belgium; Email: katja.lochtman@vub.ac.be). Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching. International Journal of Educational Research (Abingdon, UK), 37 (2002), 271–83.04–142Mackey, Alison (Georgetown U., USA; Email: mackeya@georgetown.edu). Beyond production: learners' perceptions about interactional processes. International Journal of Educational Research (Abingdon, UK), 37 (2002), 379–94.04–143Maiwald, Cordula (Passau, Germany). Zeitverstehen und Tempusformen im Deutschen – eine Herausforderung im Fremdsprachenunterricht. [The concept of time and German tenses – a challenge for a foreign language classroom] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 287–302.04–144McKay, Sandra Lee (San Francisco State U., USA; Email: 2slmckay@attbi.com). EIL curriculum development. RELC Journal (Singapore), 34, 1 (2003), 31–47.04–145Na, Yoon-Hee and Kim, Sun-Joo (U. of Texas at Austin, USA; Email: yhena@mail.utexas.edu). Critical literacy in the EFL classroom. English Teaching (Anseonggun, Korea), 58, 3 (2003), 143–63.04–146Nettelbeck, David (Whitefriars College, Australia). ICT and the re-shaping of literacy. A secondary classroom perspective. English in Australia (Norwood, Australia), 139 (2004), 68–77.04–147Park, Mae-Ran (Pukyong National U., South Korea; Email: mrpark@pknu.ac.kr) and Suh, Kang-Oak. An analysis of Korean high school English textbooks under the 7th curriculum. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 319–47.04–148Peters, George F. (Michigan State U., USA). Kulturexkurse: a model for teaching deeper German culture in a proficiency-based curriculum. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA) 36, 2 (2003), 121–34.04–149Plewnia, Albrecht (Mannheim, Germany). Vom Nutzen kontrastiven grammatischen Wissens am Beispiel von Deutsch und Französisch. [The benefits of contrastive grammar knowledge; an example of German and French] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 251–86.04–150Prodromou, Luke (Email: luke@spark.net.gr). In search of the successful user of English: how a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher (London, UK), 12, 2 (2003), 5–14.04–151Rieger, Caroline L. (U. of British Columbia, Canada). Some conversational strategies and suggestions for teaching them. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA), 36, 2 (2003), 164–75.04–152Sakui, K. (U. of Auckland, New Zealand). Wearing two pairs of shoes: language teaching in Japan. ELT Journal (Oxford, UK), 58, 2 (2004), 155–63.04–153Schleppegrell, M., Achugar, M., & Oteíza, T. (University of California, USA). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 67–93.04–154Sercu, Lies (Katholieke Universiteit Leuven, Belgium; Email: lies.sercu@arts.kuleuven.ac.be). Implementing intercultural foreign language education: Belgian, Danish and British teachers' professional self-concepts and teaching practices compared. Evaluation and Research in Education (Clevedon, UK), 16, 3 (2002), 150–65.04–155Shinwoong, Lee (Hanyang U., South Korea). Korean ESL learners' experiences in computer assisted classroom discussions. English Teaching (Anseonggun, Korea), 58, 4 (2003), 371–95.04–156Sifakis, Nicos C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). TeachingEIL– TeachingInternationalorInterculturalEnglish? What Teachers Should Know. System (Oxford, UK), 32, 2 (2004), 237–50.04–157Simard, Daphnée (Université du Québec à Montréal, Canada; Email: simard.daphnee@uqam.ca). Using diaries to promote metalinguistic reflection among elementary school students. Language Awareness (Clevedon, UK), 13, 1 (2004), 34–48.04–158Song, Jeong-Weon (Hanyang U., South Korea). Effects of task-processing conditions on the oral output of post beginners in a narrative task. English Teaching (Anseonggun, Korea), 58, 4 (2003), 249–71.04–159Storch, Neomy (U. of Melbourne, Australia; Email: neomys@unimelb.edu.au). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research (Abingdon, UK), 37 (2002), 305–22.04–160Tomlinson, Brian and Masuhara, Hitomi (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Developing cultural awareness. Modern English Teacher (London, UK), 13, 1 (2004), 5–12.04–161Towndrow, P. (Nangyang Technological U., Singapore). Reflections of an on-line tutor. ELT Journal (Oxford, UK), 58, 2 (2004), 174–82.04–162Vilches, Ma. Luz C. (Ateneo do Manila U., Philippines; Email: mvilches@ateneo.edu). Task-based language teaching: the case of EN 10. RELC Journal (Singapore), 34, 1 (2003), 82–99.04–163Willkop, Eva-Maria (Mainz, Germany). Texte im Mitteilungsprozess – Wege durch ein vereinigtes Babylon [Texts in the mediation process – ways through united Babylon] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 221–50.
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"Language learning." Language Teaching 40, no.3 (June20, 2007): 256–63. http://dx.doi.org/10.1017/s0261444807004387.
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07–398Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–399August, Gail (Hostos Community College, USA), So, what's behind adult English second language reading?Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 245–264.07–400Beasley, Robert (Franklin College, USA; rbeasley@franklincollege.edu), Yuangshan Chuang& Chao-chih Liao, Determinants and effects of English language immersion in Taiwanese EFL learners engaged in online music study. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 330–339.07–401Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–402Bunch, George C. (U California, USA), ‘Academic English’ in the 7th grade: Broadening the lens, expanding access. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 284–301.07–403Chambers, Andrea (Insa de Lyon, France; andrea.emara@insa-lyon.fr) & Stephen Bax (Canterbury Christ Church U, UK), Making CALL work: Towards normalisation. System (Elsevier) 34.4 (2006), 465–479.07–404Chan, Alice (City U of Hong Kong, China; enalice@cityu.edu.hk), Strategies used by Cantonese speakers in pronouncing English initial consonant clusters: Insights into the interlanguage phonology of Cantonese ESL learners in Hong Kong. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.4 (2006), 331–355.07–405Coulter, Cathy (Arizona State U, USA) & Mary Lee Smith, English language learners in a comprehensive high school. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 309–335.07–406Elia, Antonella (U Naples, Italy; aelia@unina.it), Language learning in tandem via skype. The Reading Matrix (Readingmatrix.com) 6.3 (2006), 269–280.07–407Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–408Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–409Feuer, Avital (York U, Canada), Parental influences on language learning in Hebrew Sunday school classes. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 266–27707–410Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–411Karlsson, Leena (Helsinki U, Finland; leena.karlsson@helsinki.fi) Felicity Kjisik & Joan Nordlund, Language counselling: A critical and integral component in promoting an autonomous community of learning. System (Elsevier) 35.1 (2007), 46–65.07–412Lieberman, Moti (American U, USA; aoshima@american.edu) Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–413Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–414Matsuzaki Carreira, Junko (Tsuda College, Japan), Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal (Japan Association for Language Teaching) 28.2 (2006), 135–157.07–415Mohan, Bernard & Tammy Slater (U British Columbia, Canada), Examining the theory/practice relation in a high school science register: A functional linguistic perspective. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 302–316.07–416Mozzon-McPherson, Marina (U Hull, UK; M.Mozzon-Mcpherson@hull.ac.uk), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 66–92.07–417Napier, Jemina (Macquarie U, Australia), Effectively teaching discourse to sign language interpreting students. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 251–265.07–418Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–419Nıxon, Helen & Barbara Comber (U South Australia, Australia; helen.nixon@unisa.edu.au), Differential recognition of children's cultural practices in middle primary literacy classrooms. Literacy (Oxford University Press) 40.3 (2006), 127–136.07–420Reinders, Hayo (U Auckland, New Zealand; system@hayo.nl), Supporting independent learning environments: An analysis of structures and roles of language learning advisers. System (Elsevier) 35.1 (2007), 93–111.07–421Sangpıl Byon, Andrew (State U New York, USA), Language socialization in Korean as-a-foreign-language classrooms. Bilingual Research Journal (National Association for Bilingual Education) 30.2 (2006), 265–291.07–422Song, Bailin (City U New York, USA), Content-based ESL instruction: Long-term effects and outcomes. English for Specific Purposes (Elsevier) 25.4 (2006), 420–437.07–423Soonhyang, Kim (Ohio State U, Columbus, USA), Academic oral communication needs of East Asian international graduate students in non-science and non-engineering fields. English for Specific Purposes (Elsevier) 25.4 (2006), 479–489.07–424Stroud, Christopher (U West Cape, South Africa; cstroud@uwc.ac.za) & Lionel Wee, Anxiety and identity in the language classroom. RELC Journal (Sage) 37.3 (2006), 299–307.07–425Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–426Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–427Xuesong, Gao (U Hong Kong, China; Gao@hkusua.hku.hk), Strategies used by Chinese parents to support English language learning. RELC Journal (Sage) 37.3 (2006), 285–298.07–428Zwıers, Jeff (California, USA), Integrating academic language, thinking, and content: Learning scaffolds for non-native speakers in the middle grades. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 317–332.07–429Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.
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Brookes,I.M., and C.W.Holmes. "THE ASSESSMENT OF PASTURE UTILISATION ON DAIRY FARMS." Proceedings of the New Zealand Grassland Association, January1, 1988, 123–26. http://dx.doi.org/10.33584/jnzg.1988.49.1813.
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The quantities of pasture utilised on New Zealand's predominantly pastoral dairy farms can be indirectly estimated from calculating the feed requirements of livestock on the farm and adjusting the total quantities consumed for feed purchased from off the farm. This method provides a logical and quantitative framework for analysing between farm differences in productivity and pasture utilisation. The calculations require information regarding the number, breed and categories of stock farmed; the total production of milk or milkiat; the quantities of crops, hay and silage grown and/or conserved; and the quantities of purchased feeds consumed. Reliable tables of feed requirements are available for use in such calculations. This method has been used to examine data collected in surveys of town supply and seasonal supply farms in Manawatu and South Auckland by Massey University and Lincoln College, respectively. Comparisons between districts are unreliable because the surveys were conducted in different seasons and by different sampling methods. However, the differences between farm types were similar within districts and indicated lower stocking rates and milkfat production per hectare on town supply farms. There was a large reliance on the use of home grown pasture on all farms, but town supply farms used higher proportions of crops, hay and silage than did seasonal supply farms. A wide range existed between farms in the quantities of home grown feed consumed per hectare (4.9-18.0 tonnes DM/ha on town supply farms and 6.7-17.1 tonnes DfvVha on seasonal supply farms). This method of analysis. together with estimates of potential pasture production, may help to identity situations in which increases in pasture utilisation may be capable of increasing farm productivity. Keywords: town supply, seasonal supply, grazing, Conservation, supplements, farm productivity
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"Language learning." Language Teaching 37, no.1 (January 2004): 53–61. http://dx.doi.org/10.1017/s0261444804222133.
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04–28Atienza Merino, José Luis (Universidad de Oviedo, Spain). L'émergence de l'inconscient dans l'appropriation des langues étrangères. [The role of the Subconscious in Foreign Language Learning.] Études delinguistique appliquée (Paris, France), 131, 3 (2003), 305–328.04–29Belz, Julie A. and Kinginger, Celeste (Pennsylvania State U., USA). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning (Malden, MA, USA), 53, 4 (2003), 591–647.04–30Berry, Rita Shuk Yin (Hong Kong Institute of Education) and Williams, Marion. In at the deep end. Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology (Thousand Oaks, CA, USA), 23, 1 (2004), 118–34.04–31Couper, Graeme (Auckland University of Technology, New Zealand). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect (Sydney, Australia), 18, 3 (2003), 53–70.04–32De Fraine, Bieke, Van Damme, Jan, Van Landeghem, Georges and Opdenakker, Marie-Christine (Centre for Educational Effectiveness and Evaluation, Belgium; Email: Beatrijs.DeFraine@ped.kuleuven.ac.be) and Onghena, Patrick. The effect of schools and classes on language achievement. British Educational Research Journal (London, UK), 29, 6 (2003), 841–859.04–33Detey, Sylvain (Université de Toulouse-Le Mirail, France). Invariance, variations et “centration cognitive”: quelles nécessités pour la didactique des langues? [Universals, individuality and “cognitive centring”: what is their use for language teaching?]Revue Parole (Paris, France), 25/26 (2003), 75–114.04–34Durán, Pilar (Reading U., UK; Email: p.duran@reading.ac.uk). Children as mediators for the second language learning of their migrant parents. Language and Education (Clevedon, UK), 17, 5 (2003), 311–331.04–35Erlam, Rosemary (U. of Auckland, New Zealand). Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning. Studies in Second Language Acquisition (New York, USA), 25, (4) (2003), 559–582.04–36Gardner, R. C. (University of Western Ontario, Canada; Email: gardner@uwo.ca), Masgoret, A. M., Tennant, J. and Mihic L. Integrative motivation: changes during a year-long intermediate level language course. Language Learning (Malden, MA, USA), 54, 1 (2004), 1–34.04–37Gélat, Mona (Twickenham, UK; Email: mona_gelat@onetel.net.uk). Taking others' perspectives in a peer interactional setting while preparing for a written argument. Language and Education (Clevedon, UK), 17, 5 (2003), 332–354.04–38Graham, Suzanne (Reading U., UK; Email: suzanne@graham11.freeserve.co.uk). Learner strategies and advanced level listening comprehension. Language Learning Journal (London, UK), 28 (Winter 2003), 64–69.04–39Hew, Soon-Hin and Ohki, Mitsuri (Kyoto U., Japan; Email: my711010@hotmail.com). Effect of animated graphic annotations and immediate visual feedback in aiding Japanese pronunciation learning: a case study. Calico Journal (Texas, USA), 21, 2 (2004), 397–419.04–40Itakura, Hiroko (The Hong Kong Polytechnic University, Hong Kong; Email: eghiroko@polyu.edu.hk). Changing cultural stereotypes through e-mail assisted foreign language learning. System (Oxford, UK), 32, 1 (2004), 37–51.04–41Johnstone, Richard (Stirling U., UK; Email: r.m.johnstone@stir.ac.uk). Evidence-based policy: early modern language learning at primary. Language Learning Journal (London, UK), 28 (Winter 2003), 14–21.04–42Kingston, John (University of Massachusetts, USA; Email: jkingston@linguist.umass.edu). Learning foreign vowels. Language and Speech (Twickenham, UK), 46, 2–3 (2003), 295–349.04–43Lamb, Martin (University of Leeds, UK; Email: m.v.lamb@education.leeds.ac.uk). Integrative motivation in a globalizing world. System (Oxford, UK), 32, 1 (2004), 3–19.04–44Larson-Hall, Jennifer (University of North Texas, USA). Predicting perceptual success with segments: a test of Japanese speakers of Russian. Second Language Research (London, UK), 20, 1 (2004), 33–76.04–45Lazaraton, Anne (University of Minnesota, USA; Email: lazaratn@umn.edu). Gesture and speech in the vocabulary explanations of one ESL teacher: a microanalytic inquiry. Language Learning (Malden, MA, USA), 54, 1 (2004), 79–117.04–46Lightbown, Patsy M. (Concordia U., Canada; Email: patsy.lightbown@verizon.net). SLA research in the classroom/SLA research for the classroom. Language Learning Journal (London, UK), 28 (Winter 2003), 4–13.04–47Loewen, Shawn (University of Auckland, New Zealand; Email: s.loewen@auckland.ac.nz). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning (Malden, MA, USA), 54, 1 (2004), 153–188.04–48Matsuda, Sae and Gobel, Peter (Kyoto Sangyo University, Japan; Email: sae@ cc.kyoto-su.as.jp). Anxiety and predictors of performance in the foreign language classroom. System (Oxford, UK), 32, 1 (2004), 21–36.04–49Mills, N., Herron, C. and Cole, S. (Emory University, Atlanta; Email: nmills@learnlink.emory.edu.). Teacher-assisted versus individual viewing of foreign language video: relation to comprehension, self-efficacy, and engagement. Calico Journal (Texas, USA), 21, 2 (2004), 291–316.04–50Mishra, Ranjita (Utkal U., India). The development of narration ability among pre-school children. Psycho-lingua (Raipur, India), 33, 1 (2003), 8–16.04–51Mondria, Jan-Arjen (U. of Groningen, The Netherlands). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition (New York, USA), 25, (4) 473–499.04–52Park, Hyeson (University of South Carolina, USA). A minimalist approach to null objects and subjects in second language acquisition. Second Language Research, 20, 1 (2004), 1–32.04–53Phakiti, Aek (U. of Melbourne, Australia; Email: aekmaejo@hotmail.com). Acloser look at gender and strategy use in L2 reading. Language Learning (Malden, MA, USA), 53, 4 (2003), 649–702.04–54Roed, J. (University College London, UK; Email: j.roed@ucl.ac.uk). Language learner behaviour in a virtual environment. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 155–172.04–55Rogerson-Revell, Pamela (U. of Leicester, UK; Email: pmrr1@le.ac.uk). Developing a cultural syllabus for business language e-learning materials. ReCall (Cambridge, UK), 15, 2 (2003), 155–168.04–56Sanz, Cristina and Morgan-Short, Kara (Georgetown University, USA; Email: sanzc@georgetown.edu). Positive evidence versus explicit rule presentation and explicit negative feedback: a computer assisted study. Language Learning (Malden, MA, USA), 54, 1 (2004), 35–78.04–57Savignon, S. and Roithmeier, W. (The Pennsylvania State University, USA; Email: SJSavignon@psu.edu). Computer-mediated communication: texts and strategies. Calico Journal (Texas, USA), 21, 2 (2004), 265–290.04–58Shaughnessy, Michael (Washington and Jefferson C, USA; Email: mshaughnessy@washjeff.edu). CALL, commercialism, and culture: inherent software design conflicts and their results. ReCall (Cambridge, UK), 15, 2 (2003), 251–268.04–59Shedivy, Sandra (University of Wisconsin, USA; Email: shed2@msn.com). Factors that lead some students to continue the study of foreign language past the usual 2 years in high school. System (Oxford, UK), 32, 1 (2004), 103–119.04–60Stunder, Thérèse (Geneva, Switzerland). Kann man Grammatik unterrichten?Antworten aus der Perspektive des Genfer DiGS-Projekts [Can we teach grammar? Some answers from the Geneva's DiGS-project.] Der Unterrichtspraxis (Cherry Hill, NJ, USA), 35, 2 (Spring 2003), 109–122.04–61Waring, Rob (Notre Dame Seishin U., Japan) and Takaki, Misako.At what rate do learners learn and retain new vocabulary from reading a graded reader?Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 130–163.04–62Wu, Xinyi (Sunchime & Yiyan Science and Education Development Corporation, China; Email: xinyi525@sohu.com). Intrinsic motivation and young language learners: the impact of the classroom environment. System (Oxford, UK), 31 (4) (2003), 501–517.04–63Yashima, Tomoko (Kansai University, Japan; Email: yashima@ipcku.kansai-u.ac.jp), Zenuk-Nishide, Loriand Shimizu, Kazuaki. The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning (Malden, MA, USA), 54, 1 (2004), 119–152.
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"Reading and writing." Language Teaching 37, no.2 (April 2004): 127–31. http://dx.doi.org/10.1017/s0261444804232220.
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04–198Chandler-Olcott, Kelly and Mahar, Donna (Syracuse U., USA; Email: kpchandl@syr.edu). ‘Tech-savviness’ meets multiliteracies: exploring adolescent girls' technology-mediated literacy practices. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 356–85.04–199Chung, Teresa Mihwa & Nation, Paul (Victoria U., New Zealand; Email: Paul.Nation@vuw.ac.nz). Identifying technical vocabulary. System (Oxford, UK), 32, 2 (2004), 251–63.04–200Ellis, Rod and Yuan, Fangyuan (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). The effects of planning on fluency, complexity, and accuracy in L2 narrative writing. Studies in Second Language Acquisition (New York, USA) 26, 1 (2004), 59–84.04–201Gascoigne, Carolyn (U. of Nebraska-Omaha, USA). Examining the effect of feedback in beginning L2 composition. Foreign Language Annals (New York, USA), 37, 1 (2004) 71–76.04–202Hamston, J. and Love, K. Reading relationships: Parents, boys, and reading as cultural practice. Australian Journal of Language and Literacy (Adelaide, Australia), 26, 3 (2003), 44–57.04–203Hobbs, Renee and Frost, Richard (Babson College, USA). Measuring the acquisition of media-literacy skills. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 330–55.04–204Huang, Jingzi (Monmouth University, USA; Email: jhuang@Monmouth.edu). Socialising ESL students into the discourse of school science through academic writing. Language and Education (Clevedon, UK), 18, 2 (2004), 97–123.04–205Johnston, Brenda (U. of Southampton, UK; Email: bhm@soton.ac.uk). Teaching and researching critical academic writing: scrutiny of an action research process. Educational Action Research (Oxford, UK), 11, 3 (2003), 365–87.04–206Kamler, B. (Deakin University, Australia). Relocating the writer's voice – from voice to story and beyond. English in Australia (Norwood, Australia), 138 (2003), 34–40.04–207Kim, Hae-Ri (Kyungil U., South Korea; Email: hrkimasu@hanmail.net). Dialogue journal writing through a literature-based approach in an EFL setting. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 293–318.04–208Kim, Myonghee (Indiana University, USA; Email: mahn@indiana.edu). Literature discussions in adult L2 learning. Language and Education (Clevedon, UK), 18, 2 (2004), 145–66.04–209Lee, Icy (Hong Kong Baptist U., Hong Kong; Email: icylee@hkbu.edu.hk). L2 writing teachers' perspectives, practices and problems regarding error feedback. Assessing Writing (New York, USA), 8, 3 (2003), 216–37.04–210Lindgren, Eva (Email: eva.lindgren@engelska.umu.se) and Sullivan, Kirk P. H. Stimulated recall as a trigger for increasing noticing and language awareness in the L2 writing classroom: a case study of two young female writers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 172–86.04–211Luke, A. (U. of Queensland, Australia/National Institute of Education, Singapore). Making literacy policy and practice with a difference. Australian Journal of Language and Literacy. (Adelaide, Australia), 26, 3 (2003), 58–82.04–212Mission, R. (U. of Melbourne, Australia). Imagining the self: the individual imagination in the English classroom. English in Australia (Norwood, Australia) 138 (2003), 24–33.04–213Morris, Darrell, Bloodgood, Janet W., Lomax, Richard G. and Perney, Jan (Appalachian State U., USA). Developmental steps in learning to read: a longitudinal study in kindergarten and first grade. Reading Research Quarterly (Newark, USA), 38, 3 (2003), 302–28.04–214Ryu, Hoyeol (Hankyong National University, Korea; Email: hoyeol@hnu.hankyong.ac.kr). Process approach to writing in the post-process era: A case study of two college students' writing processes. English Teaching (Anseonggun, Korea), 58, 3 (2003), 123–42.04–215Shen, Helen H. (University of Iowa, USA; Email: Helen-shen@uiowa.edu). Level of cognitive processing: effects on character learning among non-native learners of Chinese as a foreign language. Language and Education (Clevedon, UK), 18, 2 (2004), 167–82.04–216Shi, Ling (U. of British Columbia, Canada). Textual borrowing in second-language writing. Written Communication (Thousand Oaks, California, USA), 21, 2 (2004), 171–200.04–217Spence, Lucy K. (Arizona State University, USA). Stepping out of the conversation: giving students a space to co-construct writing. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 523–32.
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"Bilingual education & bilingualism." Language Teaching 40, no.2 (March7, 2007): 168–76. http://dx.doi.org/10.1017/s0261444807264286.
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07–305Allen, Shanley E. M. (Boston U, USA), Martha Cregg & Diane Pesco, The effect of majority language exposure on minority language skills: The case of Inuktitut. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 578–596.07–306Barkhuizen, Gary (U Auckland, New Zealand), Ute Knoch & Donna Starks, Language practices, preferences and policies: Contrasting views of Pakeha, Maori, Pasifika and Asian students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 375–391.07–307Bedore, Lisa M. (U Texas at Austin, USA; lbedore@mail.utexas.edu), Christine E. Fiestas, Elizabeth D. Pena & Vanessa J. Nagy, Cross-language comparisons of maze use in Spanish and English in functionally monolingual and bilingual children. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 249–261.07–308Boumans, Louis (Radboud U, Nijmegen, the Netherlands; l.boumans@let.ru.nl), The attributive possessive in Moroccan Arabic spoken by young bilinguals in the Netherlands and their peers in Morocco. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 233–247.07–309de Klerk, Vivian (Rhodes U, Grahamstown, South Africa), Codeswitching, borrowing and mixing in a corpus of Xhosa English. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 597–614.07–310Dorian, Nancy C., Negative borrowing in an indigenous-language shift to the dominant national language. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 557–577.07–311Fflur Huws, Catrın, Adran y Gyfraıth & Adeılad Hugh Owen (Ceredigion, Wales, UK; trh@aber.ac.uk), The Welsh language act 1993: A measure of success. Language Policy (Springer) 5.2 (2006), 141–160.07–312Finkbeiner, Matthew (Harvard U, USA), Jorge Almeida, Niels Janssen & Alfonso Caramazza, Lexical selection in bilingual speech production does not involve language suppression. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1075–1089.07–313Hamel, Rainer Enrique (U Autónoma Metropolitana, Mexico) & Norbert Francis, The teaching of Spanish as a second language in an indigenous bilingual intercultural curriculum. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 171–188.07–314Ho, Debbie G. E. (U Brunei, Brunei), ‘I'm not west. I'm not east. So how leh?’English Today (Cambridge University Press) 22.3 (2006), 17–24.07–315Hohenstein, Jill (King's College London, UK; jill.hohenstein@kcl.ac.uk), Ann Eisenberg & Letitia Naigles, Is he floating across or crossing afloat? Cross-influence of L1 and L2 in Spanish–English bilingual adults. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 263–280.07–316Huguet, Ángel (U Lleida, Spain), Attitudes and motivation versus language achievement in cross-linguistic settings. What is cause and what effect?Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.5 (2006), 413–429.07–317Lee, Borim (Wonkwang U, Korea; brlee@wonkwang.ac.kr), Susan G. Guion & Tetsuo Harada, Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 487–513.07–318McCarty, Teresa L. (Arizona State U, Phoenix, USA), Mary Eunice Romero-Little & Ofelia Zepeda, Native American youth discourses on language shift and retention: Ideological cross-currents and their implications for language planning. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 659–677.07–319Mills, Kathy A. (Christian Heritage College, Australia), ‘Mr travelling-at-will Ted Doyle’: Discourses in a multiliteracies classroom. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 132–149.07–320Ngai, Phyllis Bo-Yuen (U Montana, USA), Grassroots suggestions for linking native-language learning, Native American studies, and mainstream education in reservation schools with mixed Indian and white student populations. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 220–236.07–321Pika, Simone (U St Andrews, Scotland; sp60@st-andrews.ac.uk), Elena Nicoladis & Paula F. Marentette, A cross-cultural study on the use of gestures: Evidence for cross-linguistic transfer?Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 319–327.07–322Portelli, John (U Malta), Language: An important signifier of masculinity in a bilingual context. Gender and Education (Routledge/Taylor & Francis) 18.4 (2006), 413–430.07–323Prevost, Philippe (Laval U, Canada; philippe.prevost@lli.ulaval.ca), The phenomenon of object omission in child L2 French. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 281–297.07–324Reagan, Tımothy (U Witwatersrand, South Africa; reagant@hse.wits.ac.za), Claıre Penn & Dale Ogılvy, From policy to practice: Sign language developments in post-apartheid South Africa. Language Policy (Springer) 5.2 (2006), 187–208.07–325Reichelt, Melinda (U Toledo, USA), English in a multilingual Spain. English Today (Cambridge University Press) 22.3 (2006), 3–9.07–326Salamoura, Angeliki (U Cambridge, UK; as350@cam.ac.uk) & John N. Williams, Lexical activation of cross-language syntactic priming. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 309–318.07–327Sánchez, Liliana (Rutgers U, New Brunswick, USA), Kechwa and Spanish bilingual grammars: Testing hypotheses on functional interference and convergence. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 535–556.07–328Schwartz, Ana I. (U Texas at El Paso, USA; aischwartz@utep.edu) & Judith F. Kroll, Bilingual lexical activation in sentence context. Journal of Memory and Language (Elsevier) 55.2 (2006), 197–212.07–329Sııner, Maarja (Copenhagen, Denmark; maarja_siiner@hotmail.com), Planning language practice: A sociolinguistic analysis of language policy in post-communist Estonia. Language Policy (Springer) 5.2 (2006), 161–186.07–330Smits, Erica (Antwerp U, Belgium; erica.smits@ua.ac.be), Heike Martensen, Ton Dijkstra & Dominiek Sandra, Naming interlingual homographs: Variable competition and the role of the decision system. Bilingualism: Language and Cognition (Cambridge University Press) 9.3 (2006), 299–307.07–331Soukup, Barbara (Georgetown U, USA; bks5@georgetown.edu), Language news in review: UNESCO and the quest for cultural diversity. Language Policy (Springer) 5.2 (2006), 209–218.07–332Tillman, Amy E. (Georgia State U, USA), A love affair with pidgin. English Today (Cambridge University Press) 22.3 (2006), 53–60.07–333Torres, Lourdes (DePaul U, Chicago, USA), Bilingual discourse markers in indigenous languages. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 615–624.07–334Trudell, Barbara (SIL International, Nairobi, Kenya), Language development and social uses of literacy: A study of literacy practices in Cameroonian minority language communities. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 625–642.07–335Wang, Hongyuan & Ying Yang (Yulin College, Shaanxi, China), Using letter words in China. English Today (Cambridge University Press) 22.3 (2006), 51–52.07–336Yiakoumetti, Androula (U Cambridge, UK), A bidialectal programme for the learning of Standard Modern Greek in Cyprus. Applied Linguistics (Oxford University Press) 27.2 (2006), 295–317.
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"Language learning." Language Teaching 40, no.2 (March7, 2007): 141–57. http://dx.doi.org/10.1017/s0261444807224280.
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07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101.07–202Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–203Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth. Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526.07–204Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2 (2006), 375–397.07–205Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research (Sage) 22.2 (2006), 115–144.07–206Cots J. (U Lleida, Spain; jmcots@dal.udl.es), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal (Oxford University Press) 60.4 (2006), 336–345.07–207Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207.07–208Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194.07–209Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463.07–210Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–211Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491.07–212Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–213Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2 (2006), 273–293.07–214Goad, Heather (McGill U, Montreal, Canada) & Lydia White, Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research (Sage) 22.3 (2006), 243–268.07–215Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124.07–216Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204.07–217Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–218Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk), Teacher and learner perceptions of language learning activity. ELT Journal (Oxford University Press) 60.3 (2006), 242–252.07–219Hawkins, Roger (U Essex, UK) & Hajime Hattori, Interpretation of English multiplewh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research (Sage) 22.3 (2006), 269–301.07–220Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly 40.2 (2006), 321–339.07–221Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-mediated communication in ESL teacher education. ELT Journal (Oxford University Press) 60.3 (2006), 233–241.07–222Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu) & Alexandra Leavell, Language learning strategy use of ESL students in an intensive English learning context. System (Elsevier) 34.3 (2006), 399–415.07–223Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing. Second Language Research (Sage) 22.3 (2006), 369–397.07–224Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp), Learner and native speaker perspectives on a culturally-specific Japanese refusal. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143.07–225Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language. TESOL Quarterly 40.2 (2006), 341–373.07–226Lai, Chun & Yong Zhao (Michigan State U, USA; laichun1@msu.edu), Noticing and text-based chat. Language Learning & Technology (University of Hawaii) 10.3 (2006), 102–120.07–227Lee, Siok H. & James Muncie (Simon Fraser U, Canada), From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly 40.2 (2006), 295–320.07–228Lee, Y. (DePaul U, USA; ylee19@depaul.edu), Towards respecification of communicative competence: Condition of L2 Instruction or its objective?Applied Linguistics (Oxford University Press) 27.3 (2006), 349–376.07–229Lew, Robert (Adam Mickiewicz U, Poznań, Poland; rlew@amu.edu.pl) & Anna Dziemianko, A new type of folk-inspired definition in English monolingual learners' dictionaries and its usefulness for conveying syntactic information. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 225–242.07–230Liaw, Meei-ling (National Taichung U, Taiwan; meeilingliaw@gmail.com), E-learning and the development of intercultural competence. Language Learning & Technology (University of Hawaii) 10.3 (2006), 49–64.07–231Lieberman, Moti (American U, USA; aoshima@american.edu), Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–232Lin, Huifen (Kun Shan U, China; huifen5612@yahoo.com.tw) & Tsuiping Chen, Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organisers in facilitating EFL learners' comprehension of an animation-based content lesson. System (Elsevier) 34.3 (2006), 416–431.07–233Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com), Anxiety in Chinese EFL students at different proficiency levels. System (Elsevier) 34.3 (2006), 301–316.07–234Lotz, Anja (Philipps-Universität Marburg, Germany) & Annette Kinder, Transfer in artificial grammar learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.4 (2006), 707–715.07–235Lozano, Cristobal (Universidad Autónoma de Madrid, Spain), Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research (Sage) 22.2 (2006), 145–187.07–236Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–237McCafferty, Steven (U Nevada, USA; mccaffes@unlv.nevada.edu), Gesture and the materialization of second language prosody. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 197–209.07–238Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–239Palfreyman, David (Zayed U, United Arab Emirates; David.Palfreyman@zu.ac.ae), Social context and resources for language learning. System (Elsevier) 34.3 (2006), 352–370.07–240Qing Ma (U Louvain, Belgium) & Peter Kelly, Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 15–45.07–241Reinders, Hayo & Marilyn Lewis (U Auckland, NZ), An evaluative checklist for self-access materials. ELT Journal (Oxford University Press) 60.3 (2006), 272–278.07–242Rule, Sarah (U Southampton, UK) & Emma Marsden, The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts. Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.
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"Language teaching." Language Teaching 37, no.1 (January 2004): 47–53. http://dx.doi.org/10.1017/s0261444804212137.
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04–01Asraf, Ratnawati Mohd and Ahmad, Ismail Sheikh (International Islamic University, Malaysia). Promoting English language development and the reading habit among students in rural schools through the Guided Extensive Reading program. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 83–102.04–02 Beaven, Tim (Open University, UK; Email: m.c.beaven@open.ac.uk). Immigration in Spain: society, culture and the teaching of Spanish as a foreign language. Vida Hispánica (Rugby, UK), 29 (2004), 3–8.04–03Blei, Dagmar. Aufgaben in einer konstruktivistischen Lernkultur. [Tasks in a constructivist learning culture] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 220–227.04–04Carduner, Jessie (Kent State U., Ohio, USA; Email: jcardune@kent.edu). Productive dictionary skills training: what do language learners find useful?Language Learning Journal (London, UK), 28 (Winter 2003), 70–76.04–05Carless, David R. (Hong Kong Institute of Education; Email: dcarless@ied.edu.hk). Factors in the implementation of task-based teaching in primary schools. System (Oxford, UK), 31 (4), (2003), 485–500.04–06Crandall, E. and Basturkmen, H. (University of Auckland, NZ). Evaluating pragmatics-focused materials. ELT Journal (Oxford, UK), 58, 1 (2004), 38–49.04–07Cumming-Potvin, W., Renshaw, P. and Kraayenoord, van C. (Murdoch University, Australia; Email: potvin@central.murdoch.edu.au). A sociocultural analysis of language learning: new forms of literacy practices in a language and culture awareness programme. Language and Education (Clevedon, UK), 17, 6 (2003), 201–217.04–08Delagneau, Jean-Marc (Université du Havre, France). Langues allemandes de spécialité: implication pédagogiques de la recherche au niveau du lexique et de la syntaxe. [German Language for Specific Purposes: pedagogical implications for research on lexicon and syntax.] Les Cahiers de l'APLIUT (Paris, France), 3 (2003), 9–26.04–09Durán, Richard (Baylor University, USA) and McCool, George.If this is French,then what did I learn in School?The French Review (Southern Illinois University, USA), 77, 2 (2003), 288–299.04–10Finn, Thomas (Ohio Northern University, USA). Incorporating the comédie-musicale in the college French classroom. The French Review (Southern Illinois University, USA), 77, 2 (2003), 302–309.04–11Gutiérrez Almarza, Gloria and Peña Calvo, Alicia (Nottingham Trent U., UK; Email: gloria.gutiérrez@ntu.ac.uk). El desarrollo de la competencia intercultural y la formación de los profesores de lenguas. [The development of intercultural competence and language teacher training.] Vida Hispánica (Rugby, UK), 29 (2004), 9–13.04–12Hwo, F. (Bowling Green State University, Ohio, USA; Email: fhwu@bgnet.bgsu.edu). On the applicability of the input-enhancement hypothesis and input processing theory in multimedia CALL: the case of Spanish preterite and imperfect instruction in an input application. CALICO Journal (Texas, USA), 21, 2 (2004), 317–338.04–13Kang, S. (Qufu Teachers' University, P.R. China). Using visual organizers to enhance EFL instruction. ELT Journal (Oxford, UK), 58, 1 (2004), 58–67.04–14Kohler, Michelle (U. of South Australia; Email: Michelle.Kohler@unisa.edu.au). Developing continuity through long-term programming. Babel (Victoria/Melbourne, Australia), 38, 2 (2003), 9–16, 38.04–15Lambert, C. (University of Kitakyushu, Japan). Reverse-engineering communication tasks. ELT Journal (Oxford, UK), 58, 1 (2004), 18–27.04–16Linder, D. (University of Salamanca, Spain). The internet in every classroom?Using outside computers. ELT Journal (Oxford, UK), 58, 1 (2004), 10–17.04–17Malone, Dennis (SIL International, Thailand; Email: Dennis_Malone@sil.org). Developing curriculum materials for endangered language education: lessons from the field. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 332–348.04–18Murphy, John (Atlanta, USA). Attending to word-stress while learning new vocabulary. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 67–83.04–19Myhill, Debra (Exeter U., UK; Email: D.A.Myhill@ex.ac.uk). Principled understanding?Teaching the active and passive voice. Language and Education (Clevedon, UK), 17, 5 (2003), 355–370.04–20Pavlenko, Aneta (Temple U., USA; Email: apavlenk@temple.edu). “Language of the enemy”: Foreign language education and national identity. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 6, 5 (2003), 313–331.04–21Pollard, Matthew (Latimer Upper School, London, UK). Teaching and learning metaphor. English in Education (Sheffield, UK), 37, 3 (2004), 19–27.04–22Rinder, Anna. Das konstruktivistische Lernparadigma und die neuen Medien. [The constructvist paradigm and new media.] Informationen Deutsch als Fremdsprache (Munich, Germany), 30, 1 (2003), 3–22.04–23Rodrigo, Victoria (Georgia State University, USA), Krashen, Stephen and Gribbons, Barry. The effectiveness of two comprehensible-input approaches to foreign language instruction at the intermediate level. System (Oxford, UK), 32, 1 (2004), 53–60.04–24Tenberg, Reinhard. Interaktionsformen und Neue Medien aus der Sicht des Fernlernens. [Form of interactions and new media in distance learning.] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 210–219.04–25Wang, Yuping (Griffith U., Australia; Email: y.wang@griffith.edu.au). Distance language learning: interactivity and fourth-generation internet-based videoconferencing. Calico Journal (Texas, USA), 21, 2 (2004), 373–495.04–26Weber, Vanessa and Abel, Andrea (European A. of Bolzano/Bozen, Italy; Email: vanessa.weber@eurac.edu). Preparing language exams: an online learning system with dictionary and email tandem. ReCall (Cambridge, UK), 15, 2 (2003), 169–176.04–27Wood, Alistair and Head, Michael (University of Brunei, Darussalam). ‘Just what the doctor ordered’: the application of problem-based learning to EAP. English for Specific Purposes (Amsterdam, The Netherlands), 23, 1 (2004), 3–17.
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"Teacher education." Language Teaching 40, no.2 (March7, 2007): 163–68. http://dx.doi.org/10.1017/s026144480725428x.
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07–285Atay, Derin (Marmara U, Istanbul, Turkey; dyatay@yahoo.com), Teachers' professional development: Partnerships in research. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 15 pp.07–286Brandt, C. (Petroleum Institute in Abu Dhabi, United Arab Emirates; c.brandt@yahoo.co.uk), Allowing for practice: A critical issue in TESOL teacher preparation. ELT Journal (Oxford University Press) 60.4 (2006), 355–364.07–287Carless, David (U Hong Kong, China; dcarless@hkucc.hku.hk), Good practices in team teaching in Japan, South Korea and Hong Kong. System (Elsevier) 34.3 (2006), 341–351.07–288Diab, Rula L. (American U Beirut, Lebanon; rd10aub@edu.lb), Teaching practices and student learning in the introductory research methods class. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 23 pp.07–289Gorsuch, Greta (Texas Tech U, USA; greta.gorsuch@ttu.edu), Doing language education research in a developing country. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 13 pp.07–290Hiep, Pham Hoa (U Hue, Vietnam; hiepsuu@gmail.com), Researching the research culture in English language education in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 20 pp.07–291Hussin, Habsah (U Malaysia Sabah, Malaysia; hbh_hussin@yahoo.co.uk), Dimensions of questioning: A qualitative study of current classroom practice in Malaysia.TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–292Kubanyiova, Magdalena (U Nottingham, UK; aexmk1@nottingham.ac.uk), Developing a motivational teaching practice in EFL teachers in Slovakia: Challenges of promoting teacher change in EFL contexts. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–293Leitch, Ruth (Queen's U, UK), Limitations of language: Developing arts-based creative narrative in stories of teachers' identities. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 549–569.07–294Louden, William & Mary Rohl (U Western Australia, Australia; bill.louden@uwa.edu.au), ‘Too many theories and not enough instruction’: Perceptions of pre-service teacher preparation for literacy teaching in Australian schools. Literacy (Blackwell) 40.2 (2006), 66–78.07–295Love, Kristina (U Melbourne, Australia) & Merle Isles, ‘Welcome to the online discussion group’: A diagnostic framework for teachers. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 210–224.07–296Pani, Susmita (English Language Teaching Institute, Bhubaneswar, India; susmitapani@yahoo.com), Teacher development through reading strategy instruction: the story of Supriya. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 21 pp.07–297Pardo, Laura S. (Hope College, USA), The role of context in learning to teach writing: What teacher educators need to know to support beginning urban teachers. Journal of Teacher Education (Sage) 57.4 (2006), 378–394.07–298Paris, Cynthia (U Delaware, USA) & Combs, Barbara, Lived meanings: What teachers mean when they say they are learner-centered. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 571–592.07–299Peter, Lizette (U Kansas, Lawrence, USA) & Tracy E. Hirata-Edds, Using assessment to inform instruction in Cherokee language revitalisation. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.5 (2006), 643–658.07–300Rankin, Jamie (Princeton U, USA; jrankin@princeton.edu) & Florian Becker, Does reading the research make a difference? A case study of teacher growth in FL German. The Modern Language Journal (Blackwell) 90.3 (2006), 353–372.07–301Søreide, Gunn Elisabeth (U Bergen, Norway), Narrative construction of teacher identity: Positioning and negotiation. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 527–547.07–302Tin, Tan Bee (U Auckland, NZ: tb.tin@auckland.ac.nz), Looking at teaching through multiple lenses. ELT Journal (Oxford University Press) 60.3 (2006), 253–261.07–303Twiselton, Samantha (St Martin's College, Lancaster, UK; s.twiselton@ucsm.ac.uk), The problem with English: The exploration and development of student teachers' English subject knowledge in primary classrooms. Literacy (Blackwell) 40.2 (2006), 88–96.07–304Watson, Cate (U Aberdeen, UK), Narratives of practice and the construction of identity in teaching. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.5 (2006), 509–526.
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"Reading and writing." Language Teaching 37, no.4 (October 2004): 275–79. http://dx.doi.org/10.1017/s0261444805232639.
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04–517Armand, Françoise (U. de Montréal, Canada; Email: Francoise.Armand@umontreal.ca), Lefrançoise, Pascale, Baron, Agnès, Gomez, Maria-Cécilia and Nuckle, Sylvie. Improving reading and writing learning in underprivileged pluri-ethnic settings. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 437–459.04–518Cheng, Y-S. (National Taiwan Normal U., Taiwan; Email: t22035@cc.ntnu.edu.tw). A measure of second language writing anxiety: scale development and preliminary validation. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 313–335.04–519de Jong, Maria T. and Bus, Adriana G. (Leiden U., Netherlands; Email: jongtm@fsw.leidenuniv.nl). The efficacy of electronic books in fostering kindergarten children's emergent story understanding. Reading Research Quarterly (Newark, USA), 39, 4 (2004), 378–393.04–520Dunsmuir, Sandra (U. College London, UK; Email: s.dunsmuir@ucl.ac.uk) and Blatchford, Peter. Predictors of writing competence in 4-to 7-year-old children. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 461–483.04–521Forey, Gail (Hong Kong Polytechnic U.). Workplace texts: do they mean the same for teachers and business people?English for Specific Purposes (Oxford,UK), 23, 4 (2004), 447–469.04–522Harwood, Nigel and Hadley, Gregg (U. of Essex, UK). Pragmatism and the teaching of academic writing. English for Specific Purposes. (Oxford, UK), 23, 4 (2004), 355–379.04–523Heinz, Peter J. (Pikes Peak Community College, Colorado Springs, USA). Towards enhanced second language reading comprehension assessment: computerized versus manual scoring of written recall protocols. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 97–124.04–524Huxford, L. (National Primary Strategy, England). Developing an understanding of the pedagogy of writing in the middle years (age 8–11). Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 234–244.04–525Hyland, Ken (Institute of Education, U. of London, UK; Email: k.hyland@ioe.ac.uk). Disciplinary interactions: metadiscourse in L2 postgraduate writing. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 133–151.04–526Joh, Jeongsoon (Konkuk U., Korea; Email: johjs@konkuk.ac.kr). Interactions among the reader, text and task variables in EFL reading comprehension performance. English Teaching (Anseonggun, Korea), 59, 3 (2004) 115–143.04–527Lee, Icy (Hong Kong Baptist U., China; Email: icylee@hkbu.edu.hk). Error correction in L2 secondary writing classrooms: the case of Hong Kong. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 285–312.04–528Makalela, Leketi (U. of Limpopo and Michigan State U.). Differential error types in second-language students' written and spoken texts: implications for instruction in writing. Written Communication (Thousand Oaks, CA, USA), 22, 4 (2004), 368–385.04–529McNaughton, S., Lai, M., MacDonald, S. and Farry, S. (Auckland U., Australia). Designing more effective teaching of comprehension in culturally and linguistically diverse classrooms in New Zealand. Australian Journal of Language and Literacy. (Norwood, South Australia), 27, 3 (2004), 184–197.04–530Moore, Tim (Monash U., Australia; Email: tim.moore@celts.monash.edu.au) and Morton, Janne. Dimensions of difference: a comparison of university writing and IELTS writing. Journal of English for Academic Purposes (Oxford, UK), 4, 1 (2005), 43–66.04–531Taguchi, Etsuo (Daito Bunka U., Tokyo; Email: taguchi@ic.daito.ac.jp), Takayasu-Maass, Miyoko and Gorsuch, Greta J. Developing reading fluency in EFL: How assisted repeated reading and extensive reading affect fluency development. Reading in a Foreign Language (Hawai'i, USA), 16, 2 (2004), 70–96.04–532Yoon, Hyunsook and Hirvela, Alan (The Ohio State U., USA; Email: yoon.98@osu.edu). ESL student attitudes toward corpus use in L2. Journal of Second Language Writing (New York, USA), 13, 4 (2004), 257–283.
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"Language learning." Language Teaching 39, no.4 (September26, 2006): 272–84. http://dx.doi.org/10.1017/s0261444806223851.
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06–652Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.06–653Asada, Hirofumi (Fukuoka Jogakuin U, Japan), Longitudinal effects of informal language in formal L2 instruction. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 39–56.06–654Birdsong, David (U Texas, USA), Nativelikeness and non-nativelikeness in L2A research. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 319–328.06–655Bruen, Jennifer (Dublin City U, Ireland), Educating Europeans? Language planning and policy in higher education institutions in Ireland. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 237–248.06–656Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.06–657Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Selecting level-specific specialized vocabulary using statistical measures. System (Elsevier) 34.2 (2006), 255–269.06–658Coffey, Stephen (Università di Pisa, Italy; coffey@cli.unipi.it), High-frequency grammatical lexis in advanced-level English learners' dictionaries: From language description to pedagogical usefulness. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 157–173.06–659Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.06–660Cowie, Neil (Okayama U, Japan), What do sports, learning Japanese, and teaching English have in common? 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Applied Liguistics (Oxford University Press) 27.1 (2006), 1–24.06–665Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.06–666Ghabanchi, Zargham (Sabzevar Teacher Training U, Iran; zghabanchi@sttu.ac.ir), Marjan Vosooghi, The role of explicit contrastive instruction in learning difficult L2 grammatical forms: A cross-linguistic approach to language awareness. The Reading Matrix (Readingmatrix.com) 6.1 (2006), 121–130.06–667Gillies, Robyn M. & Michael Boyle (U Queensland, Australia), Teachers' scaffolding behaviours during cooperative learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 243–259.06–668Graham, Suzanne (U Reading, UK; s.j.graham@reading.ac.uk), Listening comprehension: The learners' perspective. System (Elsevier) 34.2 (2006), 165–182.06–669Holmes, Prue (U Waikato, New Zealand), Problematising intercultural communication competence in the pluricultural classroom: Chinese students in a New Zealand university. Language and International Communication (Multilingual Matters) 6.1 (2006), 18–34.06–670Hemard, Dominique (London Metropolitan U; d.hemard@londonmet.ac.uk), Evaluating hypermedia structures as a means of improving language learning strategies and motivation. ReCALL (Cambridge University Press) 18.1, (2006), 24–44.06–671Howard, Martin (U College, Ireland; mhoward@french.ucc.ie), The expression of number and person through verb morphology in advanced French interlanguage. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 1–22.06–672Howard, Martin (U College, Cork, Ireland; mhoward@french.ucc.ie), Isabelle Lemée & Vera Regan, The L2 acquisition of a phonological variable: The case of /l/ deletion in French. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 1–24.06–673Jin, Lixian (De Montfort U, UK) & Martin Cortazzi, Changing practices in Chinese cultures of learning. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 5–20.06–674Laufer, Batia (U Haifa, Israel; batialau@research.haifa.ac.il) & Tamar Levitzky-Aviad, Examining the effectiveness of ‘bilingual dictionary plus’ – a dictionary for production in a foreign language. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 135–155.06–675Long, Mike (U Maryland, USA), Problems with supposed counter-evidence to the Critical Period Hypothesis. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 287–317.06–676McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. 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Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.06–681Pietiläinen, Jukka (U Tampere, Finland), Current trends in literary production in Esperanto. Language Problems & Language Planning (John Benjamins) 29.3 (2005), 271–285.06–682Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.06–683Pujol, Dídac (Universitat Pompeu Fabra, Spain; didac.pujol@upf.edu), Montse Corrius & Joan Masnou, Print deferred bilingualised dictionaries and their implications for effective language learning: A new approach to pedagogical lexicography. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 197–215.06–684Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.06–685Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006) 228–243.06–686Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.06–687Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.06–688Shi, Lijing (The Open U, UK), The successors to Confucianism or a new generation? A questionnaire study on Chinese students' culture of learning English. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 122–147.06–689Singleton, David (U Dublin, Ireland), The Critical Period Hypothesis: A coat of many colours. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 269–285.06–690Stowe, Laurie A. (Rijksuniversiteit Groningen) & Laura Sabourin, Imaging the processing of a second language: Effects of maturation and proficiency on the neural processes involved. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 329–353.06–691Tatar, Sibel (Boğaziçi U, Turkey), Why keep silent? The Classroom participation experiences of non-native-English-speaking students. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 284–293.06–692Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.06–693Tseng, Wen-Ta, Zoltán Dörnyei & Norbert Schmitt (U Nottingham, UK), A new approach to assessing strategic learning: The case of self-regulation in vocabulary acquisition. Applied Liguistics (Oxford University Press) 27.1 (2006), 78–102.06–694Tsuda, Sanae (Tokai Gakuen U, Japan), Japan's experience of language contact: A case study of RADIO-i, a multilingual radio station in Nagoya. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 248–263.06–695Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.06–696Van Boxtel, Sonja, Theo Bongaerts & Peter-Arno Coppen, Native-like attainment of dummy subjects in Dutch and the role of the L1. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 43.4 (2005), 355–380.06–697Vetter, Anna & Thierry Channier (U de Franche-Comte, France; anna.vetter@univ-fcomte.fr), Supporting oral production for professional purposes in synchronous communication with heterogenous learners. ReCALL (Cambridge University Press) 18.1, (2006), 5–23.06–698Vickers, Caroline & Ene, Estela (California State U, USA; cvickers@csusb.edu), Grammatical accuracy and learner autonomy in advanced writing. ELT Journal (Oxford University Press) 60.2 (2006), 109–116.06–699Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. 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"Reading & writing." Language Teaching 39, no.1 (January 2006): 32–40. http://dx.doi.org/10.1017/s0261444806233317.
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06–73Al-Sa'Di, Rami A. & Jihad M. Hamdan (U Jordan, Amman, Jordan; enigma_1g@yahoo.co.uk), ‘Synchronous online chat’ English: Computer-mediated communication. World Englishes (Blackwell) 24.4 (2005), 409–424.06–74Bitchener, John, Stuart Young & Denise Cameron (Auckland, New Zealand), The effect of different types of corrective feedback on ESL student writing. Journal of Second Language Writing (Elsevier) 14.3 (2005), 191–205.06–75Blevins, Wiley (Scholastic Inc., USA), The importance of reading fluency and the English language learner. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 13–16.06–76Brown, Annie (U Melbourne, Australia; a.brown@unimelb.edu.au), Self-assessment of writing in independent language learning programs: The value of annotated samples. Assessing Writing (Elsevier) 10.3 (2005), 174–191.06–77Claridge, Gillian (International Pacific College, New Zealand), Simplification in graded readers: Measuring the authenticity of graded texts. 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Reading in a Foreign Language (National Foreign Language Resource Center, University of Hawaii) 17.2 (2005), 125–143.06–82Hinkel, Eli (Seattle U, USA), Hedging, inflating, and persuading in L2 academic writing. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 29–53.06–83Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu) & Yuerong Liu Sweetland, Two case studies of L2 writers' experiences across learning-directed portfolio contexts. Assessing Writing (Elsevier), 10.3 (2005), 192–213.06–84Holligan, Chris (U Paisley, UK), Fact and fiction: A case history of doctoral supervision. Educational Research (Routledge/Taylor & Francis) 47.3 (2005), 267–278.06–85Kaakinnen, Johanna K. & Jukka Hyona (U Turku, Finland), Perspective effects on expository text comprehension: Evidence from think-aloud protocols, eyetracking, and recall. Discourse Processes (Lawrence Erlbaum) 40.3 (2005), 239–257.06–86Kimball, Miles (Texas Technical U, USA), Database e-portfolio systems: A critical appraisal. Computers and Composition (Elsevier) 22.4 (2005), 434–458.06–87Krekeler, Christian (Konstanz U of Applied Sciences, Germany), Language for special academic purposes (LSAP) testing: The effect of background knowledge revisited. Language Testing (Hodder Arnold) 23.1 (2006), 99–130.06–88Lillis, Theresa (The Open U, UK) & Mary Jane Curry, Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts.Written Communication (Sage) 23.1 (2006), 3–35.06–89Martínez, Iliana A. (Universidad Nacional de Rio Cuarto, Argentina), Native and non-native writers' use of first person pronouns in the different sections of biology research articles in English. 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"Language teaching." Language Teaching 39, no.2 (April 2006): 102–8. http://dx.doi.org/10.1017/s0261444806213703.
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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. 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(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. 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"Language teaching." Language Teaching 39, no.4 (September26, 2006): 265–72. http://dx.doi.org/10.1017/s0261444806213855.
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06–622Al-Issa, Ali (College of Sharia and Law, Sultanate of Oman), The role of English language culture in the Omani language education system: An ideological perspective. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 258–270.06–623Aline, David (Kanagawa U, Japan) & Yuri Hosoda, Team teaching participation patterns of homeroom teachers in English activities classes in Japanese public elementary schools. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 5–21.06–624Arkoudis, Sophie (U Melbourne, Australia; s.arkoudis@unimelb.edu.au), Fusing pedagogic horizons: Language and content teaching in the mainstream. Linguistics and Education (Elsevier) 16.2 (2005), 173–187.06–625Atay, Derin (Marmara U, Turkey), Reflections on the cultural dimension of language teaching. Language and International Communication (Multilingual Matters) 5.3&4 (2005), 222–236.06–626Bada, Erdoğan (U Çukurova, Turkey; badae@cukurova.edu.tr), Pausing, preceding and following ‘that’ in English. ELT Journal (Oxford University Press) 60.2 (2006), 125–132.06–627Barkhuizen, Gary & Anne Feryok (U Auckland, New Zealand), Pre-service teachers' perceptions of a short-term international experience programme. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 115–134.06–628Barwell, Richard (U Bristol, UK; richard.barwell@bris.ac.uk), Integrating language and content: Issues from the mathematics classroom. Linguistics and Education (Elsevier) 16.2 (2005), 205–218.06–629Chavez, Monica (U Wisconsin-Madison, USA; mmchavez@wisc.edu), Classroom-language use in teacher-led instruction and teachers' self-perceived roles. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.1 (2006), 49–102.06–630Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Shuji Hasegawa, An investigation into the star-rated words in English–Japanese learner's dictionaries. International Journal of Lexicography (Oxford University Press) 19.2 (2006), 175–195.06–631Clifton, Jonathan (Antwerp U, Belgium; jonathan.clifton@ua.ac.be), Facilitator talk. ELT Journal (Oxford University Press) 60.2 (2006), 142–150.06–632Creese, Angela (U Birmingham, UK; a.creese@bham.ac.uk), Is this content-based language teaching?Linguistics and Education (Elsevier) 16.2 (2005), 188–204.06–633Davison, Chris (U Hong Kong, China; cdavison@hku.hk), Learning your lines: Negotiating language and content in subject English. Linguistics and Education (Elsevier) 16.2 (2005), 219–237.06–634Farmer, Frank (Universidad de Quintana Roo, Mexico; frank@correo.uqroo.mx), Accountable professional practice in ELT. ELT Journal (Oxford University Press) 60.2 (2006), 160–170.06–635Hampel, Regina (The Open U; r.hampel@open.ac.uk), Rethinking task design for the digital age: A framework for language teaching and learning in a synchronous online environment. ReCALL (Cambridge University Press) 18.1 (2006), 105–121.06–636Haworth, Avril (Manchester Metropolitan U, UK), The literacy maze: Walking through or stepping round?Language and Education (Mutilingual Matters) 20.2 (2006), 95–109.06–637James, Mark (Arizona State U, USA; Mark.A.James@asu.edu), Teaching for transfer in ELT. ELT Journal (Oxford University Press) 60.2 (2006), 151–159.06–638Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca), Predictability in French gender attribution: A corpus analysis. Journal of French Language Studies (Cambridge University Press) 16.1 (2006), 69–92.06–639Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca) & Hirohide Mori, Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 269–300.06–640McGrath, Ian (U Nottingham, UK; Ian.McGrath@nottingham.ac.uk), Teachers' and learners' images for coursebooks. ELT Journal (Oxford University Press) 60.2 (2006), 171–180.06–641Murahata, Yoshiko (Kochi U, Japan), What do we learn from NNEST-related issues? Some implications for TEFL in Japan. The Language Teacher (Japan Association for Language Teaching) 30.6 (2006), 3–7.06–642Nakatani, Yasuo (Nakamura Gakuen U, Japan; nakatani@nakamura-u.ac.jp), Developing an oral communication strategy inventory. The Modern Language Journal (Blackwell) 90.2 (2006), 151–168.06–643Naughton, Diane (U Granada, Spain; naughton@ugr.es), Cooperative strategy training and oral interaction: Enhancing small group communication in the language classroom. The Modern Language Journal (Blackwell) 90.2 (2006) 169–184.06–644O'Donnell, Kevin (Suzuka International U, Japan), Japanese secondary English teachers: Negotiation of educational roles in the face of curricular reform. Language, Culture and Curriculum (Multilingual Matters) 18.3 (2005), 300–315.06–645Pauwels, Anne (U Western Australia, Australia) & Joanne Winter, Gender inclusivity or ‘Grammar rules OK’? Linguistic prescriptivism vs. linguistic discrimination in the classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 128–140.06–646Peled-Elhanan, Nurit (Hebrew U Jerusalem & Tel-Aviv U, Israel) & Shoshana Blum-Kulka, Dialogue in the Israeli classroom: Types of teacher-student talk. Language and Education (Mutilingual Matters) 20.2 (2006), 110–127.06–647Strauss, Susan (Pennsylvania State U, USA; sgs9@psu.edu), Jihye Lee & Kyungja Ahn, Applying conceptual grammar to advanced-level language teaching: The case of two completive constructions in Korean. The Modern Language Journal (Blackwell) 90.2 (2006), 185–209.06–648Wallen, Matthew (U Limerick, Ireland) & Helen Kelly-Holmes, ‘I think they just think it's going to go away at some stage’: Policy and practice in teaching English as an additional language in Irish primary schools. Language and Education (Mutilingual Matters) 20.2 (2006), 141–161.06–649Walqui, Aída (Teacher Professional Development Program, West Ed, USA), Scaffolding instruction for English language learners: A conceptual framework. International Journal of Bilingual Education and Bilingualism (Multilingual Matters) 9.2 (2006), 159–180.06–650Yamanaka, Nobuko (Ehime U, Japan), An evaluation of English textbooks in Japan from the viewpoint of nations in the inner, outer and expanding circles. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 57–76.06–651Yu, Weihua (Guangdong U of Foreign Studies, China), Promoting quality in China's higher education by motivating students attending the British Culture Survey course. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 261–274.
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"Teacher education." Language Teaching 39, no.4 (September26, 2006): 294–304. http://dx.doi.org/10.1017/s0261444806253850.
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06–743Amador moreno, Carolina, stephanie o'riordan & angela chambers (U de Extremadura, Spain; camador@unex.es), Integrating a corpus of classroom discourse in language teacher education: The case of discourse markers. ReCALL (Cambridge University Press) 18.1 (2006), 83–104.06–744Arnold, Ewen (U Leeds, UK; mahakand@omantel.net.om), Assessing the quality of mentoring: Sinking or learning to swim?ELT Journal (Oxford University Press) 60.2 (2006), 117–124.06–745Cary, Lisa J. & Stuart Reifel (U Texas-Austin, USA), Cinematic landscapes of teaching: Lessons from a narrative of classic film, Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 95–109.06–746Commins, Nancy L. & Ofelia B. Miramontes (U Colorado-Boulder, USA), Addressing linguistic diversity from the outset. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.06–747Donnelly, Anna M. (Washington College, USA), Let me show you my portfolio! Demonstrating competence through peer interviews. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 55–63.06–748Ellis, Elizabeth Margaret (U New England, Australia; liz.ellis@une.edu.au), Language learning experience as a contributor to ESOL teacher cognition. TESL-EJ (http://www.tesl-ej.org) 10.1 (2006), 26 pp.06–749Ezer, Hanna (Levinsky College of Education, Israel), Shoshy Millet & Dorit Pakin, Multicultural perspectives in the curricula of two colleges of education in Israel: ‘The curriculum is a cruel mirror of our society’. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 391–406.06–750Farrel, Thomas (Brock U, Canada; tfarrell@brocku.ca), The first year of language teaching: Imposing order. System (Elsevier) 34.2 (2006), 211–221.06–751Garrido, Cecilia & Inma Álvarez (The Open U, UK), Language teacher education for intercultural understanding. European Journal of Teacher Education (Routledge/Taylor & Francis) 29.2 (2006), 163–179.06–752Goker, Suleyman Davut (Eastern Mediterranean U, Turkey; suleyman.goker@emu.edu.tr), Impact of peer coaching on self-efficacy and instructional skills in TEFL teacher education. System (Elsevier) 34.2 (2006), 239–254.06–753Grant, Carl A. (U Wisconsin-Madison, USA) & Maureen Gillette, A candid talk to teacher educators about effectively preparing teachers who can teach everyone's children. Journal of Teacher Education (Sage) 57.3 (2006), 292–299.06–754Jones, Phyllis (U South Florida, USA; pjones@banshee.sar.usf.edu), Elizabeth West & Dana Stevens, Nurturing moments of transformation in teachers – Comparative perspectives on the challenges of professional development. British Journal of Special Education (Blackwell) 33.2 (2006), 82–90.06–755Kupetz, Rita & Birgit zeigenmeyer (U Hannover, Germany; Rita.Kupetz@anglistik.uni-hannover.de), Flexible learning activities fostering autonomy in teaching training. ReCALL (Cambridge University Press) 18.1 (2006), 63–82.06–756Kwan, Tammy & Francis Lopez-Real (U Hong Kong, China), Mentors' perceptions of their roles in mentoring student teachers. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 275–287.06–757Lenski, Susan Davis (Portland State U, USA), Kathleen Crawford, Thomas Crumpler & Corsandra Stallworth, Preparing pre-service teachers in a diverse world. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 3–12.06–758Martin, Andrew J. (U Western Sydney, Australia), The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 73–93.06–759Mayer, Diane (U California, USA), The changing face of the Australian teaching profession: New generations and new ways of working and learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 57–71.06–760McCormack, Ann, Jennifer Gore & Kaye Thomas (U Newcastle, Australia), Early career teacher professional learning. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 95–113.06–761Olson, Susan J. & Carol Werhan (U Akron, USA), Teacher preparation via on-line learning: A growing alternative for many. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 76–84.06–762Otero, Valerie K. (U Colorado-Boulder, USA), Moving beyond the ‘get it or don't’ conception of formative assessment. Journal of Teacher Education (Sage) 57.3 (2006), 240–246.06–763Phelan, Anne M. (U British Columbia, Canada), Russell Sawa, Constance Barlow, Deborah Hurlock, Katherine Irvine, Gayla Rogers & Florence Myrick, Violence and subjectivity in teacher education. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 161–179.06–764Rantz, Frédérique (Kildare Education Centre, Ireland), Exploring intercultural awareness in the primary modern language classroom: The potential of the new model of European language portfolio developed by the Irish Modern Languages in Primary Schools Initiative (MLPSI). Language and International Communication (Multilingual Matters) 5.3&4 (2005), 209–221.06–765Reid, Jo-Anne & Ninetta Santoro (Charles Sturt U, Australia), Cinders in snow? Indigenous teacher identities in formation. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 143–160.06–766Reis-Jorge, José M. (Instituto Superior de Educação e Ciências, Portugal), Developing teachers' knowledge and skills as researchers: A conceptual framework. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 303–319.06–767Richardson, Paul W. & Helen M. G. Watt (Monash U, Australia), Who chooses teaching and why? Profiling characteristics and motivations across three Australian universities. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.1 (2006), 27–56.06–768Romano, Molly (U Arizona, USA), Assessing and meeting the needs of pre-service teachers: A programmatic perspective. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 40–54.06–769Ruan, Jiening & Sara Ann Beach (U Oklahoma, USA), Using online peer dialogue journaling to promote reflection in elementary pre-service teachers. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 64–75.06–770Shaw, Carla Cooper (Northern Illinois U, USA) & Deborah Dobbins Nederhouser, Reel teachers: References for reflection for real teachers. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 85–94.06–771Shin, Sarah (U Maryland Baltimore County, USA), Learning to teach writing through tutoring and journal writing. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.3 (2006), 325–345.06–772Smith, Erica (Charles Sturt U, Australia), A rich tapestry: Changing views of teaching and teaching qualifications in the vocational education and training sector. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 339–351.06–773Smith, Kari & Lilach Lev-Ari (Oranim Academic College of Education, Israel), The place of the practicum in pre-service teacher education: The voice of the students. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 33.3 (2005), 289–302.06–774Stern, Lesa A. (Southern Illinois U, USA; Lstern@siue.edu) & Amanda Solomon, Effective faculty feedback: The road less travelled. Assessing Writing (Elsevier) 11.1 (2006), 22–41.06–775Tate, Patricia, Curtis Pyke, Karen Kortecamp (The George Washington U, USA) & CarolMuskin, Developing an ethical orientation toward supervisory practice through collaborative case writing. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 13–25.06–776Tin, Tan Bee (U Auckland, New Zealand; tb.tin@auckland.ac.nz), Investigating the nature of ‘interest’ reported by a group of postgraduate students in an MA in English language teacher education programme. System (Elsevier) 34.2 (2006), 222–238.06–777Vick, Malcolm (James Cook U, Australia), ‘It's a difficult matter’: Historical perspectives on the enduring problem of the practicum in teacher preparation. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 181–198.06–778Walsh, Steve (Queens U Belfast, UK), Talking the talk of the TESOL classroom. ELT Journal (Oxford University Press) 60.2 (2006), 133–141.06–779Wasburn-Moses, Leah (Miami U, Ohio, USA), Preparing special educators for secondary positions. Action in Teacher Education (Association of Teacher Educators) 27.3 (2005), 26–39.06–780Wubbels, Theo (Utrecht U, the Netherlands), Perry Den Brok, Letje Veldman&Jan Van Tartvijk, Teacher interpersonal competence for Dutch secondary multicultural classrooms. Teachers and Teaching: Theory and Practice (Routledge/Taylor & Francis) 12.4 (2006), 407–433.06–781Yee Fan Tang, Sylvia, May May Hung Cheng & Winnie Wing Mui So (Hong Kong Institute of Education, China), Supporting student teachers' professional learning with standards-referenced assessment. Asia-Pacific Journal of Teacher Education (Routledge/Taylor & Francis) 34.2 (2006), 223–244.
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Bretag, Tracey. "Editorial Volume 9(2)." International Journal for Educational Integrity 9, no.2 (November30, 2013). http://dx.doi.org/10.21913/ijei.v9i2.887.
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Welcome to the last issue of the IJEI for 2013. It has been an exciting year with numerous conferences and research on academic integrity around the world. Auckland University of Technology kicked off the year with the Fraud, Fakery and Fabrication: Academic and research integrity conference, the International Center for Academic Integrity held their annual conference in San Antonio on 28 February, the National Roundtable and Australian National Speaking Tour for the Exemplary Academic Integrity Project was also held in late February and early March, the 3rd World Conference on Research Integrity was held in Montreal in May, the Plagiarism across Europe and Beyond Conference shared the results of the 'Impact of policies for plagiarism in higher education across Europe' project in Brno, Czech Republic in June, and the 6th Asia Pacific Conference on Educational Integrity showcased the work of Australian Office for Learning and Teaching commissioned projects on academic integrity in Sydney in October. With so much interest and research on this topic across a range of countries and contexts, it is perhaps not surprising that the current issue is an eclectic mix of reflective, conceptual, empirical and case study work from researchers spanning six countries, including the United Arab Emirates, Norway, Australia, Sweden, Indonesia and the UK. The issue covers diverse topics extending from the development of academic skills, to motivations and predictors of student plagiarism, systems to reduce plagiarism and the responsibility of universities to provide marketing information based on ethical principles of honesty and trustworthiness. Student groups represented include secondary school, undergraduate and postgraduate. Radhika Iyer-O'Sullivan, formerly of the British University in Dubai, analyses faculty feedback, samples of student writing and Turnitin Similarity Reports to determine if teaching critical reading as a threshold concept results in critical thinking and subsequently improved critical writing skills. While the sample was small and the results inconclusive, Iyer-O'Sullivan makes the case that teaching critical reading assists students to understand the importance of using supporting evidence to develop a convincing academic argument. Håvard Skaar and Hugo Hammer from Oslo and Akershus University College, Norway use a mixed-methods approach to explore secondary school students' plagiarism of internet sources in essay writing. The survey of 67 students indicated that 75% of students reported plagiarising from online sources and that plagiarism accounted for 25% of the total amount of text. Students with a higher grade in written Norwegian plagiarised less than those with a lower grade, and students more conversant with appropriate citation practices plagiarised less than those students less familiar with referencing conventions. Qualitative feedback from interviews with 29 students indicated that the students wanted to spend as little time and effort as possible on the assessment task and that plagiarism was chosen as a writing strategy, with little reflection on the moral aspects on this decision. In contrast, Rebecca Awdry, from the University of Canberra, and Rick Sarre, from the University of South Australia, found that the university students in their study expressed strong ethical positions in relation to plagiarism, arguing that it was cheating and dishonest. Awdry and Sarre explored students' motivations to plagiarise using a mixed methods approach, and analysed the data through the prism of criminological theory. The authors conclude that while rational choice theory provides some insight into student breaches of academic integrity, there is an apparent disconnect between the way that academics view students' behaviour and how students themselves express their motivations. In agreement with key writers in the field (Bertram Gallant, McCabe, Bretag et al.), Awdry and Sarre conclude that higher education providers should focus less on detection and punishment and more on developing a values-based culture of integrity. Based on a sample of 362 undergraduate psychology students, and in the context of the Indonesian government's position that any form of plagiarism "is a serious offense that may even be classified as an illegal action", Ide Bagus Siaputra, from Universitas Surabaya, explores the proposition that "regardless of the presence or absence of opportunities and the severity of the potential sanctions, some individuals seem to be prone to plagiarism". Siaputra builds on the work of Williams, Nathanson and Paulhus (2010), to propose five variables as predictors of plagiarism, including procrastination, performance, personality, perfectionism, and achievement motivation, and names the model 'the 4PA of plagiarism'. Findings from the author's study indicate that procrastination was the key predictor of plagiarism, followed by achievement motivation. Looking to provide a multi-pronged response to student plagiarism, Ken Larsson and Henrik Hansson from Stockholm University, Sweden share the results of an innovation at their university. The digital system called SciPro was developed to support independent student thesis work, decrease the burden on supervisors for feedback on basic skills, and reduce plagiarism. The system includes a number of modules which facilitate management, communication and learning. According to the authors, SciPro works to prevents plagiarism by providing: 1) clear instructions about rules and regulations for students and supervisors; 2) an online peer-review system; 3) transparent online communication and file storage of accumulated manuscripts; and 4) a final seminar module enabling automatic generation of originality reports from Turnitin when students upload their final thesis manuscripts. Larsson and Hansson report that the implementation of SciPro has resulted in substantial improvements in policy development, successful integration of anti-plagiarism software, and an increased awareness of plagiarism issues. The final paper in the issue reminds us that academic integrity is an issue which underpins every aspect of the educational enterprise and goes well beyond plagiarism in student assessment. Educational psychologist, John Bradley, from the UK, offers a typology of nine misleading data-based marketing claims based on his examination of UK university prospectuses. Bradley's analysis leads him to assert that marketing of higher education should aspire to higher ethical standards than marketing in general because of the high stakes involved for a potentially vulnerable group, and because the reputation of the university is founded on having high standards of scholarship. Rather than rely on external regulators to ensure the authenticity of marketing claims, the author advocates a system of voluntary peer review of university marketing prospectuses based on the principles of research and publication ethics. I trust you will enjoy this varied issue which will interest teachers, researchers, policymakers, administrators and marketers of education, in both secondary and tertiary contexts. Volume 10(1) of the IJEI, to be published in June 2014, will include the best reviewed papers from the Plagiarism Across Europe and Beyond Conference, Czech Republic 2013, along with appropriate papers submitted via the IJEI platform. Tracey Bretag, IJEI Editor Email: tracey.bretag@unisa.edu.au
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"First person – Olivera Mitevska." Journal of Cell Science 136, no.5 (February2, 2023). http://dx.doi.org/10.1242/jcs.260970.
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ABSTRACT First Person is a series of interviews with the first authors of a selection of papers published in Journal of Cell Science, helping researchers promote themselves alongside their papers. Olivera Mitevska is first author on ‘ Lis1–dynein drives corona compaction and limits erroneous microtubule attachment at kinetochores’, published in JCS. Olivera conducted the research described in this article while an Undergraduate Research Fellow in Dr Philip Auckland's lab at Randall Centre for Cell and Molecular Biophysics, King's College London, London, UK. She is now a Placement student in the lab of Prof. Zameel Cader at Nuffield Department of Clinical Neurosciences, University of Oxford, UK. She has broad interests in cell and molecular biology; currently she is working on elucidating circadian biology in the CNS as part of a professional placement on the MSci Pharmacology with Professional Placement Year course at King's College London.
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"Language teaching." Language Teaching 37, no.3 (July 2004): 169–83. http://dx.doi.org/10.1017/s0261444805212399.
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04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.
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"Language learning." Language Teaching 40, no.1 (January 2007): 49–62. http://dx.doi.org/10.1017/s026144480622411x.
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07–20Angelova, Maria (Cleveland State U, USA), Delmi Gunawardena & Dinah Volk, Peer teaching and learning: co-constructing language in a dual language first grade. Language and Education (Mutilingual Matters) 20.2 (2006), 173–190.07–21Ansarin, Ali AkBar (Tabriz U, Iran; aa-ansarin@tabrizu.ac.ir), On availability of conscious knowledge in discrimination of vowel length. RELC Journal (Sage) 37.2 (2006), 249–259.07–22Bent, Tessa (North Western U, USA; t-bent@northwestern.edu), Ann R. Bradlow & Beverly A.Wright, The influence of linguistic experience on the cognitive processing of pitch in speech and nonspeech sounds. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.1 (2006), 97–103.07–23Carpenter, Helen (Georgetown U, USA; carpenth@georgetown.edu), K. Seon Jeon, David MacGregor & Alison Mackey, Learners' interpretations of recasts. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 209–236.07–24Christoffels, Ingrid K. (Maastricht U, the Netherlands), Annette M.B. de Groot & Judith F. Kroll, Memory and language skills in simultaneous interpreters: The role of expertise and language proficiency. Journal of Memory and Language (Elsevier) 54. 3 (2006), 324–345.07–25Comajoan, Llorenç (Middlebury College, USA; lcomajoa@middlebury.edu), The aspect hypothesis: Development of morphology and appropriateness of use. Language Learning (Blackwell) 56.2 (2006), 201–268.07–26Cushion, Steve (London Metropolitan U, UK), A software development approach for computer assisted language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 273–286.07–27Dodigovic, Marina (American U Sharjah, United Arab Emirates), Vocabulary profiling with electronic corpora: A case study in computer assisted needs analysis. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 443–455.07–28Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Shawn Loewen & Rosemary Erlam, Implicit and explicit corrective feedback and the acquisition of L2 grammar.Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 339–368.07–29Ewald, Jennifer (Saint Joseph's U, USA), Students' evaluations of dialogue journals: Perspectives on classroom themes. Applied Language Learning (Defense Language Institute) 16.1 (2006), 37–54.07–30Gearon, Margaret (U Monash, Australia; argaret.Gearon@Education.monash.edu.au), L'alternance codique chez les professeurs de francais langue etrangere pendant des lecons orientees vers le developpement des connaissances grammaticales [Code-switching in L2 French teachers in grammatical knowledge classes]. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 449–467.07–31Goldberg, Erin (U Alberta, Canada), Motivation, ethnic identity, and post-secondary education language choices of graduates of intensive French language programs. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 423–447.07–32Greidanus, Tine (Vrije U Faculteit der Letteren De Boelelaan, the Netherlands; dt.greidanus@let.vu.nl), Bianca Beks & Richard Wakely, Testing the development of French word knowledge by advanced Dutch- and English-speaking learners and native speakers. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 509–532.07–33Howard, Martin (U Cork, Ireland), Variation in advanced French interlanguage: A comparison of three (socio)linguistic variables. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 379–400.07–34Hsieh, Shu-min (Yuanpei Institute of Science and Technology, Taiwan; floramouse@yahoo.com.tw), Problems in preparing for the English impromptu speech contest: The case of Yuanpei Institute of Science and Technology in Taiwan. RELC Journal (Sage) 37.2 (2006), 216–235.07–35Kaschak, Michael, P. (Florida State U., USA) & Jenny R. Saffran, Idiomatic syntactic constructions and language learning. Cognitive Science: A Multidisciplinary Journal (Lawrence Erlbaum) 30.1 (2006), 43–63.07–36Kissau, Scott (U Windsor, Canada), Gender differences in motivation to learn French. The Canadian Modern Language Review (University of Toronto Press) 62.3 (2006), 401–422.07–37Knutson, Elizabeth (U Pennsylvania, USA), Focus on the classroom. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 591–610.07–38Kobayashi, Yoko (Iwate U, Morioka, Japan), Interethnic relations between ESL students. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.3 (2006), 181–195.07–39Kuhl, Patricia, K. (U Washington, USA; pkkuhl@u.washington.edu), Erica Stevens, Akiko Hayashi, Toshisada Deguchi, Shigeru Kiritani & Paul Iverson, Infants show a facilitation effect for native language phonetic perception between 6 and 12 months. Developmental Science (Blackwell) 9.2 (2006), F13.07–40Ladegaard, Hans. J (U Southern Denmark) & Itesh Sachdev, ‘I like the Americans… but I certainly don't aim for an American accent’: Language attitudes, vitality and foreign language learning in Denmark. Journal of Multilingual and Multicultural Development (Multilingual Matters) 27.2 (2006), 91–108.07–41Lafontaine, Marc (U Laval, Canada; marc.lafontaine@lli.ulaval.ca), L'utilisation de stratégies d'apprentissage en fonction de la réussite chez des adolescents apprenant l'anglais langue second [Learning strategy use in relation to success with L2 English adolescents]. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 533–562.07–42Liao, Posen (National Taipei U, Taiwan; posen@mail.ntpu.edu.tw), EFL learners' beliefs about and strategy use of translation in English learning. RELC Journal (Sage) 37.2 (2006), 191–215.07–43Little, Deborah, M. (U Illinois & U Brandeis, USA; little@uic.edu), Lauren M. Mcgrath, Kristen J. Prentice & Arthur Wingfield, Semantic encoding of spoken sentences: Adult aging and the preservation of conceptual short-term memory. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 487–511.07–44Loucky, John Paul (Seinan Women's U, Japan), Combining the benefits of electronic and online dictionaries with CALL web sites to produce effective and enjoyable vocabulary and language learning lessons. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 389–416.07–45McDonough, Kim (Northern Arizona U, USA; kim.mcdonough@nau.edu), Interaction and syntactic priming: English L2 speakers' production of dative constructions. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 179–207.07–46Milton, James (U Wales Swansea, UK; j.l.milton@swansea.ac.uk), Language lite? Learning French vocabulary in school. Journal of French Language Studies (Cambridge University Press) 16.2 (2006), 187–205.07–47Mohan, Bernard (U British Columbia, Canada; bernard.mohan@ubc.ca) & Tammy Slater, A functional perspective on the critical ‘theory/practice’ relation in teaching language and science. Linguistics and Education (Elsevier) 16.2 (2005), 151–172.07–48O'Brien, Irena (U du Québec à Montréal & Centre for the Study of Learning and Performance, Canada; irena.obrien@gmail.com), Norman Segalowitz, Joe Collentine & Barbara Freed, Phonological memory and lexical, narrative and grammatical skills in second language oral production by adult learners. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 377–402.07–49Perry, Conrad, Man-Kit Kan, Stephen Matthews & Richard Kwok-Shing Wong (Hong Kong Institute of Education, China), Syntactic ambiguity resolution and the prosodic foot: Cross-language differences. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 301–333.07–50Pica, Teresa (U Pennsylvania, USA; teresap@gse.upenn.edu), Hyun-Sook Kang & Shannon Sauro, Information gap tasks: Their multiple roles and contributions to interaction research methodology. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 301–338.07–51Polio, Charlene (Michigan State U, USA; polio@msu.edu), Susan Gass & Laura Chapin, Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction. Studies in Second Language Acquisition (Cambridge University Press) 28.2 (2006), 237–267.07–52Radford, Julie (U London, UK), Judy Ireson & Merle Mahon, Triadic dialogue in oral communication tasks: What are the implications for language learning?Language and Education (Mutilingual Matters) 20.2 (2006), 191–210.07–53Roessingh, Hetty (U Calgary, Canada), The teacher is the key: Building trust in ESL high school programs. The Canadian Modern Language Review (University of Toronto Press) 62.4 (2006), 563–590.07–54Rosell-Aguilar, Fernando (The Open U, UK), Task design for audiographic conferencing: Promoting beginner oral interaction in distance language learning. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 417–442.07–55Saaristo-Helin, Katri (U Helsinki, Finland; Katri.Saaristo@helsinki.fi), Tuula Savinainen & Sari Kunnari, The phonological mean length of utterance: Methodological challenges from a crosslinguistic perspective. Journal of Child Language (Cambridge University Press) 33.1 (2006), 179–190.07–56Sagarra, Nuria (Pennsylvania State U, USA; sagarra@psu.edu) & Matthew Alba, The key is in the keyword: L2 vocabulary learning methods with beginning learners of Spanish. The Modern Language Journal (Blackwell) 90.2 (2006), 228–243.07–57Schauer, Gila A. (Lancaster U, UK; g.schauer@lancaster.ac.uk), Pragmatic awareness in ESL and EFL contexts: Contrast and development. Language Learning (Blackwell) 56.2 (2006), 269–318.07–58Sharpe, Tina (Sharpe Consulting, Australia), ‘Unpacking’ scaffolding: Identifying discourse and multimodal strategies that support learning. Language and Education (Mutilingual Matters) 20.2 (2006), 211–231.07–59Simpson, James (U Leeds, UK), Learning electronic literacy skills in an online language learning community. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 327–345.07–60Smith, Bruce, L. (U Utah, USA; bruce.smith@hsc.utah.edu),Karla K. McGregor & Darcy Demille, Phonological development in lexically precocious 2-year-olds. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 355–375.07–61Toth, Paul D. (U Wisconsin-Madison, USA; ptoth@wisc.edu), Processing instruction and a role for output in second language acquisition. Language Learning (Blackwell) 56.2 (2006), 319–385.07–62Trautman, Carol Hamer (U Texas at Dallas/Callier Center, USA; carolt@utdallas.edu) & Pamela Rosenthal Rollins, Child-centred behaviours with 12-month-old infants: Associations with passive joint engagement and later language. Applied Psycholinguistics (Cambridge University Press) 27.3 (2006), 447–463.07–63Usó-Juan, Esther (U Jaume I, Castelló, Spain; euso@ang.uji.es), The compensatory nature of discipline-related knowledge and English-language proficiency in reading English for academic purposes. The Modern Language Journal (Blackwell) 90.2 (2006) 210–227.07–64Vine, Elaine W. (Victoria U Wellington, New Zealand), ‘Hospital’: A five-year-old Samoan boy's access to learning curriculum content in his New Zealand classroom. Language and Education (Mutilingual Matters) 20.2 (2006), 232–254.07–65Vinagre, Margarita (U Antonio de Nebrija, Madrid, Spain), Fostering language learning via email: An English–Spanish exchange. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.5 (2005), 369–388.07–66Vinther, Jane (U Southern Denmark, Denmark), Cognitive processes at work in CALL. Computer Assisted Language Learning (Routledge/Taylor & Francis) 18.4 (2005), 251–271.
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"Language teaching." Language Teaching 38, no.4 (October 2005): 189–94. http://dx.doi.org/10.1017/s0261444805213149.
Full textAbstract:
05–372Alcón Soler, Eva (Universitat Jaume I, Spain; alcon@ang.uji.es), Does instruction work for learning pragmatics in the EFL context?System (Amsterdam, the Netherlands) 33.3 (2005), 417–435.05–373Butler, Yuko Goto (U of Pennsylvania, USA), Comparative perspectives towards communicative activities among elementary school teachers in South Korea, Japan and Taiwan. Language Teaching Research (London, UK) 9.4 (2005), 423–446.05–374D'Angelo, James F. (Chukyo U, Japan; dangelo@lets.chukyo-u.ac.jp), Educated Japanese English: expanding oral/aural core vocabulary. World Englishes (Oxford, UK) 24.3 (2005), 329–349.05–375Ebunlola Adamo, Grace (Delta State U, Nigeria), Globalization, terrorism, and the English language in Nigeria. English Today (Cambridge, UK) 21.4 (2005), 21–26.05–376Facella, Melissa A., Kirsten M. Rampino & Elizabeth K. Shea (Lesley U, USA), Effective teaching strategies for English language. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 209–221.05–377Gourlay, Lesley (Napier U, Edinburgh, UK), OK, who's got number one? Permeable Triadic Dialogue, covert participation and the co-construction of checking episodes. Language Teaching Research (London, UK) 9.4 (2005), 403–422.05–378Hardison, Debra & Chayawan Sonchaeng (Michigan State U, USA; hardiso@msu.edu), Theatre voice training and technology in teaching oral skills: integrating the components of a speech event. System (Amsterdam, the Netherlands) 33.4 (2005), 593–608.05–379Hassan, Abdullah (Sultan Idris, U of Education, Malaysia), Language planning in Malaysia: the first hundred years. English Today (Cambridge, UK) 21.4 (2005), 3–12.05–380Hato, Yumi (Fukui Prefectural U, Japan), Problems in top–down goal setting in second language education: a case study of the ‘Action plan to cultivate “Japanese with English abilities”’. JALT Journal (Tokyo, Japan) 27.1 (2005), 33–52.05–381Ho, Judy Woon Yee (Lingnan U, Hong Kong, China), Metaphorical construction of self in teachers' narratives. Language and Education (Clevedon, UK) 19.5 (2005), 359–379.05–382Hui, Leng (Edith Cowan U, Australia & Liaoning Normal U, China), Cultural knowledge and foreign language teaching and learning: a study of Chinese Family schemas in language, culture and intercultural communication. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 17–37.05–383Kim, Sun Hee Ok (U of Auckland, New Zealand) & Catherine Elder, Language choices and pedagogic functions in the foreign language classroom: a cross-linguistic functional analysis of teacher talk. Language Teaching Research (London, UK) 9.4 (2005), 355–380.05–384Koike, Dale April (U of Texas, USA; d.koike@mail.utexas.edu) & Lynn Pearson, The effect of instruction and feedback in the development of pragmatic competence. System (Amsterdam, the Netherlands) 33.3 (2005), 481–501.05–385Lacorte, Manel (U of Maryland, College Park, USA), Teachers' knowledge and experience in the discourse of foreign-language classrooms. Language Teaching Research (London, UK) 9.4 (2005), 381–402.05–386Macedonia, Manuela (Linz U, Austria; manuela@macedonia.at), Games and foreign language teaching. Support for Learning (Oxford, UK) 20.3 (2005), 135–140.05–387Martínez-Flor, Alicia (Universitat Jaume I, Spain; aflor@ang.uji.es) & Yoshinori Fukuya, The effects of instruction on learners' production of appropriate and accurate suggestions. System (Amsterdam, the Netherlands) 33.3 (2005), 463–480.05–388Morrison, Richard & Mathew White (Chukyo U, Japan; Morrison@lets.chukyo-u.ac.jp), Nurturing global listeners: increasing familiarity and appreciation for world Englishes. World Englishes (Oxford, UK) 24.3 (2005), 361–370.05–389Myhill, Debra (U of Essex, UK) & Pauline Warren, Scaffolds or straitjackets? Critical moments in classroom discourse. Educational Review (London, UK) 57.1 (2005), 55–69.05–390Qiang, Niu (Tongji U, China; donna_niu@yahoo.com) & Martin Wolff, Is EFL a modern Trojan Horse?English Today (Cambridge, UK) 21.4 (2005), 55–60.05–391Rose, Kenneth R. (City U of Hong Kong, Hong Kong, China; ken.rose@cityu.edu.hk), On the effects of instruction in second language pragmatics. System (Amsterdam, the Netherlands) 33.3 (2005), 385–399.05–392Sakai, Sanzo & James F. D'Angelo (U of Chukyo, Japan; ssakai@lets.chukyo-u.ac.jp), A vision for world Englishes in the expanding circle. World Englishes (Oxford, UK) 24.3 (2005), 323–327.05–393Scott, Robert A. (Adelphi U, USA), Many calls, little action: global illiteracy in the United States. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.1 (2005), 67–82.05–394Takahashi, Satomi (Rikkyo U, Japan; satomit@rikkyo.ne.jp), Noticing in task performance and learning outcomes: a qualitative analysis of instructional effects in interlanguage pragmatics. System (Amsterdam, the Netherlands) 33.3 (2005), 437–461.05–395Yoshikawa, Hiroshi (Chukyo U, Japan; hyskw@lets.chukyo-u.ac.jp), Recognition of world Englishes: changes in Chukyo University students' attitudes. World Englishes (Oxford, UK) 24.3 (2005), 351–360.
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"Reading & writing." Language Teaching 39, no.2 (April 2006): 117–23. http://dx.doi.org/10.1017/s0261444806233706.
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06–273Andrews, Richard (York U, UK; rja3@york.ac.uk), Carole Torgerson, Sue Beveton, Allison Freeman, Terry Locke, Graham Lowe, Alison Robinson & Die Zhu, The effect of grammar teaching on writing development. British Educational Research Journal (Routledge/Taylor & Francis) 32.1 (2006), 39–55.06–274Astika, Gusti (Satya Wacana U, Salatiga, Indonesia; astika@uksw.edu), A task-based approach to reading English for specialised purposes. English in Australia (www.englishaustralia.com.au) 22.2 (2005), 14 pp.06–275Ayoola, Kehinde A. (Lagos State Polytechnic, Ikorodu, Nigeria; kehinday77@yahoo.co.uk), Challenges to a new generation of Nigerian writers in English. English Today (Cambridge University Press) 22.1 (2006), 3–9.06–276Banerjee, Jayanti & Dianne Wall (Lancaster U, UK; j.banerjee@lancaster.ac.uk), Assessing and reporting performances on pre-sessional EAP courses: Developing a final assessment checklist and investigating its validity. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 50–69.06–277Bitchener, John (Auckland U Technology, New Zealand; john.bitchener@aut.ac.nz) & Helen Basturkmen, Perceptions of the difficulties of postgraduate L2 thesis students writing the discussion section. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 4–18.06–278Brantmeier, Cindy (Washington U, USA; cbrantme@artsci.wustl.edu), Advanced L2 learners and reading placement: Self-assessment, CBT, and subsequent performance. System (Elsevier) 34.1 (2006), 15–35.06–279Byrne, Brian (U New England, USA; bbyrne@une.edu.au), Richard K. Olson, Stefan Samuelsson, Sally Wadsworth, Robin Corley, John C. DeFries & Erik Willcutt, Genetic and environmental influences on early literacy. Journal of Research in Reading (Blackwell) 29.1 (2006), 33–49.06–280Castles, Anne (U Melbourne, Australia; acastles@unimelb.edu.au), Timothy Bates, Max Coltheart, Michelle Luciano & Nicholas G. Martin, Cognitive modelling and the behaviour genetics of reading. Journal of Research in Reading (Blackwell) 29.1 (2006), 92–103.06–281Cheng, An (Oklahoma State U, USA; an.cheng@okstate.edu), Understanding learners and learning in ESP genre-based writing instruction. English for Specific Purposes (Elsevier) 25.1 (2006), 76–89.06–282Conlon, Elizabeth G., Melanie J. Zimmer-Gembeck, Peter A. Creed & Melinda Tucker (Griffith U, Australia; e.conlon@griffith.edu.au), Family history, self-perceptions, attitudes and cognitive abilities are associated with early adolescent reading skills. Journal of Research in Reading (Blackwell) 29.1 (2006), 11–32.06–283Fitze, Michael (Dubai Women's College, Dubai), Discourse and participation in ESL face-to-face and written electroncic conferences.Language Learning & Technology (http://llt.msu.edu/intro.html) 10.1 (2006), 67–86.06–284Grigorenko, Elena L. (Yale U, USA & Moscow State U, Russia; elena.grigorenko@yale.edu), Damaris Ngorosho, Matthew Jukes & Donald Bundy, Reading in able and disabled readers from around the world: same or different? An illustration from a study of reading-related processes in a Swahili sample of siblings. Journal of Research in Reading (Blackwell) 29.1 (2006), 104–123.06–285Halleck, Gene B. (Oklahoma State U, USA; halleck@okstate.edu) & Ulla M. Connor, Rhetorical moves in TESOL conference proposals. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 70–86.06–286Hayiou-Thomas, Marianna E. (U York, UK; m.hayiou-thomas@psychology.york.ac.uk), Nicole Harlaar, Philip S. Dale & Robert Plomin, Genetic and environmental mediation of the prediction from preschool language and nonverbal ability to 7-year reading. Journal of Research in Reading (Blackwell) 29.1 (2006), 50–74.06–287Hood, Susan (U Technology, Sydney, Australia; sue.hood@uts.edu.au), The persuasive power of prosodies: Radiating values in academic writing. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 37–49.06–288Keenan, Janice M. (U Denver, USA; jkeenan@du.edu), Rebecca S. Betjemann, Sally J. Wadsworth, John C. DeFries & Richard K. Olson, Genetic and environmental influences on reading and listening comprehension. Journal of Research in Reading (Blackwell) 29.1 (2006), 75–91.06–289Koutsantoni, Dimitra (U Birmingham, UK; dkoutsantoni@yahoo.com), Rhetorical strategies in engineering research articles and research theses: Advanced academic literacy and relations of power. Journal of English for Academic Purposes (Elsevier) 5.1 (2006), 19–36.06–290Kwan, Becky S. C. (Hong Kong Baptist U, Hong Kong, China; becky@hkbu.edu.hk), The schematic structure of literature reviews in doctoral theses of applied linguistics.English for Specific Purposes (Elsevier) 25.1 (2006), 30–55.06–291Lee, David & John Swales (Nagoya U, Japan; david_lee00@hotmail.com), A corpus-based EAP course for NNS doctoral students: Moving from available specialized corpora to self-compiled corpora. English for Specific Purposes (Elsevier) 25.1 (2006), 56–75.06–292Okamura, A. (Takasaki City U of Economics, Japan; okamura@tcue.ac.jp), Two types of strategies used by Japanese scientists, when writing research articles in English. System (Elsevier) 34.1 (2006), 68–79.06–293Pecorari, Diane (Mälardalen U, Sweden; Diane.Pecorari@mdh.se), Visible and occluded citation features in postgraduate second-language writing. English for Specific Purposes (Elsevier) 25.1 (2006), 4–29.06–294Piller, Bonnie & Mary Jo Skillings (California State U, San Bernardino, USA; bpiller@csusb.edu), English language teaching strategies used by primary teachers in one New Delhi, India, school. TESL-EJ (www.tesl-ej.org) 9.3 (2005), 23 pp.
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"Language learning." Language Teaching 38, no.4 (October 2005): 194–209. http://dx.doi.org/10.1017/s0261444805223145.
Full textAbstract:
05–396Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu), The perception of word boundaries in a second language. Second Language Research (London, UK) 21.4 (2005), 325–358.05–397Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich, Interaction of native- and second-language vowel system(s) in early and late bilinguals. Language and Speech (Twickenham, UK) 48.1 (2005), 1–27.05–398Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu) & Robert Griffin, L2 pragmatic awareness: evidence from the ESL classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 401–415.05–399Barron, Anne (Universität Bonn, Germany; a.barron@uni-bonn.de), Variational pragmatics in the foreign language classroom. System (Amsterdam, the Netherlands) 33.3 (2005), 519–536.05–400Barwell, Richard (U of Bristol, UK; richard.barwell@bris.ac.uk), Working on arithmetic word problems when English is an additional language. British Educational Research Journal (Abingdon, UK) 31.3 (2005), 329–348.05–401Benazzo, Sandra (CNRS & U of Lille 3, France), L'expression de la causalité dans le discours narratif en français L1 et L2 [The expression of causality in French narrative discourse]. Langages (Paris, France) 155 (2005), 33–51.05–402Carroll, Susanne E. (U of Potsdam, Germany; carroll@rz.uni-potsdam.de), Input and SLA: adults' sensitivity to different sorts of cues to French gender. Language Learning (Malden, MA, USA) 55.S1 (2005), 177, 79–138.05–403Chamot, Anna Uhl (George Washington U, Washington, DC, USA; auchamot@gwu.edu), Language learning strategy instruction: current issues and research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 112–130.05–404Chen, Aoju (Max-Planck-Institute for Psycholinguistics, Nijmegen, the Netherlands), Carlos Gussenhoven & Toni Rietveld, Language-specificity in the perception of paralinguistic intonational meaning. Language and Speech (Twickenham, UK) 47.4 (2004), 311–349.05–405Cheng, Gao Yihong, Ying Zhao Yuan & Zhou Yan (Peking U, China; gaoyh@pku), Self-identity changes and English learning among Chinese undergraduates. World Englishes (Oxford, UK) 24.1 (2005), 39–51.05–406Chew, Kheng-Suan (Hong Kong Baptist U, Hong Kong, China; kschew@hkbu.edu.hk), An investigation of the English language skills used by new entrants in banks in Hong Kong. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 423–435.05–407Chieh-Fang, Hu (Taipei Municipal Teacher's College, Taiwan, China; cfhu@tmtc.edu.tw) & C. Melanie Schuele, Learning non-native names: the effect of poor native phonological awareness. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 343–362.05–408Clachar, Arlene (U of Miami, USA; aclachar@miami.edu), Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse. Language Learning (Malden, MA, UK) 55.2 (2005), 275–334.05–409Clark, Martyn K. & Saori Ishida (U of Hawai'i, Manoa, USA; martync@hawaii.edu), Vocabulary knowledge differences between placed and promoted EAP students. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 225–238.05–410Dahl, Tove I., Margrethe Bals & Anne Lene Turi (U of Tromsø, Norway; tdahl@psyk.uit.no), Are students' beliefs about knowledge and learning associated with their reported use of learning strategies?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 257–273.05–411Dalton-Puffer, Christiane (U of Vienna, Austria; christiane.dalton-puffer@univie.ac.at), Negotiating interpersonal meanings in naturalistic classroom discourse: directives in content-and-language-integrated classrooms. Journal of Pragmatics37.8 (2005), 1275–1293.05–412DaSilva, Iddings & Ana Christina (Vanderbilt U, USA), Linguistic access and participation: English language learners in an English-dominant community of practice. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 165–183.05–413Davis, Adrian (Macao Polytechnic Institute, China), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Clevedon, UK) 17.4 (2004), 207–222.05–414De Angelis, Gessica (U of Toronto at Mississauga, Canada; gdeangel@utm.utoronto.ca), Interlanguage transfer of function words. Language Learning (Malden, MA, USA) 55.3 (2005), 379–414.05–415Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu) & Jon C. Hathorn, Quelque chose…de remarquable in English–French acquisition: mandatory, informationally encapsulated computations in second language interpretation. Second Language Research (London, UK) 21.4 (2005), 291–323.05–416Demagny, Annie-Claude (Université de Paris VIII, France) & Urszula Paprocka-Pietrowska, L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2 [The acquisition of the lexis of verbs and of temporal connectors in the telling of fictional stories in French as L1 and L2]. Langages (Paris, France) 155 (2005), 52–75.05–417Dewaele, Jean-Marc (U of London; j.dewaele@bbk.ac.uk), Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 367–380.05–418Fleckenstein, Kristie S. (Ball State U, Muncie, USA; kflecken@bsu.edu), Faceless students, virtual places: emergence and communal accountability in online classrooms. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 149–176.05–419Goldschneider, Jennifer M. & Robert M. DeKeyser (U of Pittsburgh, USA; RDK1@pitt.edu), Explaining the ‘natural order of L2 morpheme acquisition’ in English: a meta-analysis of multiple determinants. Language Learning (Malden, MA, UK) 55.S1 (2005), 27–77.05–420Grüter, Theres (McGill U, Québec, Canada; theres.gruter@mail.mcgill.ca), Comprehension and production of French object clitics by child second language learners and children with specific language impairment. Applied Psycholinguistics (Cambridge, UK) 26.3 (2005), 363–391.05–421Hincks, Rebecca (The Royal Institute of Technology, Sweden; hincks@speech.kth.se), Measures and perceptions of liveliness in student oral presentation speech: a proposal for automatic feedback mechanism. System (Amsterdam, the Netherlands) 33.4 (2005), 575–591.05–422Huang, Jing (Zhanjiang Teachers U, China; peterjh@hkusua.hku.hk), A diary study of difficulties and constraints in EFL learning. System (Amsterdam, the Netherlands) 33.4 (2005), 609–621.05–423Kempe, Vera (U of Stirling, UK) & Patricia J. Brooks, The role of diminutives in the acquisition of Russian gender: can elements of child-directed speech aid in learning morphology?Language Learning (Malden, MA, USA) 55.S1 (2005), 139–176.05–424Kirtley, Susan (Western Oregon U, USA; kirtleys@wou.edu), Students' views on technology and writing: the power of personal history. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 209–230.05–425Kiss, Csilla (Tessedik Sámuel College, Hungary; cskiss@hu.inter.net) & Marianne Nikolov, Developing, piloting, and validating an instrument to measure young learners' aptitude. Language Learning (Malden, MA, USA) 55.1 (2005), 99–150.05–426Krashen, Stephen (U of Southern California, USA) & Clara Lee Brown, The ameliorating effects of high socioeconomic status: a secondary analysis. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 185–196.05–427Mahoney, Kate S. & Jeff MacSwan (Arizona State U, USA), Reexamining identification and reclassification of English language learners: a critical discussion of select state practices. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 31–42.05–428McColl, Hilary (Tayside, Scotland, UK; h.mccoll@clara.co.uk), Foreign language learning and inclusion: Who? Why? What? – and How?Support for Learning (Oxford, UK) 20.3 (2005), 103–108.05–429Meiring, Lynne (U of Wales, Swansea, UK) & Nigel Norman, How can ICT contribute to the learning of foreign languages by pupils with SEN?Support for Learning (Oxford, UK) 20.3 (2005), 129–134.05–430Morgan, Brian (York U, Toronto, Canada; bmorgan@yorku.ca) & Vaidehi Ramanathan, Critical literacies and language education: global and local perspectives. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 151–169.05–431Mortimore, Tilly (U of Southampton, UK; t.mortimore@soton.ac.uk), Dyslexia and learning style–a note of caution. British Journal of Special Education (Oxford, UK) 32.3 (2005) 145–148.05–432Murphy, Ellen (Trinity College, Dublin, Ireland; igrey@tcd.ie), Ian M. Grey & Rita Honan, Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation. British Journal of Special Education (Oxford, UK) 32.3 (2005), 157–164.05–433Murray, Denise E. (Macquarie U, Australia; denise.murrays@mq.edu.au), Technologies for second language literacies. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 188–201.05–434Myles, Florence (U of Newcastle, UK; Florence.Myles@ncl.ac.uk), Interlanguage corpora and second language acquisition research. Second Language Research (London, UK) 21.4 (2005), 373–391.05–435Odlin, Terence (Ohio State U, USA; odlin.1@osu.edu), Crosslinguistic influence and conceptual transfer: what are the concepts?Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 3–25.05–436Orsini-Jones, Marina (Coventry U, UK; m.orsini@coventry.ac.uk),Kathy Courtney & Anne Dickinson, Supporting foreign language learning for a blind student: a case study from Coventry University. Support for Learning (Oxford, UK) 20.3 (2005), 146–152.05–437Ortega, Lourdes (U of Hawai'i, Manoa, USA; lortega@hawaii.edu) & Gina Iberri-Shea, Longitudinal research in second language acquisition: recent trends and future directions. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 26–45.05–438Parodi, Teresa (U of Cambridge, UK; tp209@cam.ac.uk) & Ianthi-María Tsimpli, ‘Real’ and apparent optionality in second language grammars: finiteness and pronouns in null operator structures. Second Language Research (London, UK) 21.3 (2005), 250–285.05–439Peñate, Marcos & Geraldine Boylan (U of Las Palmas, Spain), The effect of interactional adjustments on the overall comprehension of spoken texts: a case study. JALT Journal (Tokyo, Japan) 27.2 (2005), 187–207.05–440Reder, Stephen & Erica Davila (Portland State U, USA; reders@pdx.edu), Context and literacy practices. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 170–187.05–441Reinders, Hayo (U of Auckland, New Zealand), Nonparticipation in university language support. JALT Journal (Tokyo, Japan) 27.2 (2005), 209–226.05–442Robinson, Peter (Aoyama Gakuin U, Tokyo; peterr@cl.aoyama.ac.jp), Aptitude and second language acquisition. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 46–73.05–443Rydland, Veslemøy & Vibeke Grøver Aukrust (U of Oslo, Norway; veslemoy.rydland@ped.uio.no), Lexical repetition in second language learners' peer play interaction. Language Learning (Malden, MA, USA) 55.2 (2005), 229–274.05–444Sparks, Richard L. (College of Mount St. Joseph, USA; richard_sparks@mail.msj.edu),James Javorsky & Lois Philips, Comparison of the performance of college students classified as ADHD, LD, and LD/ADHD in foreign language courses. Language Learning (Malden, MA, USA) 55.1 (2005), 151–177.05–445Stevens, Anne (The Open U, UK) & David Marsh, Foreign language teaching within special needs education: learning from Europe-wide experience. Support for Learning (Oxford, UK) 20.3 (2005), 109–114.05–446Strenski, Ellen (U of California, Irvine, USA; strenski@uci.edu),Caley O'DwyerFeagin & Jonathan A. Singer, Email small group peer review revisited. Computers and Composition (Amsterdam, the Netherlands) 22.2 (2005), 191–208.05–447Tarone, Elaine & Martha Bigelow (U of Minnesota, USA; etarone@umn.edu), Impact of literacy on oral language processing: implications for second language acquisition research. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 77–97.05–448Thomas, Margaret (Boston College, USA; thomasm@bc.edu), Theories of second language acquisition: three sides, three angles, three points. Second Language Research (London, UK) 21.4 (2005), 393–414.05–449Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu), Text building, language learning and the emergence of local varieties in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 21–38.05–450Tokimoto, Shingo (Mejiro U, Japan), Disambiguation of homonyms in real-time Japanese sentence processing: case-markings and thematic constraint. Language and Speech (Twickenham, UK) 48.1 (2005), 65–90.05–451Wigglesworth, Gillian (U of Melbourne, Australia; gillianw@unimelb.edu.au), Current approaches to researching second language learner processes. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 98–111.05–452Wilks, Clarissa (Kingston U, UK; C.Wilks@kingston.ac.uk),Paul Meara & Brent Wolter, A further note on simulating word association behaviour in a second language. Second Language Research (London, UK) 21.4 (2005), 359–372.05–453Williams, John N. (U of Cambridge, UK; jnw12@cam.ac.uk) & Peter Lovatt, Phonological memory and rule learning. Language Learning (Malden, MA, USA) 55.S1 (2005), 177–233.05–454Wire, Vivienne (East Ayrshire, Scotland, UK; vivienne.wire@east-ayrshire.gov.uk), Autistic Spectrum Disorders and learning foreign languages. Support for Learning (Oxford, UK) 20.3 (2005), 123–128.05–455Wright, Margaret & Orla McGrory (Queen's U Belfast, Northern Ireland), Motivation and the adult Irish language learner. Educational Research (London, UK) 47.2 (2005), 191–204.05–456Wright, Wayne E. (U of Texas, San Antonio, USA), English language learners left behind in Arizona: the nullification of accommodations in the intersection of federal and state policies. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 1–29.05–457Zareva, Alla (Northern Arizona U, USA; Alla.Zareva@nau.ed), Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency. System (Amsterdam, the Netherlands) 33.4 (2005), 547–562.05–458Zareva, Alla (Northern Arizona U, Flagstaff; Alla.Zareva@nau.edu), Paula Schwanenflugel & Yordanka Nikolova, Relationship between lexical competence and language proficiency: variable sensitivity. Studies in Second Language Acquisition (Cambridge, UK) 27.4 (2005), 567–595.
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"Language learning." Language Teaching 38, no.1 (January 2005): 26–34. http://dx.doi.org/10.1017/s0261444805222528.
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05–32Allen, Linda Quinn (Iowa State U, USA). Implementing a culture portfolio project within a constructivist paradigm. Foreign Language Annals (New York, USA) 37.2 (2004), 232–239.05–33Al-Sehayer, Khalid (Riyadh, Saudi Arabia). ESL readers' perceptions of reading in well structured and less structured hypertext environment. CALICO Journal (TX, USA) 22.2 (2005), 191–212.05–34Barcroft, Joe (Washington U, USA). Second language vocabulary acquisition: a lexical input processing approach. Foreign Language Annals (New York, USA) 37.2 (2004), 200–208.05–35Bateman, Blair E. (Brigham Young U, USA). Achieving affective and behavioural outcomes in culture learning: the case for ethnographic interviews. Foreign Language Annals (New York, USA) 37.2 (2004), 240–253.05–36Chen, Tsai Yu & Chang, Goretti B. Y. (Ming Hsin U of Science and Technology, Taiwan). The relationship between foreign language anxiety and learning difficulties. Foreign Language Annals (New York, USA) 37.2 (2004), 279–289.05–37Csizér, Kata (Eötvös U, Hungary; weinkata@yahoo.com) & Dömyei, Zoltán (Nottingham U, UK; Zoltan.Dornyei@nottingham.ac.uk). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 19–36.05–38DeCapua, Andrea (Dept. of Teaching and Learning, New York, USA; adecapua@optonline.net) & Wintergerst, Ann. C. Assessing and validating a learning styles instrument. System (Oxford, UK) 33.1 (2005), 1–16.05–39De Florio-Hansen, Inez (U of Kassel, Germany). Wortschatzerwerb und Wortschatzlernen von Fremdsprachenstudierenden. Erste Ergebnisse einer empirischen Untersuchung [Acquisition and learning of vocabulary by university students of modern foreign languages: the first results from an empirical investigation]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 83–113.05–40Derwing, Tracey M. (U of Alberta, Canada; tracey.derwing@ualberta.ca), Rossiter, Marian J., Munro, Murray J. & Thomson, Ron I. Second language fluency: judgments on different tasks. Language Learning (Oxford, UK) 54.4 (2004), 655–679.05–41Donato, Richard & Brooks, B. Frank (U of Pittsburgh, USA). Literary discussions and advanced speaking fucntions: researching the (dis) connection. Foreign Language Annals (New York, USA) 37.3 (2004), 183–199.05–42Ecke, Peter (U of Arizona, USA). Die Schlüsselwort-Mnemonik für den fremdsprachigen Wortschatzerwerb: Zum Stand der Forschung [The mnemonic keyword method and the acquisition of foreign language vocabulary: state of the art research]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 213–230.05–43Erlam, Rosemary (U of Auckland, NZ; r.erlam@auckland.ac.nz). Language aptitude and its relationship to instructional effectiveness in second language acquisition. Language Teaching Research (London, UK) 9.2 (2005), 147–171.05–44Félix-Brasdefer, J. César (Indiana U, USA; cfelixbr.@indiana.edu). Interlanguage refusals: linguistic politeness and length of residence in the target community. Language Learning (Oxford, UK) 54.4 (2004), 587–653.05–45Fonder-Solano, Leah & Burnett, Joanne (Pennsylvania State U, USA). Teaching literature/reading: a dialogue on professional growth. Foreign Language Annals (New York, USA) 37.3 (2004), 459–469.05–46Guion, Susan G., Harada, Tetsuo & Clark, J. J. (U of Oregon, USA; guion@uoregon.edu). Early and late Spanish-English bilinguals' acquisition of English word stress patterns. Bilingualism: Language and Cognition (Cambridge, UK) 7.3 (2004), 207–226.05–47Hardison, Debra M. (Michigan State U, USA). Contextualised computer-based L2 prosody training: evaluating the effects of discourse context and video input. CALICO Journal (TX, USA) 22. 2 (2005), 175–190.05–48Jones, Randall (Brigham Young U, USA). Corpus-based word frequency analysis and the teaching of German vocabulary. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 165–175.05–49Jung, Euen Hyuk (Sarah) (Yonsei U, South Korea; junge@yonsei.ac.kr). Topic and subject prominence in interlanguage development. Language Learning (Oxford, UK) 54.4(2004), 713–738.05–50Lamb, Martin (U of Leeds, UK; m.v.lamb@education.leeds.ac.uk). ‘It depends on the students themselves’: independent language learning at an Indonesian state school. Language, Culture and Curriculum (Clevedon, UK) 17.3 (2004), 229–245.05–51Li, Xuemei & Girvan, Anita (Queen's U, Canada). The “Third Place”: investigating an ESL classroom interculture. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 1–15.05–52Li, Via (U of Alberta, Canada). Learning to live and study in Canada: stories of four EFL learners from China. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 25–43.05–53Mason, Beniko & Krashen, Stephen (Shitennoji International Buddhist U, Japan; benikonankimason@hotmail.com). Is form-focused vocabulary instruction worthwhile?RELC Journal (Singapore) 35.2 (2004), 179–185.05–54Nakatani, Yasuo (Nakamura Gakuen Junior College, Japan; nakatani@nakamura-u.ac.jp). The effects of awareness-raising training on oral communication strategy use. The Modern Language Journal (Madison, Wl, USA) 89.1 (2005), 76–91.05–55Nitta, R. & Gardner, S. (U of Warwick, UK). Consciousness-raising and practice in ELT course books. ELT Journal (Oxford, UK) 59.1 (2005), 3–13.05–56Radwan, Adel Abu (Sultan Qaboos U, Oman; radwan@squ.edu.om). The effectiveness of explicit attention to form in language learning. System (Oxford, UK) 33.1 (2005), 69–87.05–57Rieder, Angelika (U of Vienna, Austria). Der Aufbau von Wortbedeutungswissen beim Lesen fremdsprachiger Texte: ausgewählte Fallstudienergebnisse [The development of word comprehension during reading of texts in a foreign language: results from empirical case studies]. 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Language Learning (Oxford, UK) 54.4 (2004), 681–712.
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"Reading and writing." Language Teaching 38, no.3 (July 2005): 132–42. http://dx.doi.org/10.1017/s0261444805232998.
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05–267Aitchison, Claire (U of Western Sydney, Australia), Thesis writing circles. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 97–115.05–268Allison, Desmond (The National U of Singapore), Authority and accommodation in higher degree research proposals. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 155–180.05–269Bazerman, Charles (U of California, Santa Barbara, USA), An essay on pedagogy by Mikhail M. Bakhtin. Written Communication (Thousand Oaks, CA, USA) 22.3 (2005), 333–338.05–270Belanger, Joe (U of British Columbia, USA), ‘When will we ever learn?’: the case for formative assessment supporting writing development. English in Australia (Norwood, Australia) 141 (2004), 41–48.05–271Bodwell, Mary Buchinger (Massachusetts College of Pharmacy and Health Sciences, USA; mary.bodwell@bos.mcphs.edu), ‘Now what does that mean, “first draft”?’: responding to text in an adult literacy class. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 59–79.05–272Broadley, Guy, Seeing forward looking back: the New Zealand literacy picture. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 8–18.05–273Bruton, Anthony & Emilia Alonso Marks (Universidad de Sevilla, Spain), Reading texts in instructed L1 and FL reading: student perceptions and actual selections. Hispania (Exton, PA, USA) 87.4 (2004), 770–783.05–274Chandrasegaran, Antonia (Nanyang Technical U, Singapore), Mary Ellis & Gloria Poedjosoedarmo, Essay Assist: developing software for writing skills improvement in partnership with students. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 137–155.05–275Chujo, Kiyomi (Nihon U, Japan; chujo@cit.nihon-u.ac.jp) & Masao Utiyama, Understanding the role of text length, sample size and vocabulary size in determining text coverage. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 1–22.05–276Cromley, Jennifer G. & Roger Azevedo (U of Maryland College Park, USA), What do reading tutors do? A naturalistic study of more and less experienced tutors in reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 83–113.05–277Crompton, Peter (crompton@fastmail.fm), ‘Where’, ‘In which’, and ‘In that’: a corpus-based approach to error analysis. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 157–176.05–278Day, Richard (U of Hawaii, Manoa, USA) & Jeong-suk Park, Develop ing reading comprehension questions. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 60–73.05–279Dunlosky, John & Katherine A. Rawson (U of North Carolina at Greensboro, USA), Why does rereading improve metacomprehension accuracy? Evaluating the Levels-of-Disruption Hypothesis for the Rereading Effect. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 37–55.05–280Guillot, Marie-Noëlle (U of East Anglia, UK), Il y a des gens qui disent que…‘there are people who say that…’. Beyond grammatical accuracy in FL learners' writing: issues of non-nativeness. International Review of Applied Linguistics in Language Teaching (IRAL) (Berlin, Germany) 43.2. (2005), 109–128.05–281Haan, Pieter de (p.dehaan@let.ru.nl) & Kees van Esch, The development of writing in English and Spanish as foreign languages. Assessing Writing (Amsterdam, the Netherlands) 10.2 (2005), 100–116.04–282Hitosugi, Claire Ikumi & Richard R. Day (U of Hawaii, Manoa, USA), Extensive reading in Japanese. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 21–39.05–283Hunt, Alan (Kansai U, Osaka, Japan) & David Beglar, A framework for developing EFL reading vocabulary. Reading in a Foreign Language (Honolulu, HI, USA) 17.1 (2005), 23–59.05–284Jackson, Sue & Susan Gee (Victoria U of Wellington, New Zealand; sue.jackson@vuw.ac.nz), ‘Look Janet’, ‘No you look John’: constructions of gender in early school reader illustrations across 50 years. Gender and Education (Abingdon, UK) 17.2 (2005), 115–128.05–285Kaplan, B. Robert (U of Southern California, USA) & Richard B. Baldauf, Jr., Editing contributed scholarly articles from a language management perspective. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 47–62.05–286Keen, John (Manchester U, UK; john.keen@man.ac.uk), Sentence-combining and redrafting processes in the writing of secondary school students in the UK. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 81–97.05–287Liu, Lu (Purdue U, USA), Rhetorical education through writing instruction across cultures: a comparative analysis of select online instructional materials on argumentative writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 1–18.05–288Liu, Yongbing (Nanyang Technological U, Singapore), The construction of pro-science and technology discourse in Chinese language textbooks. Language and Education (Clevedon, UK) 19.4 (2005), 281–303.05–289McCarthey, Sarah J. & Georgia Earnest García (U of Illinois at Urbana-Champaign, USA), English language learners' writing practices and attitudes. Written Communication (Thousand Oaks, CA, USA) 22.2 (2005), 36–75.05–290McCarthey, Sarah J., Yuey-Hi Guo & Sunday Cummins (U of Illinois, USA), Understanding changes in elementary Mandarin students' L1 and L2 writing. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 71–104.05–291Mills, Kathy, Deconstructing binary oppositions in literacy discourse and pedagogy. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 67–82.05–292Mišak, Aleksandra, Matko Marušić & Ana Marušić (Zagreb U School of Medicine, Croatia), Manuscript editing as a way of teaching academic writing: experience from a small scientific journal. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.2 (2005), 151–172.05–293Misson, Ray (U of Melbourne, Australia), What are we creating in creative writing?English in Australia (Norwood, Australia) 141 (2004), 132–140.05–294Nelson, Cynthia D. & Caroline San Miguel (U of Technology, Sydney, Australia), Designing doctoral writing workshops that problematise textual practices. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 116–136.05–295Oller, Jr., John W., Liang Chen, Stephen, D. Oller & Ning Pan (U of Louisiana at Lafayette, USA), Empirical predictions from a general theory of signs. Discourse Processes (Mahwah, NJ, USA) 40.2 (2005), 115–144.05–296Paltridge, Brian (U of Sydney, Australia), Teaching thesis and dissertation writing. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 78–96.05–297Pantaleo, Sylvia, Young children engage with the metafictive in picture books. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 19–37.05–298Pearson, Lynn (Bowling Green State U, USA), The web portfolio: a project to teach Spanish reading and Hispanic cultures. Hispania (Exton, PA, USA) 87.4 (2004), 759–769.05–299Peterson, Shelley & Theresa Calovini (Toronto U, Canada; slpeterson@oise.utoronto.ca), Social ideologies in grade eight students' conversation and narrative writing. Linguistics and Education (Amsterdam, the Netherlands) 15.1–2 (2004), 121–139.05–300Reynolds, Dudley W. (U of Houston, USA), Linguistic correlates of second language literacy development: evidence from middle-grade learner essays. Journal of Second Language Writing (Amsterdam, the Netherlands) 14.1 (2005), 19–45.05–301Roache-Jameson, Sharyn, Kindergarten connections: a study of intertextuality and its links with literacy in the kindergarten classroom. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 48–66.05–302Ryan, Josephine, Young people choose: adolescents' text pleasures. Australian Journal of Language and Literacy (Norwood, Australia) 28.1 (2005), 38–54.05–303Rymes, Betsy (Georgia U, USA; brymes@coe.uga.edu), Contrasting zones of comfortable competence: popular culture in a phonics lesson. Linguistics and Education (Amsterdam, the Netherlands) 14.3–4 (2003), 321–335.05–304Skillen, Jan & Emily Purser (U of Wollongong, Australia), Teaching thesis writing: policy and practice at an Australian university. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 17–33.05–305Stapleton, Paul (Hokkaido U, Japan; paulstapleton@gmail.com), Using the web as a research source: implications for L2 academic writing. The Modern Language Journal (Malden, MA, USA) 89.2 (2005), 177–189.05–306Starfield, Sue (U of New South Wales, Australia), The evolution of a thesis-writing course for Arts and Social Sciences students: what can applied linguistics offer?Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 137–154.05–307Strauss, Pat, Jo Ann Walton & Suzanne Madsen (Auckland U of Technology, New Zealand), ‘I don't have time to be an English teacher’: supervising the EAL thesis. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 1–16.05–308Terras, Melissa (U of London, UK; m.terras@ucl.ac.uk), Reading the readers: modelling complex humanities processes to build cognitive systems. Literary and Linguistic Computing (Oxford, UK) 20.1 (2005), 41–59.05–309Turner, Joan (U of London, UK), Writing a Ph.D. in the contemporary humanities. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 8.2 (2003), 34–53.05–310Wallace, Catherine (Institute of Education, UK; c.wallace@ioe.ac.uk), Conversations around the literacy hour in a multilingual London primary school. Language and Education (Clevedon, UK) 19.4 (2005), 322–338.05–311Yamada, Kyoko (wsedikol@hotmail.com), Lexical patterns in the eyes of intermediate EFL readers. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 177–188.05–312Yamashita, Junko (Nagoya U, Japan), Reading attitudes in L1 and L2, and their influence on L2 extensive reading. Reading in a Foreign Language (Honolulu, HI, USA) 16.1 (2004), 1–19.05–313Zhang, Hao & Rumjahn Hoosain (The U of Minnesota, USA), Activation of themes during narrative reading. Discourse Processes (Mahwah, NJ, USA) 40.1 (2005), 57–82.
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