Language learning

Abstract

06–235Akinjobi, Adenike (U Ibadan, Nigeria), Vowel reduction and suffixation in Nigeria. English Today (Cambridge University Press) 22.1 (2006), 10–17.

06–236Bernat, Eva (Macquarie U, Australia; [email protected]) & Inna Gvozdenko, Beliefs about language learning: Current knowledge, pedagogical implications, and new research directions. TESL-EJ (www.tesl-ej.org) 9.1 (2005), 21 pp.

06–237Cheater, Angela P. (Macau Polytechnic Institute, China), Beyond meatspace – or, geeking out in e-English. English Today (Cambridge University Press) 22.1 (2006), 18–28.

06–238Chen, Liang (Lehigh U, Pennsylvania, USA; [email protected]), Indexical relations and sound motion pictures in L2 curricula: the dynamic role of the teacher. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 263–284.

06–239Cristobel, E. & E. Llurda (U de Lleida, Spain; [email protected]), Learners' preferences regarding types of language school: An exploratory market research. System (Elsevier) 34.1 (2006), 135–148.

06–240Diab, Rula (American U of Beirut, Lebanon; [email protected]), University students' beliefs about learning English and French in Lebanon. System (Elsevier) 34.1 (2006), 80–96.

06–241Frankenberg-Garcia, Ana (Instituto Superior de Línguas e Administração, Lisbon, Portugal; [email protected]), A peek into what today's language learners as researchers actually do. The International Journal of Lexicography (Oxford University Press) 18.3 (2005), 335–355.

06–242Gao, Xuesong (U Hong Kong, China; [email protected]), Understanding changes in Chinese students' uses of learning strategies in China and Britain: A socio-cultural re-interpretation. System (Elsevier) 34.1 (2006), 55–67.

06–243Green, Bridget (Mukogawa Fort Wright Institute, USA), A framework for teaching grammar to Japanese learners in an intensive English program. The Language Teacher (Japan Association for Language Teaching) 30.2 (2006), 3–11.

06–244Harker, Mihye & Dmitra Koutsantoni (The Leadership Foundation for Higher Education, London, UK; [email protected]), Can it be as effective? Distance versus blended learning in a web-based EAP programme. ReCALL (Cambridge University Press) 17.2 (2005), 197–216.

06–245Hawkins, Roger (U Essex, Colchester, UK; [email protected]), The contribution of the theory of Universal Grammar to our understanding of the acquisition of French as a second language. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 233–255.

06–246Hinger, Barbara (U Innsbruck, Austria; [email protected]), The distribution of instructional time and its effect on group cohesion in the foreign language classroom: a comparison of intensive and standard format courses. System (Elsevier) 34.1 (2006), 97–118.

06–247Jing, Huang (Zhanjiang Teachers U/U of Hong Kong, China), Metacognition training in the Chinese university classroom: An action research study. Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 413–434.

06–248Kapec, Peter (Fachhochschule Bonn-Rhein-Sieg, Sankt Augustin, Germany; [email protected]) & Klaus Schweinhorst, In two minds? Learner attitudes to bilingualism and the bilingual tandem analyser. ReCALL (Cambridge University Press) 17.2 (2005), 254–268.

06–249Kervin, Lisa,Students talking about home–school communication: Can technology support this process?Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 28.2 (2005), 150–163.

06–250Kwon, Minsook (Samjeon Elementary School, Korea), Teaching talk as a game of catch. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 335–348.

06–251Lyster, Roy (McGill U, Montréal, Canada; [email protected]), Research on form-focused instruction in immersion classrooms: implications for theory and practice. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 321–341.

06–252Makarova, Veronika (U Saskatchewan, Canada), The effect of poetry practice on English pronunciation acquisition by Japanese EFL learners. The Language Teacher (Japan Association for Language Teaching) 30.3 (2006), 3–9.

06–253Mckinney, Carolyn (U Witwatersrand, South Africa), A balancing act: Ethical dilemmas of democratic teaching within critical pedagogy. Educational Action Research (Routledge/Taylor & Francis) 13.3 (2005), 375–392.

06–254Morgan-Short, Kara (Georgetown U, USA; [email protected]) & Harriet Wood Bowden, Processing instruction and meaningful output-based instruction: effects on second language development. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 31–65.

06–255Munro, Murray J. (Simon Fraser U, Canada; [email protected]), Tracey M. Derwing & Susan L. Morton, The mutual intelligibility of L2 speech. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 111–131.

06–256Myles, Florence (U Newcastle, UK; [email protected]), French second language acquisition research: Setting the scene. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 211–232.

06–257Mynard, Jo & Iman Almarzouqui (Koryo College, Japan; [email protected]), Investigating peer tutoring. ELT Journal (Oxford University Press) 60.1 (2006), 13–22.

06–258Neumeier, Petra (Ludwig-Maximilians-Universität, Munich, Germany; [email protected]), A closer look at blended learning – parameters for designing a blended learning environment for language teaching and learning. ReCALL (Cambridge University Press) 17.2 (2005), 163–178.

06–259Noels, Kimberly, A. (U Alberta, Canada; [email protected]), Orientations to learning German: Heritage language learning and motivational substrates. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 285–312.

06–260Ohata, Kota (International Christian U, Tokyo, Japan; [email protected]), Potential sources of anxiety for Japanese learners of English: Preliminary case interviews with five Japanese college students in the U.S.TESL-EJ (www.tesl-ej.org) 9.3 (2005), 21 pp.

06–261Peltola, Maija S. (U Turku, Finland; [email protected]) & Olli Aaltonen, Long-term memory trace activation for vowels depending on the mother tongue and the linguistic content. Journal of Psychophysiology (Hogrefe & Huber Publishers) 19.3 (2005), 159–164.

06–262Pichette, François (U Florida, USA; [email protected]), Time spent on reading and reading comprehension in second language learning. The Canadian Modern Language Review (University of Toronto Press) 62.2 (2005), 243–262.

06–263Ramírez Verdugo, Dolores (U Autónoma de Madrid, Spain; [email protected]), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects. Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115.

06–264Sabourin, Laura (U Groningen, the Netherlands;), Laurie A. Stowe, Ger J. de Haan, Transfer effects in learning a second language grammatical gender system. Second Language Research (Hodder Arnold) 22.1 (2006), 1–29.

06–265Simina, Vassiliki (Thessaloniki, Greece; [email protected]) & Marie-Josee Hamel, CASLA through a social constructivist perspective: WebQuest in project-driven language learning. ReCALL (Cambridge University Press) 17.2 (2005), 217–228.

06–266Sopata, Aldona (Adam Mickiewicz U, Poznań, Poland; [email protected]), Optionality in non-native grammars: L2 acquisition of German constructions with absent expletives. Bilingualism: Language and Cognition (Cambridge University Press) 8.3 (2005), 177–193.

06–267Tokeshi, Masanori (Meio U, Japan), Listening comprehension processes of 6 Japanese junior high school students in interactive settings. The Language Teacher (Japan Association for Language Teaching) 30.1 (2006), 3–7.

06–268Trembley, Annie (U Hawai'i at Manoa, USA), On the second language acquisition of Spanish reflexive passives and reflexive impersonals by French- and English-speaking adults. Second Language Research (Hodder Arnold) 22.1 (2006), 30–63.

06–269Trofimovich, Pavel (Concordia U, Montréal, Canada; [email protected]) & Wendy Baker, Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech. Studies in Second Language Acquisition (Cambridge University Press) 28.1 (2006), 1–30.

06–270Véronique, Daniel (U Paris III, France; Daniel.Vé[email protected]), The development of referential activities and clause-combining as aspects of the acquisition of discourse in French as L2. Journal of French Language Studies (Cambridge University Press) 14.3 (2004), 257–280.

06–271Watson Todd, R. (King Mongkut's U Technology, Thailand; [email protected]), Continuing change after the innovation. System (Elsevier) 34.1 (2006), 1–14.

06–272Yazigi, Rana (Emirates National School, United Arab Emirates; [email protected]) & Paul Seedhouse, ‘Sharing time’ with young learners.TESL-EJ (www.tesl-ej.org) 9.3 (2005), 26 pp.