In this issue of Language Teaching we offer two articles, very different in nature and each of significance to the language teaching professional. In the first article Teresa O'Brien provides a comprehensive and critical overview of research into second language writing, examining both the processes and products of writing in detail and offering a pedagogically oriented research agenda for the future. The second article is a survey of resources: Alfonso Rizo Rodriguez focuses on lexicographical tools for advanced EFL learners, and explains the characteristics of the many products currently available. We continue to offer a broad range of abstracts, carefully selected from the increasing number of journals published in our field.

This article is organised in five parts. The introduction defines the area covered and gives the rationale for a focus on FL writing research particularly in classroom contexts. The second section gives an overview of cognitive and social theoretical frameworks, noting that these have mainly been developed for L1 writing, and drawing attention to recent attempts to build models for FL writing. The third part covers research on process-based instruction, on teacher and peer feedback and on grammar correction. Part four deals with the growing use of computers in the teaching and learning of FL writing, looking particularly at work on word processing, software for teaching and research, at the relationships between network-based language teaching and process-oriented pedagogy and between writing and the development of oral communicative competence. The final part comments on research approaches, on FL writing and second language acquisition, and on post-process theory, concluding with a set of pedagogically-oriented research questions for the future.

A rich variety of lexicographical descriptions is available in English, and there is no doubt that this contributes to its status as a world language. The teaching and learning of English can draw not only on a deep-rooted tradition of varied grammatical studies but also on a large range of dictionaries. For the non-native observer conversant with the nature of this language, its history, its development, its vocabulary and grammar, that huge stock of lexicographical resources is particularly useful.

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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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.gutié[email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). “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: [email protected]). 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: [email protected]). 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.

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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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.gutié[email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). “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: [email protected]). 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: [email protected]). 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.

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: [email protected]) 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: [email protected]). 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: [email protected]), 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). Learning foreign vowels. Language and Speech (Twickenham, UK), 46, 2–3 (2003), 295–349.

04–43Lamb, Martin (University of Leeds, UK; Email: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected].). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]). Computer-mediated communication: texts and strategies. Calico Journal (Texas, USA), 21, 2 (2004), 265–290.

04–58Shaughnessy, Michael (Washington and Jefferson C, USA; Email: [email protected]). 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: [email protected]). 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: [email protected]). 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: [email protected]), 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.

04–64Andrews, Richard (U. of York, UK). Where next in research on ICT and literacies?English in Education (Sheffield, UK), 37, 3 (2003), 28–41.

04–65Beard, Roger (Leeds U., UK; Email: [email protected]). Not the whole story of the national literacy strategy: a response to Dominic Wyse. British Educational Research Journal (London, UK), 29, 6 (2003), 917–928.

04–66Bournot-Trites, M. and Seror, J. (University of British Columbia, Canada; Email: [email protected]). Students' and teachers' perceptions about strategies which promote proficiency in second language writing. Revue Canadienne de Linguistique Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 129–157.

04–67Gardner, Dee (Brigham Young University, USA). Vocabulary input through extensive reading: a comparison of words found in children's narrative and expository reading materials. Applied Linguistics (Oxford, UK), 25, 1 (2004), 1–37.

04–68Hu, Jim (U. College of the Cariboo, Canada). Thinking languages in L2 writing: research findings and pedagogical implications. TESL Canada Journal/Revue du TESL Canada (Burnaby, Canada), 21, 1 (2003), 39–63.

04–69Jarvis, Scott (Ohio University, USA; Email: [email protected]), Grant, Leslie, Bikowski, Dawn and Ferris, Dana. Exploring multiple profiles of highly rated learner compositions. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 377–403.

04–70Mihwa Chung, Teresa and Nation, Paul (Victoria University of Wellington, NZ). Technical vocabulary in specialised texts. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 103–116.

04–71Ndiaye, M. and Vandeventer Faltin, A. (University of Geneva, Switzerland; Email: [email protected]). A spell checker tailored to language learners. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 213–232.

04–72Pecorari, Diane (Stockholm University, Sweden; Email: [email protected]). Good and original: Plagiarism and patchwriting in academic second-language writing. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 317–345.

04–73Ridgway, Tony (Queen's U., UK). Literacy and foreign language reading. Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 117–129.

04–74Shi, L., Wang, W. and Wen, Q. (University of British Columbia, Canada; Email: [email protected]). Teaching experience and evaluation of second-language students' writing. Revue Canadienne de Linguistic Appliquée/Canadian Journal of Applied Linguistics (Ottawa, Canada), 6, 2 (2003), 219–236.

04–75Stuart, Morag (U. of London; Email: [email protected]). Getting ready for reading: a follow-up study of inner city second language learners at the end of Key Stage 1. British Journal of Educational Psychology (Leicester, UK), 74 (2004), 15–36.

04–76Stuart, Morag (U. of London, UK; Email: [email protected]), Dixon, Maureen, Masterson, Jackie and Gray, Bob. Children's early reading vocabulary: description and word frequency lists. British Journal of Educational Psychology (Leicester, UK), 73 (2003), 585–598.

04–77Takagaki, Toshiyuki.The revision patterns and intentions in L1 and L2 by Japanese writers: a case study. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 22–38.

04–78Van de Poel, K. and Swanepoel, P. (Centre for Language and Speech, University of Antwerp, Belgium; Email: [email protected]). Theoretical and methodological pluralism in designing effective lexical support for CALL. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 173–211.

04–79Wang, Lurong (University of Toronto, Canada; Email: [email protected]). Switching to first language among writers with differing second-language proficiency. Journal of Second Language Writing (New York, USA), 12, 4 (2003), 347–375.

04–80Warner, Lionel (Newlands Girls' School, Maidenhead, UK). Wider reading. English in Education (Sheffield, UK), 37, 3 (2003), 13–18.

04–81Williams, Mary (Brunel U., UK). The importance of metacognition in the literacy development of young gifted and talented children. Gifted Education International (Bicester, UK), 17, 3 (2003).

04–82Wyse, Dominic (Liverpool John Moores U., UK; Email: [email protected]). The national literacy strategy: a critical review of empirical evidence. British Educational Research Journal (London, UK), 29, 6 (2003), 903–916.

04–83Akiyama, Tomoyasu (U. Melbourne, Australia). Assessing speaking: issues in school-based assessment and the introduction of speaking tests into the Japanese senior high school entrance examination. JALT Journal (Tokyo, Japan), 25, 2 (2003), 117–141.

04–84Chiang, Steve (Yuan Ze University, Taiwan). The importance of cohesive conditions to perceptions of writing quality at the early stages of foreign language learning. System (Oxford, UK), 31 (2003), 471–484.

04–85Escamilla, Kathy, Mahon, Elizabeth, Riley-Bernal, Heather and Rutledge, David (U. of Colorado, Boulder, USA). High-stakes testing, Latinos, and English language learners: lessons from Colorado. Bilingual Research Journal (Arizona, USA), 27, 1 (2003), 25–49.

04–86Gorsuch, Greta (Texas Tech U., USA; Email: [email protected]). Test takers' experiences with computer-administered listening comprehension tests: interviewing for qualitative explorations of test validity. Calico Journal (Texas, USA), 21, 2 (2004), 339–371.

04–87Hardcastle, Peter.How to not test language (Part 2). Language Testing Update (Lancaster, UK), 33 (2003), 28–35.

04–88Hemard, D. and Cushion, S. (London Metropolitan, University, UK; Email: [email protected]). Design and evaluation of an online test: assessment conceived as a complementary CALL tool. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 119–139.

04–89Ishii, David N. and Baba, Kyoko (U. of Toronto, Canada; Email: [email protected]). Locally developed oral skills evaluation in ESL/EFL classrooms: a checklist for developing meaningful assessment procedures. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 79–96.

04–90Iwashita, Noriko and Grove, Elizabeth (University of Melbourne, Australia). A comparison of analytic and holistic scales in the context of a specific-purpose speaking test. Prospect (Sydney, Australia), 18, 3 (2003), 25–35.

04–91Lee, Yong-Won (Educational Testing Service, Princeton, NJ, US; Email: [email protected]). Examining passage-related local item dependence (LID) and measurement construct using Q3statistics in an EFL reading comprehension test. Language Testing (London, UK), 21, 1 (2004), 74–100.

04–92Qian, David D. (Hong Kong Polytechnic U., Hong Kong; Email: [email protected]) and Schedl, Mary (Educational Testing Service, Princeton, NJ, US). Evaluation of an in-depth vocabulary knowledge measure for assessing reading performance. Language Testing (London, UK), 21, 1 (2004), 28–52.

04–93Rea-Dickins, Pauline (University of Bristol, UK). Classroom assessment of English as an additonal language: Key stage 1 contexts – summary of research findings. Language Testing Update (Lancaster, UK), 33 (2003), 48–53.

04–94Rodgers, Catherine, Meara, Paul and Jacobs, Gabriel (U. of Wales Swansea, UK). Factors affecting the standardisation of translation examinations. Language Learning Journal (London, UK), 28 (Winter 2003), 49–54.

04–95Andrews, Stephen (University of Hong Kong, Hong Kong SAR, China). Teacher language awareness and the professional knowledge base of the L2 teacher. Language Awareness (Clevedon, UK), 12, 2 (2003), 81–95.

04–96Carless,David R. (Hong Kong Institute of Education; Email: [email protected]). Putting the learning into assessment. The Teacher Trainer (Canterbury, UK), 17 (2003), 14–18.

04–97Gupta, Renu (National University of Singapore, Singapore). Old habits die hard: literacy practices of pre-service teachers. Journal of Education for Teaching (Abingdon, UK), 30, 1 (2004), 67–78.

04–98Lamb, Terry (Sheffield U., UK; Email: [email protected]) and Simpson, Michael. Escaping from the treadmill: practitioner research and professional autonomy. Language Learning Journal (London, UK), 28 (Winter 2003), 55–63.

04–99Lawes, Shirley (London U., UK). What, when, how and why? Theory and foreign language teaching. Language Learning Journal (London, UK), 28 (Winter 2003), 22–28.

04–100Moris, Lori (Universite du Québec à Montreal, Canada). Linguistic knowledge, metalinguistic knowledge and academic success in a language teacher education programme. Language Awareness (Clevedon, UK), 12, 2 (2003), 109–122.

04–101Mullock, Barbara (University of New South Wales, Australia). What makes a good teacher? The perceptions of postgraduate TESOL students. Prospect (Sydney, Australia), 18, 3 (2003), 3–24.

04–102Roessingh, Hetty and Kover, Pat (U. of Calgary, Canada). Variability of ESL learners' acquisition of cognitive academic language proficiency: what can we learn from achievement measures?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 1–21.

04–103Simpson, Carole, Popovic, Radmila and Stojanovic, Smiljka.Modifying tasks in teacher education sessions to meet learners' need better. The Teacher Trainer (Canterbury, UK), 18, 1 (2004), 5–?

04–104Walsh, Steve (Queen's University Belfast, Northern Ireland). Developing interactional awareness in the second language classroom. Language Awareness (Clevedon, UK) 12, 2 (2003), 124–142.

04–105Wang, Wendy (OISE, U. of Toronto, Canada). How is pedagogical grammar defined in current TESOL training practice?TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 1 (2003), 64–78.

04–106Yurtseven, Bengü (Bilkent U., Turkey; Email: [email protected]). Three-way observation: including language learner feedback. The Teacher Trainer (Canterbury, UK), 17 (2003), 3–6.

04–107Amara, Muhammad Hasan (Bar-Ilan University). Recent foreign language education policies in Palestine. Language Problems and Language Planning (Amsterdam, The Netherlands), 27, 3 (2003), 217–232.

04–108Bekker, Ian.Using historical data to explain language attitudes: A South African case study.Africa and Applied Linguistics: AILA Review (Amsterdam, The Netherlands), 16 (2003), 62–77.

04–109Costa, Albert, Colomé Angel, Gómez, Olga and Sebastián-Gallés, Núria (U. of Barcelona, Spain; Email: [email protected]). Another look at cross-language competition in bilingual speech production: lexical and phonological factors. Bilingualism: Language and Cognition (Cambridge, UK), 6, 3 (2003), 167–179.

04–110Dei, G. and Asgharzadeh, A. (University of Toronto, Canada; Email: [email protected]). Language, education and development: case studies from the southern contexts. Language and Education (Clevedon, UK), 17, 6 (2003), 421–449.

04–111Ferguson, Gibson.Classroom code-switching in post-colonial contexts: functions, attitudes and policies. Africa and Applied Linguistics: AILA Review (Amsterdam, The Netherlands), 16 (2003), 38–51.

04–112Jackson, Jane (Chinese U. of Hong Kong; Email: [email protected]). Case-based learning and reticence in a bilingual context: perceptions of business students in Hong Kong. System (Oxford, UK), 31 (2003), 457–469.

04–113Kouega, J-P. (Email: [email protected]). English in francophone elementary grades in Cameroon. Language and Education (Clevedon, UK), 17, 6 (2003), 408–420.

04–114Ovando, Carlos, J. (Arizona State U., USA). Bilingual education in the United States: historical development and current issues. Bilingual Research Journal (Arizona, USA), 27, 1 (2003), 1–24.

04–115Ammon, Ulrich. Sprachenpolitik in Europa – unter dem vorrangigen Aspekt von Deutsch als Fremdsprache (1). [Policy towards languages in Europe with special reference to German as a foreign language (1).] Deutsch als Fremdsprache (Leipzig, Germany), 4 (2003), 195–209.

04–116Browett, Julie (U. of Tasmania, Australia; Email: [email protected]). Culture: are we speaking the same language? Teachers' conceptual frameworks of culture. Babel (Victoria/Melbourne, Australia), 38, 2 (2003), 18–25.

The following periodicals are regularly scanned in compiling the abstracts, although it should be noted that not every issue of a periodical that is scanned will be represented in every volume of Language Teaching. The majority of the periodicals are held in the CiLT (Centre for Information on Language Teaching and Research) Library in London, UK (see address on inside front cover), together with additional publications such as newsletters and bulletins which are scanned but rarely contain abstractable articles. A complete list may be obtained from the CiLT Librarian; or is available on the web at:

http://www.cilt.org.uk/irs/periodic.htm

The editor is very pleased to have new (or neglected!) periodicals brought to her attention.