05–135 Armstrong, Kevin (Leicester U, UK; email@example.com), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213–224.
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05–137 Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NS–NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192–218.
05–138 Bohn, Mariko T. (Stanford U, USA; email@example.com), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations – with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1–35.
05–139 Bryan, S. (Arizona State U East, USA), The relationship between negotiated interaction, learner uptake, and lexical acquisition in task-based computer-mediated communication. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 33–58.
05–140 Byon, Andrew Sangpil (U at Albany, State U of New York, USA; firstname.lastname@example.org), Learning linguistic politeness. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 37–62.
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05–143 Dancer, Diane & Kamvounias, Patty (Sydney U, Australia; firstname.lastname@example.org), Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 445–454.
05–144 Dong, Naiting (Jiangsu Polytechnic U, China), Failures of intercultural communication caused by translating from Chinese into English. English Today (Cambridge, UK) 21.1 (2005), 11–16.
05–145 Egi, Takako (Florida U, USA; email@example.com), Verbal reports, noticing, and SLA research. Language Awareness (Clevedon, UK) 13.4 (2004), 243–264.
05–146 Fernández Toledo, Piedad (Murcia U, Spain; firstname.lastname@example.org), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1059–1079.
05–147 Fisher, Linda, Evans, Michael & Esch, Edith (U of Cambridge, UK; email@example.com), Computer-mediated communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal (Rugby, UK) 30 (2004), 50–58.
05–148 Gass, Susan & Alvarez Torres, Maria José (Michigan State U, USA; firstname.lastname@example.org), Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 1–31.
05–149 Hawkins, M. (U of Wisconsin, USA), Becoming a student: identity work and academic literacies in early schooling. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 159–182.
05–150 Hosali, Priya (CIEFL, Hyderabad, India), Butler English. English Today (Cambridge, UK) 21.1 (2005), 34–39.
05–151 Jackson, Jane (Chinese U of Hong Kong, China; email@example.com), Language and cultural immersion: an ethnographic case study. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 261–279.
05–152 Kintsch, W. (Colorado U, USA), An overview of top-down and bottom-up effects in comprehension: the CI perspective. Discourse Processes (Mahwah, NJ, USA) 39.2/3 (2005), 125–128.
05–153 Koyama, Jill P. (Columbia U, USA), Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28. 3 (2004), 401–423.
05–154 Lambacher, Stephen G. (Aizu U, Japan; firstname.lastname@example.org), Martens, William, L., Kakehi, Kazukiko, Marasinghe, Chandrajith, A. & Molholt, Garry, The effects of identification training on the identification and production of American English vowels by native speakers of Japanese. Applied Psycholinguistics (Cambridge, UK), 26.2 (2005), 227–247.
05–155 McDonough, Kim (U of Illinois, USA; email@example.com), Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 79–103.
05–156 Meara, Paul (U of Wales Swansea, UK; firstname.lastname@example.org), Lexical frequency profiles: a Monte Carlo analysis. Applied Linguistics (Cambridge, UK) 26.1 (2005), 32–47.
05–157 Read, John (Victoria U of Wellington, New Zealand; email@example.com), Research in teaching vocabulary. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 146–161.
05–158 Richardson, John T. (Open U, UK; firstname.lastname@example.org), Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 387–415.
05–159 Savage, Robert (Institute of Education, London U, UK) & Carless, Sue, Learning support assistants can deliver effective reading interventions for ‘at-risk’ children. Educational Research (Abingdon, UK) 47.1 (2005), 45–61.
05–160 Schmenk, B. (U of Waterloo, Canada), Globalizing learner autonomy. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 107–118.
05–161 Sheard, Susan & Markham, Selby (Monash U, Australia), Web based learning environments: developing a framework for evaluation. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 353–368.
05–162 Smartt, Jerry, T. (Friends U, USA) & Scudder, Rosalind R., Immersion study abroad in Mexico: using repair behaviors to assess proficiency changes. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 592–601.
05–163 Takahashi, Satomi (Rikkyo U, Japan; email@example.com), Pragmalinguistic awareness: is it related to motivation and proficiency? Applied Linguistics (Cambridge, UK) 26.1 (2005), 90–120.
05–164 Timmis, I. (Leeds Metropolitan U, UK), Towards a framework for teaching spoken grammar. ELT Journal (Oxford, UK) 59.2 (2005), 117–125.
05–165 Torres, Germán (Georgia State U, USA), Practical ways to integrate literature into Spanish for international business courses. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 584–591.
05–166 Vandergrift, Larry (Ottawa U, Canada; firstname.lastname@example.org), Listening to learn or learning to listen? Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 3–25.
05–167 Vandergrift, Larry (Ottawa U, Canada; email@example.com), Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics (Cambridge, UK) 26.1 (2005), 70–89.
05–168 Webb, Stuart (Koran Women's Junior College, Japan; firstname.lastname@example.org), Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 33–52.
05–169 Wee, Lee (Singapore National U, Singapore; email@example.com), Intra-language discrimination and linguistic human rights: the case of singlish. Applied Linguistics (Cambridge, UK) 26.1 (2005), 48–69.
05–170 Williams, Marion, Burden, Robert, Poulet, Gérard & Maun, Ian (U of Exeter, UK; firstname.lastname@example.org), Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal (Rugby, UK) 30 (2004), 19–29.