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language teaching
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The analysis of naturally-occurring spoken interaction is an area which has attracted growing interest over the last few years. In this issue, Paul Seedhouse reviews Conversation Analysis (CA) and its application to areas of language learning and teaching, including teaching languages for specific purposes, materials design, classroom interaction and proficiency assessment. The author then examines the complex issue of what CA can contribute to the study of ‘learning’ and discusses the contribution of CA as a tool in existing social sciences research methodologies.
State of the Art
Conversation Analysis and language learning
- Paul Seedhouse
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- 06 February 2006, pp. 165-187
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Interest in Conversation Analysis (CA) and its possible applications in the fields of language learning and language teaching has grown considerably over the last five years. There are now a range of publications which explore this area. The article therefore attempts to synthesise the current state of the research and identify the issues and problems that have arisen and those areas which are suitable for further research. This article starts with a brief introduction to CA methodology and then discusses the range of areas within the broad field of language learning and teaching in which CA has been applied: teaching languages for specific purposes; language teaching materials design; language proficiency assessment; language classroom interaction; NS–NNS (native/non-native speaker) talk; and code-switching. It then discusses the relationship between CA, Applied Linguistics and Second Language Acquisition, and examines the complex issue of what CA can contribute to the study of ‘learning’. The issues are illustrated by an example of a CA analysis of language learning processes. The article proposes that there are now three distinct approaches to the application of CA methodology to the field of language learning and teaching. The article concludes by positioning CA as a social science research methodology and considers possible future directions for research.
Abstract
Language teaching
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- 06 February 2006, pp. 189-194
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Language learning
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- 06 February 2006, pp. 194-209
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Language testing
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- 06 February 2006, pp. 209-211
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Teacher education
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- 06 February 2006, pp. 211-215
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05–466Cheng Pui-Wah, Doris (Hong Kong Institute of Education, Hong Kong, China; doris@ied.edu.hk) & Philip Stimpson, Articulating contrasts in kindergarten teachers' implicit knowledge on play-based learning. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 339–352.
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05–481Perry, Bill & Timothy Stewart (Kumamoto U, Japan; perry@kumamoto-u.ac.jp), Insights into effective partnership in interdisciplinary team teaching. System (Amsterdam, the Netherlands) 33.4 (2005), 563–573.
05–482Ricketts, Chris (Plymouth U, UK; C.Ricketts@plymouth.ac.uk) & Stan Zakrzewski, A risk-analysis approach to implementing web-based assessment. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.6 (2005), 603–620.
05–483Tajino, Akira (Kyoto U, Japan) & Craig Smith, Exploratory practice and Soft Systems Methodology. Language Teaching Research (London, UK) 9.4 (2005), 448–469.
05–484Wu, Zongjie (Zhejiang U, China; zongjiewu@zju.edu.cn), Being, understanding and naming: teachers' life and work in harmony. International Journal of Educational Research (Amsterdam, the Netherlands) 41.4–5 (2005), 307–323.
05–485Zeegers, Margaret (U of Ballarat, Australia), English community school teacher education and English as a second language in Papua New Guinea: a study of a practicum. Asia-Pacific Journal of Teacher Education (London, UK) 33.2 (2005), 135–146.
Reading & Writing
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- 06 February 2006, pp. 216-229
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05–486Balnaves, Edmund (U of Sydney, Australia; ejb@it.usyd.edu.au), Systematic approaches to long term digital collection management. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 399–413.
05–487Barwell, Graham (U of Wollongong, Australia; gbarwell@uow.edu.au), Original, authentic, copy: conceptual issues in digital texts. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 415–424.
05–488Beech, John R. & Kate A. Mayall (U of Leicester, UK; JRB@Leicester.ac.uk), The word shape hypothesis re-examined: evidence for an external feature advantage in visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 302–319.
05–489Belcher, Diane (Georgia State U, USA; dbelcher1@gsu.edu) & Alan Hirvela, Writing the qualitative dissertation: what motivates and sustains commitment to a fuzzy genre?Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 187–205.
05–490Bernhardt, Elisabeth (U of Minnesota, USA; ebernhar@stanford.edu), Progress and procrastination in second language reading. Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 133–150.
05–491Bishop, Dorothy (U of Oxford, UK; dorothy.bishop@psy.ox.ac.uk), Caroline Adams, Annukka Lehtonen & Stuart Rosen, Effectiveness of computerised spelling training in children with language impairments: a comparison of modified and unmodified speech input. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 144–157.
05–492Bowey, Judith A., Michaela McGuigan & Annette Ruschena (U of Queensland, Australia; j.bowey@psy.uq.edu.au), On the association between serial naming speed for letters and digits and word-reading skill: towards a developmental account. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 400–422.
05–493Bowyer-Crane, Claudine & Margaret J. Snowling (U of York, UK; c.crane@psych.york.ac.uk), Assessing children's inference generation: what do tests of reading comprehension measure?British Journal of Educational Psychology (Leicester, UK) 75.2 (2005), 189–201.
05–494Bruce, Ian (U of Waikato, Hamilton, New Zealand; ibruce@waikato.ac.nz), Syllabus design for general EAP writing courses: a cognitive approach. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 239–256.
05–495Burrows, John (U of Newcastle, Australia; john.burrows@netcentral.com.au), Who wroteShamela? Verifying the authorship of a parodic text. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 437–450.
05–496Clarke, Paula, Charles Hulme & Margaret Snowling (U of York, UK; CH1@york.ac.uk), Individual differences in RAN and reading: a response timing analysis. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 73–86.
05–497Colledge, Marion (Metropolitan U, London, UK; m.colledge@londonmet.ac.uk), Baby Bear or Mrs Bear? Young English Bengali-speaking children's responses to narrative picture books at school. Literacy (Oxford, UK) 39.1 (2005), 24–30.
05–498De Pew, Kevin Eric (Old Dominion U, Norfolk, USA; Kdepew@odu.edu) & Susan Kay Miller, Studying L2 writers' digital writing: an argument for post-critical methods. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 259–278.
05–499Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu) & Samantha D. Outcalt, A syntactic bias in scope ambiguity resolution in the processing of English French cardinality interrogatives: evidence for informational encapsulation. Language Learning (Malden, MA, USA) 55.1 (2005), 1–36.
05–500Fernández Toledo, Piedad (Universidad de Murcia, Spain; piedad@um.es), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics37.7 (2005), 1059–1079.
05–501French, Gary (Chukyo U, Japan; french@lets.chukyo-u.ac.jp), The cline of errors in the writing of Japanese university students. World Englishes (Oxford, UK) 24.3 (2005), 371–382.
05–502Green, Chris (Hong Kong Polytechnic U, Hong Kong, China), Profiles of strategic expertise in second language reading. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 1–16.
05–503Groom, Nicholas (U of Birmingham, UK; nick@nicholasgroom.fsnet.co.uk), Pattern and meaning across genres and disciplines: an exploratory study. Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4.3 (2005), 257–277.
05–504Harris, Pauline & Barbara McKenzie (U of Wollongong, Australia; pharris@uow.edu.au), Networking aroundThe Waterholeand other tales: the importance of relationships among texts for reading and related instruction. Literacy (Oxford, UK) 39.1 (2005), 31–37.
05–505Harrison, Allyson G. & Eva Nichols (Queen's U, Canada; harrisna@post.queensu.ca), A validation of the Dyslexia Adult Screening Test (DAST) in a post-secondary population. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 423–434.
05–506Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-based reading and writing across the curriculum: two case studies of L2 writers. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 337–356.
05–507Holdom, Shoshannah (Oxford U, UK; shoshannah.holdom@oucs.ox.ac.uk), E-journal proliferation in emerging economies: the case of Latin America. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 351–365.
05–508Hopper, Rosemary (U of Exeter, UK; r.hopper@ex.ac.uk), What are teenagers reading? Adolescent fiction reading habits and reading choices. Literacy (Oxford, UK) 39.3 (2005), 113–120.
05–509Jarman, Ruth & Billy McClune (Queen's U, Northern Ireland; r.jarman@qub.ac.uk), Space Science News: Special Edition, a resource for extending reading and promoting engagement with newspapers in the science classroom. Literacy (Oxford, UK) 39.3 (2005), 121–128.
05–510Jia-ling Charlene Yau (Ming Chuan U, Taiwan; jyau@mcu.edu.tw), Two Mandarin readers in Taiwan: characteristics of children with higher and lower reading proficiency levels. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 108–124.
05–511Justice, Laura M, Lori Skibbel, Andrea Canning & Chris Lankford (U of Virginia, USA; ljustice@virginia.edu), Pre-schoolers, print and storybooks: an observational study using eye movement analysis. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 229–243.
05–512Kelly, Alison (Roehampton U, UK; a.m.kelly@roehampton.ac.uk), ‘Poetry? Of course we do it. It's in the National Curriculum.’ Primary children's perceptions of poetry. Literacy (Oxford, UK) 39.3 (2005), 129–134.
05–513Kern, Richard (U of California, Berkeley, USA; rkern@berkeley.edu) & Jean Marie Schultz, Beyond orality: investigating literacy and the literary in second and foreign language instruction. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 381–392.
05–514Kispal, Anne (National Foundation for Educational Research, UK; a.kispal@nfer.ac.uk), Examining England's National Curriculum assessments: an analysis of the KS2 reading test questions, 1993–2004. Literacy (Oxford, UK) 39.3 (2005), 149–157.
05–515Kriss, Isla & Bruce J. W. Evans (Institute of Optometry, London, UK), The relationship between dyslexia and Meares-Irlen Syndrome. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 350–364.
05–516Lavidor, Michal & Peter J. Bailey (U of Hull, UK; M.Lavidor@hull.ac.uk), Dissociations between serial position and number of letters effects in lateralised visual word recognition. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 258–273.
05–517Lee, Sy-ying (Taipei, Taiwan, China; syying.lee@msa.hinet.net), Facilitating and inhibiting factors in English as a foreign language writing performance: a model testing with structural equation modelling. Language Learning (Malden, MA, USA) 55.2 (2005), 335–374.
05–518Leppänen, Ulla, Kaisa Aunola & Jari-Erik Nurmi (U of Jyväskylä, Finland; uleppane@psyka.jyu.fi), Beginning readers' reading performance and reading habits. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 383–399.
05–519Lingard, Tony (Newquay, Cornwall, UK; tonylingard@awled.co.uk), Literacy Acceleration and the Key Stage 3 English strategy–comparing two approaches for secondary-age pupils with literacy difficulties. British Journal of Special Education32.2, 67–77.
05–520Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com) & George Braine, Cohesive features in argumentative writing produced by Chinese undergraduates. System (Amsterdam, the Netherlands) 33.4 (2005), 623–636.
05–521Masterson, Jackie, Veronica Laxon, Emma Carnegie, Sheila Wright & Janice Horslen (U of Essex; mastj@essex.ac.uk), Nonword recall and phonemic discrimination in four- to six-year-old children. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 183–201.
05–522Merttens, Ruth & Catherine Robertson (Hamilton Reading Project, Oxford, UK; ruthmerttens@onetel.net.uk), Rhyme and Ritual: a new approach to teaching children to read and write. Literacy (Oxford, UK) 39.1 (2005), 18–23.
05–523Min Wang (U of Maryland, USA; minwang@umd.edu) & Keiko Koda, Commonalities and differences in word identification skills among learners of English as a Second Language. Language Learning (Malden, MA, USA) 55.1 (2005), 71–98.
05–524O'Brien, Beth A., J. Stephen Mansfield & Gordon E. Legge (Tufts U, Medford, USA; beth.obrien@tufts.edu), The effect of print size on reading speed in dyslexia. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 332–349.
05–525Pisanski Peterlin, Agnes (U of Ljubljana, Slovenia; agnes.pisanski@guest.arnes.si), Text-organising metatext in research articles: an English–Slovene contrastive analysis. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 307–319.
05–526Rilling, Sarah (Kent State U, Kent, USA; srilling@kent.edu), The development of an ESL OWL, or learning how to tutor writing online. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 357–374.
05–527Schacter, John & Jo Booil (Milken Family Foundation, Santa Monica, USA; schacter@sbcglobal.net), Learning when school is not in session: a reading summer day-camp intervention to improve the achievement of exiting First-Grade students who are economically disadvantaged. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 158–169.
05–528Shapira, Anat (Gordon College of Education, Israel) & Rachel Hertz-Lazarowitz, Opening windows on Arab and Jewish children's strategies as writers. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 72–90.
05–529Shillcock, Richard C. & Scott A. McDonald (U of Edinburgh, UK; rcs@inf.ed.ac.uk), Hemispheric division of labour in reading. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 244–257.
05–530Singleton, Chris & Susannah Trotter (U of Hull, UK; c.singleton@hull.ac.uk), Visual stress in adults with and without dyslexia. Journal of Research in Reading (Oxford, UK) 28.3 (2005), 365–378.
05–531Spelman Miller, Kristyan (Reading U, UK; k.s.miller@reading.ac.uk), Second language writing research and pedagogy: a role for computer logging?Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 297–317.
05–532Su, Susan Shiou-mai (Chang Gung College of Technology, Taiwan, China) & Huei-mei Chu, Motivations in the code-switching of nursing notes in EFL Taiwan. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 55–71.
05–533Taillefer, Gail (Toulouse U, France; gail.taillefer@univ-tlse1.fr), Reading for academic purposes: the literacy practices of British, French and Spanish Law and Economics students as background for study abroad. Journal of Research in Reading (Oxford, UK) 28.4 (2005), 435–451.
05–534Tardy, Christine M. (DePaul U, Chicago, USA; ctardy@depaul.edu), Expressions of disciplinarity and individuality in a multimodal genre. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 319–336.
05–535Thatcher, Barry (New Mexico State U, USA; bathatch@nmsu.edu), Situating L2 writing in global communication technologies. Computers and Composition (Amsterdam, the Netherlands) 22.3 (2005), 279–295.
05–536Topping, Keith & Nancy Ferguson (U of Dundee, UK; k.j.topping@dundee.ac.uk), Effective literacy teaching behaviours. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 125–143.
05–537Torgerson, Carole (U of York, UK; cjt3@york.ac.uk), Jill Porthouse & Greg Brooks, A systematic review of controlled trials evaluating interventions in adult literacy and numeracy. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 87–107.
05–538Willett, Rebekah (U of London, UK; r.willett@ioe.ac.uk), ‘Baddies’ in the classroom: media education and narrative writing. Literacy (Oxford, UK) 39.3 (2005), 142–148.
05–539Wood, Clara, Karen Littleton & Pav Chera (Coventry U, UK; c.wood@coventry.ac.uk), Beginning readers' use of talking books: styles of working. Literacy (Oxford, UK) 39.3 (2005), 135–141.
05–540Wood, Clare (The Open U, UK; c.p.wood@open.ac.uk), Beginning readers' use of ‘talking books’ software can affect their reading strategies. Journal of Research in Reading (Oxford, UK) 28.2 (2005), 170–182.
05–541Yasuda, Sachiko (Waseda U, Japan), Different activities in the same task: an activity theory approach to ESL students' writing process. JALT Journal (Tokyo, Japan) 27.2 (2005), 139–168.
05–542Zelniker, Tamar (Tel-Aviv U, Israel) & Rachel Hertz-Lazarowitz, School–Family Partnership for Coexistence (SFPC) in the city of Acre: promoting Arab and Jewish parents' role as facilitators of children's literacy development and as agents of coexistence. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 114–138.
Bilingual education & biligualism
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- 06 February 2006, pp. 229-234
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05–543Aguilar-Sánchez, Jorge (INTESOL, Indianapolis, USA; students@intesol.org), English in Costa Rica. World Englishes (Oxford, UK) 24.2 (2005), 161–172.
05–544Campbell, Jamie I. D. (U of Saskatchewan, Canada; Jamie.Campbell@usask.ca), Asymmetrical language switching costs in Chinese–English bilinguals' number naming and simple arithmetic. Bilingualism: Language and Cognition (Cambridge, UK) 8.1 (2005), 39–61.
05–545Cohen, Roger (U of Guam, The Territory of Guam, USA), English in Mongolia. World Englishes (Oxford, UK) 24.2 (2005), 203–216.
05–546Curco, Carmen (National Autonomous U of Mexico, Mexico), Code switching and identity in the discourse of Catalan immigrants in Mexico. AILA Review (Amsterdam, the Netherlands) 18 (2005), 18–40.
05–547Dimova, Slobodanka (Purdue U, USA; dimova@purdue.edu), English in Macedonia. World Englishes (Oxford, UK) 24.2 (2005), 187–202.
05–548Edwards, Viv (U of Reading, UK) & Lynda Pritchard Newcombe, Language transmission in the family in Wales: an example of innovative language planning. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.2 (2005), 135–150.
05–549Francis, Norbert (Northern Arizona U, Flagstaff, USA; norbert.francis@nau.edu), Research findings on early first language attrition: implications for the discussion on critical periods in language acquisition. Language Learning (Malden, MA, USA) 55.3 (2005), 491–531.
05–550García Mayo, María del Pilar (U del País Vasco, Vitoria, Spain; mariapilar.garciamayo@ehu.es), Amparo Lázaro Ibarrola & Juana M. Liceras, Placeholders in the English interlanguage of bilingual (Basque/Spanish) children. Language Learning (Malden, MA, USA) 55.3 (2005), 445–489.
05–551Gómez, Leo, David Freeman & Yvonne Freeman (U of Texas Pan American, USA), Dual language education: a promising 50–50 model. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 145–164.
05–552Guion, Susan G. (U of Oregon, Eugene, USA; guion@uoregon.edu), Knowledge of English word stress patterns in early and late Korean–English bilinguals. Studies in Second Language Acquisition (Cambridge, UK) 27.4 (2005), 503–533.
05–553Hilgendorf, Suzanne K. (Detroit, USA; s.k.hilgendorf@wayne.edu), ‘Brain Gain statt[instead of]Brain Drain’: the role of English in German education. World Englishes (Oxford, UK) 24.1 (2005), 53–67.
05–554Johnson, Eric (Arizona State U, USA), Proposition 203: a critical metaphor analysis. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 69–84.
05–555Leung, Yan-kit Ingrid (U of Essex, UK; ileung@essex.ac.uk), L2 vs. L3 initial state: a comparative study of the acquisition of French DPs by Vietnamese monolinguals and Cantonese–English bilinguals. Bilingualism: Language and Cognition (Cambridge, UK) 8.1 (2005), 39–61.
05–556Montrul, Silvina (U of Illinois at Urbana-Champaign, USA; montrul@uiuc.edu), Second language acquisition and first language loss in adult early bilinguals: exploring some differences and similarities. Second Language Research (London, UK) 21.3 (2005), 199–249.
05–557Nickels, Edelmira L. (Indiana U, USA; eoquendo@indiana.edu), English in Puerto Rico. World Englishes (Oxford, UK) 24.2 (2005), 227–238.
05–558Nicoladis, Elena (U of Alberta, Edmonton, Canada; elenan@ualberta.ca), The acquisition of complex deverbal words by a French–English bilingual child. Language Learning (Malden, MA, USA) 55.3 (2005), 415–443.
05–559Oakes, Leigh (Queen Mary, U of London, UK), From internationalisation to globalisation: language and the nationalist revival in Sweden. Language Problems and Language Planning (Amsterdam, the Netherlands) 29.2 (2005), 151–176.
05–560Rolstad, Kellie, Kate S. Mahoney & Gene V. Glass (Arizona State U, USA), Weighing the evidence: a meta-analysis of bilingual education in Arizona. Bilingual Research Journal (Tempe, AZ, USA) 29.1 (2005), 43–67.
05–561Tan, Peter K. W. (National U of Singapore, Singapore), The medium-of-instruction debate in Malaysia: English as a Malaysian language?Language Problems and Language Planning (Amsterdam, the Netherlands) 29.1 (2005), 47–66.
05–562Thordardottir, Elin T. (McGill U, Montreal, Canada; elin.thordardottir@mcgill.ca), Early lexical and syntactic development in Quebec French and English: implications for cross-linguistic and bilingual assessment. International Journal of Language & Communication Disorders (London, UK) 40.3 (2005), 243–278.
05–563Ustinova, Irina P. (Murray State U, USA; irina.ustinova@murraystate.edu), English in Russia. World Englishes (Oxford, UK) 24.2 (2005), 239–252.
05–564Valdés, Guadalupe (Stanford U, USA; gvaldes@stanford.edu), Bilingualism, heritage language learners, and SLA research: opportunities lost or seized?The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 410–426.
Sociolinguistics
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- 06 February 2006, pp. 234-239
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05–566Abu-Rabia, Salim (U of Haifa, Israel), Social aspects and reading, writing, and working memory skills in Arabic, Hebrew, English, and Circassian: the quadrilingual case of Circassians. Language, Culture and Curriculum (Clevedon, UK) 18.1 (2005), 27–58.
05–567Bao, Zhiming (National U of Singapore, Singapore; ellbaozm@nus.edu.sg), The aspectual gsystem of Singapore English and the systemic substratist explanation. Journal of Linguistics (Cambridge, UK) 41.2, (2005), 237–267.
05–568Barwick, Linda (U of Sydney, Australia; Linda.Barwick@arts.usyd.edu.au), Allan Marett, Michael Walsh, Lysbeth Ford & Nicholas Reid, Communities of interest: issues in establishing a digital resource on Murrinh-patha song at Wadeye (Port Keats), NT. Literary and Linguistic Computing (Oxford, UK) 20.4 (2005), 383–397.
05–569Berns, Margie (Purdue U, USA; berns@purdue.edu), Expanding on the Expanding Circle: where do WE go from here?World Englishes (Oxford, UK) 24.1 (2005), 85–93.
05–570Bolton, Kingsley (Stockholm U, Sweden: kingsley.bolton@english.su.se), Where WE stands: approaches, issues, and debate in world Englishes. World Englishes (Oxford, UK) 24.1 (2005), 69–83.
05–571Carter, Julie A. (The Wolfson Centre, London, UK; j.carter@ich.ucl.ac.uk), Gladys M. Murira, Joseph Gona, Brian G. R. Neville & Charles R. J. C. Newton, Issues in the development of cross-cultural assessments of speech and language for children. International Journal of Language & Communication Disorders (London, UK) 40.4 (2005), 385–401.
05–572CoetzeeVan Rooy, Susan (Potchefstroom, S. Africa; basascvr@puk.ac.za) & Bertus Van Rooy, South African English: labels, comprehensibility and status. World Englishes (Oxford, UK) 24.1 (2005), 1–19.
05–573de Haan, Mariëtte & Ed Elbers (U of Utrecht, the Netherlands; m.dehaan@fss.uu.nl), Reshaping diversity in a local classroom: communication and identity issues in multicultural schools in the Netherlands. Language & Communication (Amsterdam, the Netherlands) 25.3 (2005), 315–333.
05–574Dogançay-Aktuna, Seran (Southern Illinois U Edwardsville, USA; saktuna@siue.edu) & Zeynep Kiziltepe, English in Turkey. World Englishes (Oxford, UK) 24.2 (2005), 253–265.
05–575Hiraga, Yuko (Keio U, Japan; nene_terada@hotmail.com), British attitudes towards six varieties of English in the USA and Britain. World Englishes (Oxford, UK) 24.3 (2005), 289–308.
05–576Joseph, Clara A. B. (U of Calgary, Canada; ejoseph@ucalgary.ca), Language in contact and literatures in conflict: text, context, and pedagogy. World Englishes (Oxford, UK) 24.2 (2005), 131–143.
05–577Lai, Mee-Ling (Hong Kong Institute of Education, Hong Kong, China; mllai@ied.edu.hk), Language attitudes of the first postcolonial generation in Hong Kong secondary schools. Language in Society (Cambridge, UK), 34.3 (2005), 363–388.
05–578Moraa Michieka, Martha (Purdue U, USA; michieka@purdue.edu), English in Kenya: a sociolinguistic profile. World Englishes (Oxford, UK) 24.2 (2005), 173–186.
05–579Nickerson, Catherine (Radboud U Nijmegen, the Netherlands; c.nickerson@let.ru.nl), English as alingua francain international business contexts. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 367–380.
05–580Ouhiala-Salminen, Leena, Charles Mirjaliisa & Anne Kankaanranta (Helsinki School of Economics, Finland; leena.louhiala@hkkk.fi), English as alingua francain Nordic corporate mergers: two case companies. English for Specific Purposes (Amsterdam, the Netherlands) 24.4. (2005), 410–421.
05–581Planken, Brigitte (Radboud U Nijmegen, the Netherlands; b.planken@let.ru.nl), Managing rapport inlingua francasales negotiations: a comparison of professional and aspiring negotiators. English for Specific Purposes (Amsterdam, the Netherlands) 24.4 (2005), 381–400.
05–582Rajagopalan, Kanavillil (State U at Campinas (UNICAMP), Brazil), Language politics in Latin America. AILA Review (Amsterdam, the Netherlands) 18 (2005), 76–93.
05–583Seargeant, Philip (U of London, UK; pseargeant@ioe.ac.uk), Globalisation and reconfigured English in Japan. World Englishes (Oxford, UK) 24.3 (2005), 309–319.
05–584Smith, Geoff P. (University of Hong Kong, Hong Kong, China), Chinese language sources for Chinese Pidgin English: what we know and what we need to know. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 72–79.
05–585Sweeting, Anthony & Edward Vickers (U of Hong Kong, Hong Kong, China; sweetone@mac.com), On colonizing ‘colonialism’: the discourses of the history of English in Hong Kong. World Englishes (Oxford, UK) 24.2 (2005), 113–130.
05–586Tanaka, Hiroko (U of Essex; htanaka@essex.ac.uk), Grammar and the ‘timing’ of social action: word order and preference organization in Japanese. Language in Society (Cambridge, UK), 34.3 (2005), 389–430.
Applied linguistics
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- 06 February 2006, pp. 239-242
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05–587Allwright, Dick (U of Lancaster; r.allwright@lancaster.ac.uk), Developing principles for practitioner research: the case of exploratory practice. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 353–366.
05–588De Klerk, Vivian (Rhodes U, South Africa; v.deklerk@ru.ac), The use ofactuallyin spoken Xhosa English: a corpus study. World Englishes (Oxford, UK) 24.3 (2005), 275–288.
05–589E, He An (The Hong Kong Institute of Education, Hong Kong, China), Use of verbs in teacher talk: a comparison study between LETs and NETs. Hong Kong Journal of Applied Linguistics (Hong Kong, China) 9.2 (2004), 38–54.
05–590Erdener, V. Doǧu & Denis K. Burnham (U of Western Sydney, Australia; d.erdener@uws.edu.au), The role of audiovisual speech and orthographic information in nonnative speech production. Language Learning (Malden, MA, USA) 55.2 (2005), 191–228.
05–591Hosoda, Yuri (Kanagawa U, Japan), Directives and assessments in Japanese native and nonnative conversation. JALT Journal (Tokyo, Japan) 27.1 (2005), 5–31.
05–592Hu, Xiaoling, Nigel Williamson & Jamie McLaughlin (U of Sheffield, UK; x.l.hu@sheffield.ac.uk), Sheffield corpus of Chinese for diachronic linguistic study. Literary and Linguistic Computing (Oxford, UK) 20.3 (2005), 281–293.
05–593Hudson, Richard (U College London, UK) & John Walmsley, The English Patient: English grammar and teaching in the twentieth century. Journal of Linguistics (Cambridge, UK) 41.3 (2005), 593–622.
05–594Johnson, Greer Cavallaro (Griffith U, Australia; g.johnson@griffith.edu.au), Simon Clarke & Neil Dempster, The discursive (re)construction of parents in school texts. Language and Education (Clevedon, UK) 19.5 (2005), 380–399.
05–595Ohta, Amy Snyder (U of Washington, USA; aohta@u.washington.edu), Interlanguage pragmatics in the zone of proximal development. System (Amsterdam, the Netherlands) 33.3 (2005), 503–517.
05–596Pica, Teresa (U of Pennsylvania, Philadelphia, USA; teresap@gse.upenn.edu), Classroom learning, teaching, and research: a task-based perspective. The Modern Language Journal (Malden, MA, USA) 89.3 (2005), 339–352.
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