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Language learning

88 Citationsโ€ข2005โ€ข
Martha C Pennington
Language Teaching

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05โ€“135 Armstrong, Kevin (Leicester U, UK; ka50@le.ac.uk), Sexing up the dossier: a semantic analysis of phrasal verbs for language teachers. Language Awareness (Clevedon, UK) 13.4 (2004), 213โ€“224. 05โ€“136 Baker, William & Boonkit, Kamonpan (Silpakorn U, Thailand; willmlbaker@yahoo.co.uk), Learning strategies in reading and writing: EAP contexts. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 299โ€“328. 05โ€“137 Bell, N. (Indiana U of Pennsylvania, USA), Exploring L2 language play as an aid to SLL: a case study of humour in NSโ€“NNS interaction. Applied Linguistics (Oxford, UK) 26.2 (2005), 192โ€“218. 05โ€“138 Bohn, Mariko T. (Stanford U, USA; mbohn@stanford.edu), Japanese classroom behavior: a micro-analysis of self-reports versus classroom observations โ€“ with implications for language teachers. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 1โ€“35. 05โ€“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), 33โ€“58. 05โ€“140 Byon, Andrew Sangpil (U at Albany, State U of New York, USA; abyon@albany.edu), Learning linguistic politeness. Applied Language Learning (Monterey, CA, USA) 14.1 (2004), 37โ€“62. 05โ€“141 Cekaite, A. & Aronsson, K. (Linkรถping U, Sweden), Language play, a collaborative resource in children's L2 learning. Applied Linguistics (Oxford, UK) 26.2 (2005), 169โ€“191. 05โ€“142 Culhane, Stephen F. (Kagoshima U, Japan; culhane@pacall.org) & Umeda, Chisako (Ritsumeikan Asia Pacific U, Japan), Authentic second language interaction in an instructional setting: assessing an inter-class exchange programme. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 281โ€“298. 05โ€“143 Dancer, Diane & Kamvounias, Patty (Sydney U, Australia; d.dancer@econ.usyd.edu.ac), Student involvement in assessment: a project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 445โ€“454. 05โ€“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), 11โ€“16. 05โ€“145 Egi, Takako (Florida U, USA; tegi@aall.ufl.edu), Verbal reports, noticing, and SLA research. Language Awareness (Clevedon, UK) 13.4 (2004), 243โ€“264. 05โ€“146 Fernรกndez Toledo, Piedad (Murcia U, Spain; piedad@um.es), Genre analysis and reading of English as a foreign language: genre schemata beyond text typologies. Journal of Pragmatics (Amsterdam, the Netherlands) 37.7 (2005), 1059โ€“1079. 05โ€“147 Fisher, Linda, Evans, Michael & Esch, Edith (U of Cambridge, UK; igf20@cam.ac.uk), Computer-mediated communication: promoting learner autonomy and intercultural understanding at secondary level. Language Learning Journal (Rugby, UK) 30 (2004), 50โ€“58. 05โ€“148 Gass, Susan & Alvarez Torres, Maria Josรฉ (Michigan State U, USA; gass@msu.edu), Attention when? An investigation of the ordering effect of input and interaction. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 1โ€“31. 05โ€“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), 159โ€“182. 05โ€“150 Hosali, Priya (CIEFL, Hyderabad, India), Butler English. English Today (Cambridge, UK) 21.1 (2005), 34โ€“39. 05โ€“151 Jackson, Jane (Chinese U of Hong Kong, China; jjackson@arts.cuhk.edu.hk), Language and cultural immersion: an ethnographic case study. RELC Journal (Thousand Oaks, CA, USA) 35.3 (2004), 261โ€“279. 05โ€“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), 125โ€“128. 05โ€“153 Koyama, Jill P. (Columbia U, USA), Appropriating policy: constructing positions for English language learners. Bilingual Research Journal (Tempe, AZ, USA) 28. 3 (2004), 401โ€“423. 05โ€“154 Lambacher, Stephen G. (Aizu U, Japan; steeve@u-aizu.ac.jp), 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), 227โ€“247. 05โ€“155 McDonough, Kim (U of Illinois, USA; mcdonokr@uiuc.edu), Identifying the impact of negative feedback and learners' responses on ESL question development. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 79โ€“103. 05โ€“156 Meara, Paul (U of Wales Swansea, UK; p.m.meara@swansea.ac.uk), Lexical frequency profiles: a Monte Carlo analysis. Applied Linguistics (Cambridge, UK) 26.1 (2005), 32โ€“47. 05โ€“157 Read, John (Victoria U of Wellington, New Zealand; john.read@vuw.ac.nz), Research in teaching vocabulary. Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 146โ€“161. 05โ€“158 Richardson, John T. (Open U, UK; j.t.e.richardson@open.ac.uk), Instruments for obtaining student feedback: a review of the literature. Assessment & Evaluation in Higher Education (Abingdon, UK) 30.4 (2005), 387โ€“415. 05โ€“159 Savage, Robert (Institute of Education, London U, UK) & Carless, Sue, Learning support assistants can deliver effective reading interventions for โ€˜at-riskโ€™ children. Educational Research (Abingdon, UK) 47.1 (2005), 45โ€“61. 05โ€“160 Schmenk, B. (U of Waterloo, Canada), Globalizing learner autonomy. TESOL Quarterly (Alexandria, VA, USA) 39.1 (2005), 107โ€“118. 05โ€“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), 353โ€“368. 05โ€“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), 592โ€“601. 05โ€“163 Takahashi, Satomi (Rikkyo U, Japan; satomit@rikkyo.ne.jp), Pragmalinguistic awareness: is it related to motivation and proficiency? Applied Linguistics (Cambridge, UK) 26.1 (2005), 90โ€“120. 05โ€“164 Timmis, I. (Leeds Metropolitan U, UK), Towards a framework for teaching spoken grammar. ELT Journal (Oxford, UK) 59.2 (2005), 117โ€“125. 05โ€“165 Torres, Germรกn (Georgia State U, USA), Practical ways to integrate literature into Spanish for international business courses. Foreign Language Annals (Alexandria, VA, USA) 37.4 (2004), 584โ€“591. 05โ€“166 Vandergrift, Larry (Ottawa U, Canada; lvdgrift@uottawa.ca), Listening to learn or learning to listen? Annual Review of Applied Linguistics (Cambridge, UK) 24 (2004), 3โ€“25. 05โ€“167 Vandergrift, Larry (Ottawa U, Canada; lvdgrift@uottawa.ca), Relationships among motivation orientations, metacognitive awareness and proficiency in L2 listening. Applied Linguistics (Cambridge, UK) 26.1 (2005), 70โ€“89. 05โ€“168 Webb, Stuart (Koran Women's Junior College, Japan; swebb@fka.att.ne.jp), Receptive and productive vocabulary learning: the effects of reading and writing on word knowledge. Studies in Second Language Acquisition (Cambridge, UK) 27.1 (2005), 33โ€“52. 05โ€“169 Wee, Lee (Singapore National U, Singapore; ellweeha@nus.edu.sg), Intra-language discrimination and linguistic human rights: the case of singlish. Applied Linguistics (Cambridge, UK) 26.1 (2005), 48โ€“69. 05โ€“170 Williams, Marion, Burden, Robert, Poulet, Gรฉrard & Maun, Ian (U of Exeter, UK; m.d.williams@exeter.ac.uk), Learners' perceptions of their successes and failures in foreign language learning. Language Learning Journal (Rugby, UK) 30 (2004), 19โ€“29.