Language learning
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Abstract
02–446 Abrams, Zsuzsanna lttzes (U. of Texas-Austin, Austin, TX, USA; Email: zsabrams@mail.utexas.edu). Computer-mediated communication and group journals: Expanding the repertoire of participant roles. System (Oxford, UK), 29, 4 (2001), 489–503. 02–447 Boers, Frank (Erasmus College of Brussels, Belgium). Remembering figurative idioms by hypothesising about their origin. Prospect (Macquarie U., Sydney, Australia), 16, 3 (2001), 35–43. 02–448 Chipere, Ngoni (U. of Reading, UK; Email: n.chipere@reading.ac.uk). Variations in native speaker competence: Implications for first-language teaching. Language Awareness (Clevedon, UK), 10, 2/3 (2001), 107–24. 02–449 Corbeil, Giselle (Acadia U., Canada). Exploring the effects of first- and second-language proficiency on summarising in French as a second language. Canadian Journal of Applied Linguistics (Ottawa, Canada), 3, 1/2 (2000 [published 2001]), 35–62. 02–450 Cortazzi, Martin (Brunei U., Twickenham, Middlesex, UK; Email: martin.cortazzi@brunel.ac.uk) and Shen, Wei Wei. Cross-linguistic awareness of cultural keywords: A study of Chinese and English speakers. Language Awareness (Clevedon, UK), 10, 2/3 (2001), 125–42. 02–451 Delcloque, Philippe (UMIST [U. of Manchester Inst. of Science and Tech.], Manchester, UK; Email: p.delcloque@msec.ac.uk) and Bramoullé, Alexandre. DISSEMINATE, an initial implementation proposal: A new point of departure in CALL for the ‘year 01’? ReCALL (Cambridge, UK), 13, 2 (2001), 277–92. 02–452 Douglas, Dan (Iowa State U., USA; Email: dandoug@iastate.edu). Performance consistency in second language acquisition and language testing research: A conceptual gap. Second Language Research (London, UK), 17, 4 (2001), 442–56. 02–453 Ellis, Rod, Basturkmen, Helen and Loewen, Shawn (U. of Auckland, New Zealand). Preemptive focus on form in the ESL classroom. TESOL Quarterly (Alexandria, VA, USA), 35, 3 (2001), 407–32. 02–454 Flege, James Emil and Liu, Serena (U. of Alabama at Birmingham, USA; Email: jeflege@uab.edu). The effect of experience on adults' acquisition of a second language. Studies in Second Language Acquisition (New York, USA), 23, 4 (2001), 527–52. 02–455 Fortune, Alan (King's College, London, UK; Email: alan.fortune@kcl.ac.uk) and Thorp, Dilys. Knotted and entangled: New light on the identification, classification and value of language related episodes in collaborative output tasks. Language Awareness (Clevedon, UK), 10, 2/3 (2001), 143–60. 02–456 Foster-Cohen, Susan (U. of Canterbury, Christchurch, New Zealand; Email: s.fostercohen@ling.canterbury.ac.nz). First language acquisition … second language acquisition: ‘What's Hecuba to him or he to Hecuba?’ Second Language Research (London, UK), 17, 4 (2001), 329–44. 02–457 Fukkink, Ruben G., Blok, Henk and de Glopper, Kees (U. of Amsterdam, The Netherlands; Email: ruben@sco.educ.uva.nl). Deriving word meaning from written context: A multicomponential skill. Language Learning (Malden, MA, USA), 51, 3 (2001), 477–96. 02–458 Gascoigne, Carolyn (U. of Nebraska at Omaha, USA). Lexical and conceptual representations in more- and less-skilled bilinguals: The role of cognates. Foreign Language Annals (New York, USA), 34, 5 (2001), 446–52. 02–459 Gass, Susan M. (Michigan State U., USA; Email: gass@msu.edu). Sentence matching: A re-examination. Second Language Research (London, UK), 17, 4 (2001), 421–41. 02–460 Green, Anne and Youngs, Bonnie Earnest (Carnegie Mellon U., Pittsburgh, USA; Emails: amgreen@andrew.cmu.edu; byoungs@andrew.cmu.edu). Using the Web in elementary French and German courses: Quantitative and qualitative study results. CALICO Journal (San Marcos, TX, USA), 19, 1 (2001), 89–123. 02–461 Han, ZhaoHong (Columbia U., New York, USA). Fine-tuning corrective feedback. Foreign Language Annals (New York, USA), 34, 6 (2001), 582–99. 02–462 Hawkins, Roger (U. of Essex, UK; Email: roghawk@essex.ac.uk). The theoretical significance of Universal Grammar in second language acquisition. Second Language Research (London, UK), 17, 4 (2001), 345–67. 02–463 Hew, Soon-Hin and Ohki, Mitsuru (Kyoto U., Japan; Email: d60x0776@ip.media.kyoto-u.ac.jp). A study on the effectiveness and usefulness of Animated Graphical Annotation in Japanese CALL. ReCALL (Cambridge, UK), 13, 2 (2001), 245–60. 02–464 Hulstijn, Jan H. (U. of Amsterdam, The Netherlands; Email: hulstijn@hum.uva.nl) and Laufer, Batia. Some empirical evidence for the involvement load hypothesis in vocabulary acquisition. Language Learning (Malden, MA, USA), 51, 3 (2001), 539–58. 02–465 Kasper, Gabriele (U. of Hawai'i at Manoa, USA). Four perspectives on L2 pragmatic development. Applied Linguistics (Oxford, UK), 22, 4 (2001), 502–30. 02–466 Kim, Sung-Ae (Pusan National U., Korea). Characteristics of EFL readers' summary writing: A study with Korean university students. Foreign Language Annals (New York, USA), 34, 6 (2001), 569–68. 02–467 Kinginger, Celeste (Penn State U., USA). i + 1 ≠ ZPD. Foreign Language Annals (New York, USA), 34, 5 (2001), 417–25. 02–468 Kitajima, Ryu (San Diego State U., USA). Japanese benefactive auxiliary verbs: The relationship between noticing and use. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 1 (2001), 55–80. 02–469 Kitajima, Riu (San Diego State U., USA). The effect of instructional conditions on students' vocabulary retention. Foreign Language Annals (New York, USA), 34, 5 (2001), 470–82. 02–470 Kitano, Kazu (621 N. Sherman Ave., #23 Madison, WI 53704, USA; Email: viewofdelft@msn.com). Anxiety in the college Japanese language classroom. The Modern Language Journal (Malden, MA, USA), 85, 4 (2001), 549–66. 02–471 Knaus, Valerie and Nadasdi, Terry (U. of Alberta, Canada). Être ou ne pas être in immersion French. [To be or not to be in immersion French.] The Canadian Modern Language Review / La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 2 (2001), 287–306. 02–472 Kubota, Mariko (The U. of Melbourne, Australia; Email: m.kubota@asian.unimelb.edu.au). Error correction strategies used by learners of Japanese when revising a writing task. System (Oxford, UK), 29, 4 (2001), 467–80. 02–473 Lakshmanan, Usha (Southern Illinois U. at Carbondale, USA; Email: usha@siu.edu) and Selinker, Larry. Analysing interlanguage: How do we know what learners know? Second Language Research (London, UK), 17, 4 (2001), 393–420. 02–474 Lapkin, Sharon and Swain, Merrill (The Ontario Inst. for Studies in Ed., U. of Toronto, Canada). Task outcomes: A focus on immersion students' use of pronominal verbs in their writing. Canadian Journal of Applied Linguistics (Ottawa, Canada), 3, 1/2 (2000 [published 2001]), 7–22. 02–475 Laufer, Batia (U. of Haifa, Israel). Reading, word-focused activities and incidental vocabulary acquisition in a second language. Prospect (Macquarie U., Sydney, Australia), 16, 3 (2001), 44–54. 02–476 Lee, Lina (U. of New Hampshire, USA; Email: Llee@hopper.unh.edu). Online interaction: Negotiation of meaning and strategies used among learners of Spanish. ReCALL (Cambridge, UK), 13, 2 (2001), 232–44. 02–477 Littlemore, Jeannette (U. of Birmingham, UK). Metaphoric competence: A language learning strength of students with a holistic cognitive style? TESOL Quarterly (Alexandria, VA, USA), 35, 3 (2001), 459–91. 02–478 Littlewood, William (Hong Kong Baptist U., Kowloon Tong, Hong Kong; Email: blittle@hkbu.edu.hk). Cultural awareness and the negotiation of meaning in intercultural communication. Language Awareness (Clevedon, UK), 10, 2/3 (2001), 189–99. 02–479 Markham, Paul L. (U. of Kansas, USA), Peter, Lizette A. and McCarthy, Teresa J. The effects of native language vs. target language captions on foreign language students' DVD video comprehension. Foreign Language Annals (New York, USA), 34, 5 (2001), 439–45. 273–86. 02–480 McCafferty, Steven (U. of Nevada, USA), Roebuck, Regina and Wayland, Ratree. Activity Theory and the incidental learning of second language vocabulary. Language Awareness (Clevedon, UK), 10, 4 (2001), 289–94. 02–481 Morris, Lori (Université du Québec à Montréal, Canada). Going through a bad spell: What the spelling errors of young ESL learners reveal about their grammatical knowledge. The Canadian Modern Language Review / La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 2 (2001), 273–86. 02–482 Munro, Murray J. (Simon Fraser U., Burnaby, Canada; Email: mjmunro@sfu.ca) and Derwing, Tracey M. Modelling perceptions of the accentedness and comprehensibility of L2 speech: The role of speaking rate. Studies in Second Language Acquisition (New York, USA), 23, 4 (2001), 451–68. 02–483 Nakahama, Yuko (Georgetown U., Washington, USA), Tyler, Andrea and van Lier, Leo. Negotiation of meaning in conversational and information gap activities: a comparative discourse analysis. TESOL Quarterly (Alexandria, VA, USA), 35, 3 (2001), 377–405. 02–484 Nation, I. S. P. (Victoria U. of Wellington, New Zealand) and Deweerdt, Jean Paul. A defence of simplification. Prospect (Macquarie U., Sydney, Australia), 16, 3 (2001), 55–67. 02–485 Peterson, Mark (Waseda U., Tokyo, Japan; Email: mark@mn.waseda.ac.jp). MOOs and second language acquisition: Towards a rationale for MOO-based learning. Computer Assisted Language Learning (Lisse, The Netherlands), 14, 5 (2001), 443–59. 02–486 Porto, Melina (National U. of La Plata, Argentina). Second Language Acquisition (SLA) research implications for language teachers. Applied Language Learning (Presidio of Monterey, CA, USA), 12, 1 (2001), 45–54. 02–487 Qi, Donald S. (Toronto District School Board, Canada). Identifying and bridging cross- cultural prototypes: Exploring the role of collaborative dialogue in second language lexical meaning acquisition. The Canadian Modern Language Review / La Revue canadienne des langues vivantes (Toronto, Ont.), 58, 2 (2001), 246–72. 02–488 Renou, Janet (ESADE – Escuela de Idiomas, Barcelona, Spain; Email: renou@esade.es). An examination of the relationship between metalinguistic awareness and second-language proficiency of adult