Language learning
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Abstract
02–89 Allwright, Dick (U. of Lancaster, UK). Learning (and teaching) as well as you know how: why is it so very difficult? Odense Working Papers in Language and Communication (Odense, Denmark), 22 (2001), 1–41. 02–90 Altaha, F. M. and Al-Easa, Noor S. (The U. of Qatar, Doha, The State Of Qatar; Email: faltaha@yahoo.com). Attitude and achievement in learning English as a foreign language. ITL Review of Applied Linguistics (Leuven, Belgium), 133–134 (2001), 303–23. 02–91 Altenberg, Bengt (Lund U., Sweden) and Granger, Sylviane (Université Catholique de Louvain, Belgium). The grammatical and lexical patterning of MAKE in native and non-native student writing. Applied Linguistics (Oxford, UK), 22, 2 (2001), 173–94. 02–92 Ayoun, Dalila (U. of Arizona, USA; Email: ayoun@u.arizona.edu.) The role of negative and positive feedback in the second language acquisition of the passé composé and imparfait. The Modern Language Journal (Malden, MA, USA), 85, 2 (2001), 226–43. 02–93 Berndt, Annette (Gesamthochschule Kassel, Germany; Email: aberndt@hrz.uni-kassel.de). Subjektive Theorien zweier Fremdsprachenlernerinnen im Seniorenalter. [Subjective Theories in two third-age foreign language learners.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 11, 2 (2000), 93–124. 02–94 Bley-Vroman, Robert and Joo, Hye-Ri (U. of Hawai'i, USA; Email: vroman@hawaii.edu). The acquisition and interpretation of English locative constructions by native speakers of Korean. Studies in Second Language Acquisition (New York, USA), 23, 2 (2001), 207–19. 02–95 Boulton, Alex (Université de Nancy 2, France; Email: alex.boulton@clsh.univ-nancy2.fr). From oxidation to Paf the Dog: mental images of student engineers in EFL vocabulary association and retention. ASp (Anglais de Spécialité) (Bordeaux, France), 27/30 (2000), 33–47. 02–96 Bruen, Jennifer (Dublin City U., Ireland). Strategies for success: profiling the effective learner of German. Foreign Language Annals (New York, USA), 34, 3 (2001), 216–25. 02–97 Dekydtspotter, Laurent (Indiana U., USA; Email: Idekydts@indiana.edu). The Universal Parser and interlanguage: domain-specific mental organisation in the comprehension of combien interrogatives in English-French interlanguage. Second Language Research (London, UK), 17, 2 (2001), 91–143. 02–98 Dekydtspotter, Laurent and Sprouse, Rex A. (Indiana U., USA; Email: Idekydts@indiana.edu). Mental design and (second) language epistemology: adjectival restrictions of wh-quantifiers and tense in English-French interlanguage. Second Language Research (London, UK), 17, 1 (2001), 1–35. 02–99 Derwing, Tracey (U. of Alberta, Canada; Email: tracey.derwing@ualberta.ca) and Munro, Murray J. (Simon Fraser U., Canada; Email: mjmunro@sfu.ca). What speaking rates do nonnative listeners prefer? Applied Linguistics (Oxford, UK), 22, 3 (2001), 324–37. 02–100 Dobinson, Toni (Curtin U. of Technology, Perth, Western Australia; Email: dobinsot@spectrum.curtin.edu.au). Do learners learn from classroom interaction and does the teacher have a role to play? Language Teaching Research (London, UK), 5, 3 (2001), 189–211. 02–101 Ducharme, Daphne and Bernard, Roger (U. of Ottawa, Canada; Email: duleb@igs.net). Communication breakdowns: an exploration of contextualization in native and non-native speakers of French. Journal of Pragmatics (Amsterdam, The Netherlands), 33, 6 (2001), 825–47. 02–102 Ellis, Rod, Basturkmen, Helen and Loewen, Shawn (U. of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Learner uptake in communicative ESL lessons. Language Learning (Malden, MA, USA), 51, 2 (2001), 281–318. 02–103 Ezanno, Joël (Université Grenoble 2, France; Email: joel.ezanno@iut2.upmf-grenoble.fr). Auto-évaluation de la compréhension orale en langue anglaise: choix des critères et styles d'apprentissage. [Self-assessment in the comprehension of spoken English: choice of criteria and learning styles.] ASp (Anglais de Spécialité) (Bordeaux, France), 27/30 (2000), 401–10. 02–104 Fender, Michael (U. of Pittsburgh, USA; Email: mjfst37@pitt.edu). A review of L1 and L2/ESL word integration skills and the nature of L2/ESL word integration development involved in lower-level text processing. Language Learning (Malden, MA, USA), 51, 2 (2001), 319–96. 02–105 Finkbeiner, Claudia (U. of Kassel (GhK), Germany; Email: cfink@hrz.uni-kassel.de). One and all in CALL? Learner-moderator-researcher. Computer Assisted Language Learning (Lisse, The Netherlands), 14, 3–4 (2001), 339–61. 02–106 Ghaith, Ghazi (American U. of Beirut, Lebanon; Email: gghaith@aub.edu.lb). Learners' perceptions of their STAD cooperative experience. System (Oxford, UK), 29, 2 (2001), 289–301. 02–107 Graham, C. Ray, Hamblin, Arien W. and Feldstein, Stanley. Recognition of emotion in English voices by speakers of Japanese, Spanish and English. IRAL (Berlin, Germany), 39, 1 (2001), 19–37. 02–108 Hanauer, David Ian (Tel-Aviv U., Israel; Email: davidha@post.tau.ac.il). The task of poetry reading and second language learning. Applied Linguistics (Oxford, UK), 22, 3 (2001), 295–323. 02–109 Hansen, Jette G. (U. of Arizona, USA). Linguistic constraints on the acquisition of English syllable codas by native speakers of Mandarin Chinese. Applied Linguistics (Oxford, UK), 22, 3 (2001), 338–65. 02–110 Haznedar, Belma (Boğaziçi U., Turkey; Email: haznedab@boun.edu.tr). The acquisition of the IP system in child L2 English. Studies in Second Language Acquisition (New York, USA), 23, 1 (2001), 1–39. 02–111 Helms-Park, Rena (York U., Toronto, Ontario, Canada; Email: rhelms@yorku.ca). Evidence of lexical transfer in learner syntax. Studies in Second Language Acquisition (New York, USA), 23, 1 (2001), 71–102. 02–112 Hirakawa, Makiko (Tokyo International U., Japan; Email: hmakiko@tiu.ac.jp). L2 acquisition of Japanese unaccusative verbs. Studies in Second Language Acquisition (New York, USA), 23, 2 (2001), 221–45. 02–113 Inagaki, Shunji (Osaka Prefecture U., Japan; Email: sinaga@lc.cias.osakafu-u.ac.jp). Motion verbs with goal PPs in the L2 acquisition of English and Japanese. Studies in Second Language Acquisition (New York, USA), 23, 2 (2001), 153–70. 02–114 Ito, Akihiro (Aichi Gakuin U., Japan; Email: akito@pop.dpc.aichi-gakuin.ac.jp). Japanese EFL learners' processing in English relativization. ITL Review of Applied Linguistics (Leuven, Belgium), 133–134 (2001), 325–45. 02–115 Iwashita, Noriko (The U. of Melbourne, Australia; Email: n.iwashita@linguistics.unimelb.edu.au). The effect of learner proficiency on interactional moves and modified output in nonnative-nonnative interaction in Japanese as a foreign language. System (Oxford, UK), 29, 2 (2001), 267–87. 02–116 Jordens, Peter. Constraints on the shape of second language learner varieties. IRAL (Berlin, Germany), 39, 1 (2001), 51–74. 02–117 Juffs, Alan (U. of Pittsburgh, USA; Email: juffs@pitt.edu). Verb classes, event structure, and second language learners' knowledge of semantics-syntax correspondences. Studies in Second Language Acquisition (New York, USA), 23, 2 (2001), 305–13. 02–118 Kempe, Vera (U. of Stirling, UK; Email: vera.kempe@stir.ac.uk) and Brooks, Patricia J. (The Coll. of Staten Island and the Grad. Sch. Of the City U. of New York, USA; Email: pbrooks@postbox.csi.cuny.edu). The role of diminutives in the acquisition of Russian gender: can elements of child-directed speech aid in learning morphology? Language Learning (Malden, MA, USA), 51, 2 (2001), 221–56. 02–119 Khuwaileh, Abdullah (Jordan U. of Science & Technology (JUST), Irbid, Jordan). Vocabulary in LSP: a case study of phrases and collocations. Babel (Amsterdam, The Netherlands), 46, 2 (2000), 97–111. 02–120 Klein, Elaine C. (City U. of New York, USA; Email: elaineklein@qc.edu). (Mis)construing null prepositions in L2 intergrammars: a commentary and proposal. Second Language Research (London, UK), 17, 1 (2001), 37–70. 02–121 Legenhausen, Lienhard (U. of Münster). Linguistic outcomes of a learner-centred and meaning-focused classroom. Odense Working Papers in Language and Communication (Odense, Denmark), 22 (2001), 65–86. 02–122 Littlemore, Jeannette (U. of Birmingham, UK). An empirical study of the relationship between cognitive style and the use of communication strategy. Applied Linguistics (Oxford, UK), 22, 2 (2001), 241–65. 02–123 Meißner, Franz-Joseph and Burk, Heike (Universität Gießen, Germany; Email: Joseph.Meissner@sprachen.uni-giessen.de). Hörverstehen in einer unbekannten romanischen Fremdsprache und methodische Implikationen für den Tertiärsprachenerwerb. [Listening comprehension in an unknown romance language and methodological implications for third language acquisition.] Zeitschrift für Fremdsprachenforschung (Berlin, Germany), 12, 1 (2001), 63–102. 02–124 Montrul, Silvina (U. of Illinois at Urbana-Champaign, USA; Email: montrul@uiuc.edu). First-language-constrained variability in the second-language acquisition of argument-structure-changing morphology with causative verbs. Second Language Research (London, UK), 17, 2 (2001), 144–94. 02–125 Montrul, Silvina (U. of Illinois at Urbana-Champaign, USA; Email: montrul@uiuc.edu). Agentive verbs of manner of motion in Spanish and English as second languages. Studies in Second Language Acquisition (New York, USA), 23, 2 (2001), 171–206. 02–126 Murphy, Terry (Yonsei U., Seoul; Email: tmorpheme@hotmail.com). The emergence of texture: an analysis of the functions of the nominal demonstratives in an English interlanguage corpus. Language Learning and Technology (http://llt.msu.edu/), 5, 3 (2001), 152–73. 02–127 Németh, Nóra and Kormos, Judit (Eötvös Loránd U., Budapest, Hungary; Email: dolgos.l@mail.datanet.hu). Pragmatic aspects of task-performance: the case of argumentation. Language Teaching Research (London, UK), 5, 2 (2001), 213–40. 02–128 Neufeld, Gerald G. (U. of Ottawa, Canada). Non-foreign-accented speech in adult second language learners: does it exist and what does it signify? ITL Review of Applied Linguistics (Leuven, Belgium), 133–134 (2001), 185–20