Language learning
05–396 Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu ), The perception of word boundaries in a second language . Second Language Research (London, UK) 21 .4 (2005), 325–358. 05–397 Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich , Interaction of native- and second-language vow...
Published in: | Language Teaching |
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Format: | Article in Journal/Newspaper |
Language: | English |
Published: |
Cambridge University Press (CUP)
2005
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Subjects: | |
Online Access: | http://dx.doi.org/10.1017/s0261444805223145 https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444805223145 |
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Cambridge University Press (via Crossref) |
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crcambridgeupr |
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English |
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Linguistics and Language Language and Linguistics |
spellingShingle |
Linguistics and Language Language and Linguistics Language learning |
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05–396 Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu ), The perception of word boundaries in a second language . Second Language Research (London, UK) 21 .4 (2005), 325–358. 05–397 Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich , Interaction of native- and second-language vowel system(s) in early and late bilinguals . Language and Speech (Twickenham, UK) 48 .1 (2005), 1–27. 05–398 Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu ) & Robert Griffin , L2 pragmatic awareness: evidence from the ESL classroom . System (Amsterdam, the Netherlands) 33 .3 (2005), 401–415. 05–399 Barron, Anne (Universität Bonn, Germany; a.barron@uni-bonn.de ), Variational pragmatics in the foreign language classroom . System (Amsterdam, the Netherlands) 33 .3 (2005), 519–536. 05–400 Barwell, Richard (U of Bristol, UK; richard.barwell@bris.ac.uk ), Working on arithmetic word problems when English is an additional language . British Educational Research Journal (Abingdon, UK) 31 .3 (2005), 329–348. 05–401 Benazzo, Sandra (CNRS & U of Lille 3, France), L'expression de la causalité dans le discours narratif en français L1 et L2 [The expression of causality in French narrative discourse]. Langages (Paris, France) 155 (2005), 33–51. 05–402 Carroll, Susanne E. (U of Potsdam, Germany; carroll@rz.uni-potsdam.de ), Input and SLA: adults' sensitivity to different sorts of cues to French gender . Language Learning (Malden, MA, USA) 55 .S1 (2005), 177 , 79–138. 05–403 Chamot, Anna Uhl (George Washington U, Washington, DC, USA; auchamot@gwu.edu ), Language learning strategy instruction: current issues and research . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 112–130. 05–404 Chen, Aoju (Max-Planck-Institute for Psycholinguistics, Nijmegen, the Netherlands), Carlos Gussenhoven & Toni Rietveld , Language-specificity in the perception of paralinguistic intonational meaning . Language and Speech (Twickenham, UK) 47 .4 (2004), 311–349. 05–405 Cheng, Gao Yihong, Ying Zhao Yuan & Zhou Yan (Peking U, China; gaoyh@pku ), Self-identity changes and English learning among Chinese undergraduates . World Englishes (Oxford, UK) 24 .1 (2005), 39–51. 05–406 Chew, Kheng-Suan (Hong Kong Baptist U, Hong Kong, China; kschew@hkbu.edu.hk ), An investigation of the English language skills used by new entrants in banks in Hong Kong . English for Specific Purposes (Amsterdam, the Netherlands) 24 .4 (2005), 423–435. 05–407 Chieh-Fang, Hu (Taipei Municipal Teacher's College, Taiwan, China; cfhu@tmtc.edu.tw ) & C. Melanie Schuele , Learning non-native names: the effect of poor native phonological awareness . Applied Psycholinguistics (Cambridge, UK) 26 .3 (2005), 343–362. 05–408 Clachar, Arlene (U of Miami, USA; aclachar@miami.edu ), Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse . Language Learning (Malden, MA, UK) 55 .2 (2005), 275–334. 05–409 Clark, Martyn K. & Saori Ishida (U of Hawai'i, Manoa, USA; martync@hawaii.edu ), Vocabulary knowledge differences between placed and promoted EAP students . Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 225–238. 05–410 Dahl, Tove I., Margrethe Bals & Anne Lene Turi (U of Tromsø, Norway; tdahl@psyk.uit.no ), Are students' beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology (Leicester, UK) 75 .2 (2005), 257–273. 05–411 Dalton-Puffer, Christiane (U of Vienna, Austria; christiane.dalton-puffer@univie.ac.at ), Negotiating interpersonal meanings in naturalistic classroom discourse: directives in content-and-language-integrated classrooms . Journal of Pragmatics 37 .8 (2005), 1275–1293. 05–412 DaSilva, Iddings & Ana Christina (Vanderbilt U, USA), Linguistic access and participation: English language learners in an English-dominant community of practice . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 165–183. 05–413 Davis, Adrian (Macao Polytechnic Institute, China), Teachers' and students' beliefs regarding aspects of language learning . Evaluation and Research in Education (Clevedon, UK) 17 .4 (2004), 207–222. 05–414 De Angelis, Gessica (U of Toronto at Mississauga, Canada; gdeangel@utm.utoronto.ca ), Interlanguage transfer of function words . Language Learning (Malden, MA, USA) 55 .3 (2005), 379–414. 05–415 Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu ) & Jon C. Hathorn , Quelque chose…de remarquable in English–French acquisition: mandatory, informationally encapsulated computations in second language interpretation . Second Language Research (London, UK) 21 .4 (2005), 291–323. 05–416 Demagny, Annie-Claude (Université de Paris VIII, France) & Urszula Paprocka-Pietrowska , L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2 [The acquisition of the lexis of verbs and of temporal connectors in the telling of fictional stories in French as L1 and L2]. Langages (Paris, France) 155 (2005), 52–75. 05–417 Dewaele, Jean-Marc (U of London; j.dewaele@bbk.ac.uk ), Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities . The Modern Language Journal (Malden, MA, USA) 89 .3 (2005), 367–380. 05–418 Fleckenstein, Kristie S. (Ball State U, Muncie, USA; kflecken@bsu.edu ), Faceless students, virtual places: emergence and communal accountability in online classrooms . Computers and Composition (Amsterdam, the Netherlands) 22 .2 (2005), 149–176. 05–419 Goldschneider, Jennifer M. & Robert M. DeKeyser (U of Pittsburgh, USA; RDK1@pitt.edu ), Explaining the ‘natural order of L2 morpheme acquisition’ in English: a meta-analysis of multiple determinants . Language Learning (Malden, MA, UK) 55 .S1 (2005), 27–77. 05–420 Grüter, Theres (McGill U, Québec, Canada; theres.gruter@mail.mcgill.ca ), Comprehension and production of French object clitics by child second language learners and children with specific language impairment . Applied Psycholinguistics (Cambridge, UK) 26 .3 (2005), 363–391. 05–421 Hincks, Rebecca (The Royal Institute of Technology, Sweden; hincks@speech.kth.se ), Measures and perceptions of liveliness in student oral presentation speech: a proposal for automatic feedback mechanism . System (Amsterdam, the Netherlands) 33 .4 (2005), 575–591. 05–422 Huang, Jing (Zhanjiang Teachers U, China; peterjh@hkusua.hku.hk ), A diary study of difficulties and constraints in EFL learning . System (Amsterdam, the Netherlands) 33 .4 (2005), 609–621. 05–423 Kempe, Vera (U of Stirling, UK) & Patricia J. Brooks , 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) 55 .S1 (2005), 139–176. 05–424 Kirtley, Susan (Western Oregon U, USA; kirtleys@wou.edu ), Students' views on technology and writing: the power of personal history . Computers and Composition (Amsterdam, the Netherlands) 22 .2 (2005), 209–230. 05–425 Kiss, Csilla (Tessedik Sámuel College, Hungary; cskiss@hu.inter.net ) & Marianne Nikolov , Developing, piloting, and validating an instrument to measure young learners' aptitude . Language Learning (Malden, MA, USA) 55 .1 (2005), 99–150. 05–426 Krashen, Stephen (U of Southern California, USA) & Clara Lee Brown , The ameliorating effects of high socioeconomic status: a secondary analysis . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 185–196. 05–427 Mahoney, Kate S. & Jeff MacSwan (Arizona State U, USA), Reexamining identification and reclassification of English language learners: a critical discussion of select state practices . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 31–42. 05–428 McColl, Hilary (Tayside, Scotland, UK; h.mccoll@clara.co.uk ), Foreign language learning and inclusion: Who? Why? What? – and How? Support for Learning (Oxford, UK) 20 .3 (2005), 103–108. 05–429 Meiring, Lynne (U of Wales, Swansea, UK) & Nigel Norman , How can ICT contribute to the learning of foreign languages by pupils with SEN? Support for Learning (Oxford, UK) 20 .3 (2005), 129–134. 05–430 Morgan, Brian (York U, Toronto, Canada; bmorgan@yorku.ca ) & Vaidehi Ramanathan , Critical literacies and language education: global and local perspectives . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 151–169. 05–431 Mortimore, Tilly (U of Southampton, UK; t.mortimore@soton.ac.uk ), Dyslexia and learning style–a note of caution . British Journal of Special Education (Oxford, UK) 32 .3 (2005) 145–148. 05–432 Murphy, Ellen (Trinity College, Dublin, Ireland; igrey@tcd.ie ) , Ian M. Grey & Rita Honan , Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation . British Journal of Special Education (Oxford, UK) 32 .3 (2005), 157–164. 05–433 Murray, Denise E. (Macquarie U, Australia; denise.murrays@mq.edu.au ), Technologies for second language literacies . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 188–201. 05–434 Myles, Florence (U of Newcastle, UK; Florence.Myles@ncl.ac.uk ), Interlanguage corpora and second language acquisition research . Second Language Research (London, UK) 21 .4 (2005), 373–391. 05–435 Odlin, Terence (Ohio State U, USA; odlin.1@osu.edu ), Crosslinguistic influence and conceptual transfer: what are the concepts? Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 3–25. 05–436 Orsini-Jones, Marina (Coventry U, UK; m.orsini@coventry.ac.uk ) , Kathy Courtney & Anne Dickinson , Supporting foreign language learning for a blind student: a case study from Coventry University . Support for Learning (Oxford, UK) 20 .3 (2005), 146–152. 05–437 Ortega, Lourdes (U of Hawai'i, Manoa, USA; lortega@hawaii.edu ) & Gina Iberri-Shea , Longitudinal research in second language acquisition: recent trends and future directions . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 26–45. 05–438 Parodi, Teresa (U of Cambridge, UK; tp209@cam.ac.uk ) & Ianthi-María Tsimpli , ‘Real’ and apparent optionality in second language grammars: finiteness and pronouns in null operator structures . Second Language Research (London, UK) 21 .3 (2005), 250–285. 05–439 Peñate, Marcos & Geraldine Boylan (U of Las Palmas, Spain), The effect of interactional adjustments on the overall comprehension of spoken texts: a case study . JALT Journal (Tokyo, Japan) 27 .2 (2005), 187–207. 05–440 Reder, Stephen & Erica Davila (Portland State U, USA; reders@pdx.edu ), Context and literacy practices . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 170–187. 05–441 Reinders, Hayo (U of Auckland, New Zealand), Nonparticipation in university language support . JALT Journal (Tokyo, Japan) 27 .2 (2005), 209–226. 05–442 Robinson, Peter (Aoyama Gakuin U, Tokyo; peterr@cl.aoyama.ac.jp ), Aptitude and second language acquisition . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 46–73. 05–443 Rydland, Veslemøy & Vibeke Grøver Aukrust (U of Oslo, Norway; veslemoy.rydland@ped.uio.no ), Lexical repetition in second language learners' peer play interaction . Language Learning (Malden, MA, USA) 55 .2 (2005), 229–274. 05–444 Sparks, Richard L. (College of Mount St. Joseph, USA; richard_sparks@mail.msj.edu ) , James Javorsky & Lois Philips , Comparison of the performance of college students classified as ADHD, LD, and LD/ADHD in foreign language courses . Language Learning (Malden, MA, USA) 55 .1 (2005), 151–177. 05–445 Stevens, Anne (The Open U, UK) & David Marsh , Foreign language teaching within special needs education: learning from Europe-wide experience . Support for Learning (Oxford, UK) 20 .3 (2005), 109–114. 05–446 Strenski, Ellen (U of California, Irvine, USA; strenski@uci.edu ) , Caley O'DwyerFeagin & Jonathan A. Singer , Email small group peer review revisited . Computers and Composition (Amsterdam, the Netherlands) 22 .2 (2005), 191–208. 05–447 Tarone, Elaine & Martha Bigelow (U of Minnesota, USA; etarone@umn.edu ), Impact of literacy on oral language processing: implications for second language acquisition research . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 77–97. 05–448 Thomas, Margaret (Boston College, USA; thomasm@bc.edu ), Theories of second language acquisition: three sides, three angles, three points . Second Language Research (London, UK) 21 .4 (2005), 393–414. 05–449 Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu ), Text building, language learning and the emergence of local varieties in world Englishes . World Englishes (Oxford, UK) 24 .1 (2005), 21–38. 05–450 Tokimoto, Shingo (Mejiro U, Japan), Disambiguation of homonyms in real-time Japanese sentence processing: case-markings and thematic constraint . Language and Speech (Twickenham, UK) 48 .1 (2005), 65–90. 05–451 Wigglesworth, Gillian (U of Melbourne, Australia; gillianw@unimelb.edu.au ), Current approaches to researching second language learner processes . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 98–111. 05–452 Wilks, Clarissa (Kingston U, UK; C.Wilks@kingston.ac.uk ) , Paul Meara & Brent Wolter , A further note on simulating word association behaviour in a second language . Second Language Research (London, UK) 21 .4 (2005), 359–372. 05–453 Williams, John N. (U of Cambridge, UK; jnw12@cam.ac.uk ) & Peter Lovatt , Phonological memory and rule learning . Language Learning (Malden, MA, USA) 55 .S1 (2005), 177–233. 05–454 Wire, Vivienne (East Ayrshire, Scotland, UK; vivienne.wire@east-ayrshire.gov.uk ), Autistic Spectrum Disorders and learning foreign languages . Support for Learning (Oxford, UK) 20 .3 (2005), 123–128. 05–455 Wright, Margaret & Orla McGrory (Queen's U Belfast, Northern Ireland), Motivation and the adult Irish language learner . Educational Research (London, UK) 47 .2 (2005), 191–204. 05–456 Wright, Wayne E. (U of Texas, San Antonio, USA), English language learners left behind in Arizona: the nullification of accommodations in the intersection of federal and state policies . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 1–29. 05–457 Zareva, Alla (Northern Arizona U, USA; Alla.Zareva@nau.ed ), Models of lexical knowledge assessment of second language learners of English at higher levels of language proficiency . System (Amsterdam, the Netherlands) 33 .4 (2005), 547–562. 05–458 Zareva, Alla (Northern Arizona U, Flagstaff; Alla.Zareva@nau.edu ), Paula Schwanenflugel & Yordanka Nikolova , Relationship between lexical competence and language proficiency: variable sensitivity . Studies in Second Language Acquisition (Cambridge, UK) 27 .4 (2005), 567–595. |
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Article in Journal/Newspaper |
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Language learning |
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Language learning |
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Language learning |
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Language learning |
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Language learning |
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language learning |
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Cambridge University Press (CUP) |
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2005 |
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Language Teaching volume 38, issue 4, page 194-209 ISSN 0261-4448 1475-3049 |
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crcambridgeupr:10.1017/s0261444805223145 2023-05-15T18:36:40+02:00 Language learning 2005 http://dx.doi.org/10.1017/s0261444805223145 https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0261444805223145 en eng Cambridge University Press (CUP) https://www.cambridge.org/core/terms Language Teaching volume 38, issue 4, page 194-209 ISSN 0261-4448 1475-3049 Linguistics and Language Language and Linguistics journal-article 2005 crcambridgeupr https://doi.org/10.1017/s0261444805223145 2022-04-07T08:53:54Z 05–396 Altenberg, Evelyn P. (Hofstra U, USA; sphepa@hofstra.edu ), The perception of word boundaries in a second language . Second Language Research (London, UK) 21 .4 (2005), 325–358. 05–397 Baker, Wendy (Brigham Young U, USA) & Pavel Trofimovich , Interaction of native- and second-language vowel system(s) in early and late bilinguals . Language and Speech (Twickenham, UK) 48 .1 (2005), 1–27. 05–398 Bardovi-Harlig, Kathleen (Indiana U, USA; bardovi@indiana.edu ) & Robert Griffin , L2 pragmatic awareness: evidence from the ESL classroom . System (Amsterdam, the Netherlands) 33 .3 (2005), 401–415. 05–399 Barron, Anne (Universität Bonn, Germany; a.barron@uni-bonn.de ), Variational pragmatics in the foreign language classroom . System (Amsterdam, the Netherlands) 33 .3 (2005), 519–536. 05–400 Barwell, Richard (U of Bristol, UK; richard.barwell@bris.ac.uk ), Working on arithmetic word problems when English is an additional language . British Educational Research Journal (Abingdon, UK) 31 .3 (2005), 329–348. 05–401 Benazzo, Sandra (CNRS & U of Lille 3, France), L'expression de la causalité dans le discours narratif en français L1 et L2 [The expression of causality in French narrative discourse]. Langages (Paris, France) 155 (2005), 33–51. 05–402 Carroll, Susanne E. (U of Potsdam, Germany; carroll@rz.uni-potsdam.de ), Input and SLA: adults' sensitivity to different sorts of cues to French gender . Language Learning (Malden, MA, USA) 55 .S1 (2005), 177 , 79–138. 05–403 Chamot, Anna Uhl (George Washington U, Washington, DC, USA; auchamot@gwu.edu ), Language learning strategy instruction: current issues and research . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 112–130. 05–404 Chen, Aoju (Max-Planck-Institute for Psycholinguistics, Nijmegen, the Netherlands), Carlos Gussenhoven & Toni Rietveld , Language-specificity in the perception of paralinguistic intonational meaning . Language and Speech (Twickenham, UK) 47 .4 (2004), 311–349. 05–405 Cheng, Gao Yihong, Ying Zhao Yuan & Zhou Yan (Peking U, China; gaoyh@pku ), Self-identity changes and English learning among Chinese undergraduates . World Englishes (Oxford, UK) 24 .1 (2005), 39–51. 05–406 Chew, Kheng-Suan (Hong Kong Baptist U, Hong Kong, China; kschew@hkbu.edu.hk ), An investigation of the English language skills used by new entrants in banks in Hong Kong . English for Specific Purposes (Amsterdam, the Netherlands) 24 .4 (2005), 423–435. 05–407 Chieh-Fang, Hu (Taipei Municipal Teacher's College, Taiwan, China; cfhu@tmtc.edu.tw ) & C. Melanie Schuele , Learning non-native names: the effect of poor native phonological awareness . Applied Psycholinguistics (Cambridge, UK) 26 .3 (2005), 343–362. 05–408 Clachar, Arlene (U of Miami, USA; aclachar@miami.edu ), Creole English speakers' treatment of tense-aspect morphology in English interlanguage written discourse . Language Learning (Malden, MA, UK) 55 .2 (2005), 275–334. 05–409 Clark, Martyn K. & Saori Ishida (U of Hawai'i, Manoa, USA; martync@hawaii.edu ), Vocabulary knowledge differences between placed and promoted EAP students . Journal of English for Academic Purposes (Amsterdam, the Netherlands) 4 .3 (2005), 225–238. 05–410 Dahl, Tove I., Margrethe Bals & Anne Lene Turi (U of Tromsø, Norway; tdahl@psyk.uit.no ), Are students' beliefs about knowledge and learning associated with their reported use of learning strategies? British Journal of Educational Psychology (Leicester, UK) 75 .2 (2005), 257–273. 05–411 Dalton-Puffer, Christiane (U of Vienna, Austria; christiane.dalton-puffer@univie.ac.at ), Negotiating interpersonal meanings in naturalistic classroom discourse: directives in content-and-language-integrated classrooms . Journal of Pragmatics 37 .8 (2005), 1275–1293. 05–412 DaSilva, Iddings & Ana Christina (Vanderbilt U, USA), Linguistic access and participation: English language learners in an English-dominant community of practice . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 165–183. 05–413 Davis, Adrian (Macao Polytechnic Institute, China), Teachers' and students' beliefs regarding aspects of language learning . Evaluation and Research in Education (Clevedon, UK) 17 .4 (2004), 207–222. 05–414 De Angelis, Gessica (U of Toronto at Mississauga, Canada; gdeangel@utm.utoronto.ca ), Interlanguage transfer of function words . Language Learning (Malden, MA, USA) 55 .3 (2005), 379–414. 05–415 Dekydtspotter, Laurent (Indiana U, USA; ldekydts@indiana.edu ) & Jon C. Hathorn , Quelque chose…de remarquable in English–French acquisition: mandatory, informationally encapsulated computations in second language interpretation . Second Language Research (London, UK) 21 .4 (2005), 291–323. 05–416 Demagny, Annie-Claude (Université de Paris VIII, France) & Urszula Paprocka-Pietrowska , L'acquisition du lexique verbal et des connecteurs temporels dans les récits de fiction en français L1 et L2 [The acquisition of the lexis of verbs and of temporal connectors in the telling of fictional stories in French as L1 and L2]. Langages (Paris, France) 155 (2005), 52–75. 05–417 Dewaele, Jean-Marc (U of London; j.dewaele@bbk.ac.uk ), Investigating the psychological and emotional dimensions in instructed language learning: obstacles and possibilities . The Modern Language Journal (Malden, MA, USA) 89 .3 (2005), 367–380. 05–418 Fleckenstein, Kristie S. (Ball State U, Muncie, USA; kflecken@bsu.edu ), Faceless students, virtual places: emergence and communal accountability in online classrooms . Computers and Composition (Amsterdam, the Netherlands) 22 .2 (2005), 149–176. 05–419 Goldschneider, Jennifer M. & Robert M. DeKeyser (U of Pittsburgh, USA; RDK1@pitt.edu ), Explaining the ‘natural order of L2 morpheme acquisition’ in English: a meta-analysis of multiple determinants . Language Learning (Malden, MA, UK) 55 .S1 (2005), 27–77. 05–420 Grüter, Theres (McGill U, Québec, Canada; theres.gruter@mail.mcgill.ca ), Comprehension and production of French object clitics by child second language learners and children with specific language impairment . Applied Psycholinguistics (Cambridge, UK) 26 .3 (2005), 363–391. 05–421 Hincks, Rebecca (The Royal Institute of Technology, Sweden; hincks@speech.kth.se ), Measures and perceptions of liveliness in student oral presentation speech: a proposal for automatic feedback mechanism . System (Amsterdam, the Netherlands) 33 .4 (2005), 575–591. 05–422 Huang, Jing (Zhanjiang Teachers U, China; peterjh@hkusua.hku.hk ), A diary study of difficulties and constraints in EFL learning . System (Amsterdam, the Netherlands) 33 .4 (2005), 609–621. 05–423 Kempe, Vera (U of Stirling, UK) & Patricia J. Brooks , 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) 55 .S1 (2005), 139–176. 05–424 Kirtley, Susan (Western Oregon U, USA; kirtleys@wou.edu ), Students' views on technology and writing: the power of personal history . Computers and Composition (Amsterdam, the Netherlands) 22 .2 (2005), 209–230. 05–425 Kiss, Csilla (Tessedik Sámuel College, Hungary; cskiss@hu.inter.net ) & Marianne Nikolov , Developing, piloting, and validating an instrument to measure young learners' aptitude . Language Learning (Malden, MA, USA) 55 .1 (2005), 99–150. 05–426 Krashen, Stephen (U of Southern California, USA) & Clara Lee Brown , The ameliorating effects of high socioeconomic status: a secondary analysis . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 185–196. 05–427 Mahoney, Kate S. & Jeff MacSwan (Arizona State U, USA), Reexamining identification and reclassification of English language learners: a critical discussion of select state practices . Bilingual Research Journal (Tempe, AZ, USA) 29 .1 (2005), 31–42. 05–428 McColl, Hilary (Tayside, Scotland, UK; h.mccoll@clara.co.uk ), Foreign language learning and inclusion: Who? Why? What? – and How? Support for Learning (Oxford, UK) 20 .3 (2005), 103–108. 05–429 Meiring, Lynne (U of Wales, Swansea, UK) & Nigel Norman , How can ICT contribute to the learning of foreign languages by pupils with SEN? Support for Learning (Oxford, UK) 20 .3 (2005), 129–134. 05–430 Morgan, Brian (York U, Toronto, Canada; bmorgan@yorku.ca ) & Vaidehi Ramanathan , Critical literacies and language education: global and local perspectives . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 151–169. 05–431 Mortimore, Tilly (U of Southampton, UK; t.mortimore@soton.ac.uk ), Dyslexia and learning style–a note of caution . British Journal of Special Education (Oxford, UK) 32 .3 (2005) 145–148. 05–432 Murphy, Ellen (Trinity College, Dublin, Ireland; igrey@tcd.ie ) , Ian M. Grey & Rita Honan , Co-operative learning for students with difficulties in learning: a description of models and guidelines for implementation . British Journal of Special Education (Oxford, UK) 32 .3 (2005), 157–164. 05–433 Murray, Denise E. (Macquarie U, Australia; denise.murrays@mq.edu.au ), Technologies for second language literacies . Annual Review of Applied Linguistics (Cambridge, UK) 25 (2005), 188–201. 05–434 Myles, Florence (U of Newcastle, UK; Florence.Myles@ncl.ac.uk ), Interlanguage corpora and second language acquisition research . 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