Academic literature on the topic '160806 Social Theory'

06–20Abbott, Chris (King's College, U London, UK) & Alim Shaikh, Visual representation in the digital age: Issues arising from a case study of digital media use and representation by pupils in multicultural school settings. Language and Education (Multilingual Matters) 19.6 (2005), 455–466.06–21Andreou, Georgia & Napoleon Mitsis (U Thessaly, Greece), Greek as a foreign language for speakers of Arabic: A study of medical students at the University of Thessaly. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 181–187.06–22Aune, R. Kelly (U Hawaii at Manoa, USA; kaune@hawaii.edu), Timothy R. Levine, Hee Sun Park, Kelli Jean K. Asada & John A. Banas, Tests of a theory of communicative responsibility. Journal of Language and Social Psychology (Sage) 24.4 (2005), 358–381.06–23Belz, Julie A. (The Pennsylvania State U, USA; jab63@psu.edu) & Nina Vyatkina, Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 17–48.06–24Bird, Stephen (U Brunei Darussalam, Brunei; sbird@fass.ubd.edu.bn), Language learning edutainment: Mixing motives in digital resources. RELC Journal (Sage) 36.3 (2005), 311–339.06–25Carrington, Victoria (U Plymouth, UK), The uncanny, digital texts and literacy. Language and Education (Multilingual Matters) 19.6 (2005), 467–482.06–26Chung, Yang-Gyun (International Languages Program, Ottawa, Canada; jchung2536@rogers.com), Barbara Graves, Mari Wesche & Marion Barfurth, Computer-mediated communication in Korean–English chat rooms: Tandem learning in an international languages program. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 49–86.06–27Clopper, Cynthia G. & David B. Pisoni, Effects of talker variability on perceptual learning of dialects, Language and Speech (Kingston Press) 47.3 (2004), 207–239.06–28Csizér, Kata (Eötvös U, Budapest, Hungary; weinkata@yahoo.com) & Zoltán Dörnyei, Language learners' motivational profiles and their motivated learning behavior. Language Learning (Blackwell) 55.4 (2005), 613–659.06–29Davis, Adrian (Macao Polytechnic Institute, Macao, China; ajdavis@ipm.edu.mo), Teachers' and students' beliefs regarding aspects of language learning. Evaluation and Research in Education (Multilingual Matters) 17.4 (2003), 207–222.06–30Deterding, David (Nanyang Technological U, Singapore; dhdeter@nie.edu.sg), Listening to Estuary English in Singapore. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 425–440.06–31Dörnyei, Zoltán (U Nottingham, UK; zoltan.dornyei@nottingham.ac.uk) & Kata Csizér, The effects of intercultural contact and tourism on language attitudes and language learning motivation. Journal of Language and Social Psychology (Sage) 24.4 (2005), 327–357.06–32Enk, Anneke van (Simon Fraser U, Burnaby, Canada), Diane Dagenais & Kelleen Toohey, A socio-cultural perspective on school-based literacy research: Some emerging considerations. Language and Education (Multilingual Matters) 19.6 (2005), 496–512.06–33Foster, Pauline & Amy Snyder Ohta (St Mary's College, U London, UK), Negotiation for meaning and peer assistance in second language classrooms. Applied Linguistics (Oxford University Press) 26.3 (2005), 402–430.06–34Furmanovsky, Michael (Ryukoku U, Japan), Japanese students' reflections on a short-term language program. The Language Teacher (Japan Association for Language Teaching) 29.12 (2005), 3–9.06–35Gass, Susan (Michigan State U, USA; gass@msu.edu), Alison Mackey & Lauren Ross-Feldman, Task-based interactions in classroom and laboratory settings. Language Learning (Blackwell) 55.4 (2005), 575–611.06–36Gatbonton, Elizabeth, Pavel Trofimovich & Michael Magid (Concordia U, USA), Learners' ethnic group affiliation and L2 pronunciation accuracy: A sociolinguistic investigation. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 489–512.06–37Gerjets, Peter & Friedrich Hesse (Knowledge Media Research Center, Germany; p.gerjets@iwm-kmrc.de), When are powerful learning environments effective? The role of learner activities and of students' conceptions of educational technology. International Journal of Educational Research (Elsevier) 41.6 (2004), 445–465.06–38Golombek, Paula & Stefanie Jordan (The Pennsylvania State U, USA), Becoming ‘black lambs’ not ‘parrots’: A poststructuralist orientation to intelligibility and identity. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 513–534.06–39Green, Christopher (Hong Kong Polytechnic U, Hong Kong, China; egchrisg@polyu.edu.hk), Integrating extensive reading in the task-based curriculum. ELT Journal (Oxford University Press) 59.4 (2005), 306–311.06–40Hardison, Debra M. (Michigan State U, USA; hardiso2@msu.edu), Second-language spoken word identification: Effects of perceptual training, visual cues, and phonetic environment. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 579–596.06–41Harwood, Nigel (U Essex, UK; nharwood@essex.ac.uk), ‘We do not seem to have a theory … the theory I present here attempts to fill this gap’: Inclusive and exclusive pronouns in academic writing. Applied Linguistics (Oxford University Press) 26.3 (2005), 343–375.06–42Hauser, Eric (U Electro-Communications, Japan), Coding ‘corrective recasts’: The maintenance of meaning and more fundamental problems. Applied Linguistics (Oxford University Press) 26.3 (2005), 293–316.06–43Kondo-Brown, Kimi (U Hawaii at Manoa, USA; kondo@hawaii.edu), Differences in language skills: Heritage language learner subgroups and foreign language learners. The Modern Language Journal (Blackwell) 89.4 (2005), 563–581.06–44Koprowski, Mark (markkoprowski@yahoo.com), Investigating the usefulness of lexical phrases in contemporary coursebooks. ELT Journal (Oxford University Press) 59.4 (2005), 322–332.06–45LaFrance, Adéle (U Toronto, Canada; alafrance@oise.utoronto.ca) & Alexandra Gottardo, A longitudinal study of phonological processing skills and reading in bilingual children. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 559–578.06–46Nassaji, Hossein (U Victoria, Canada), Input modality and remembering name-referent associations in vocabulary learning. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.1 (2004), 39–55.06–47Nguyen, Hanh Thi (Hawaii Pacific U, USA; htnguyen@hawaii.edu) & Guy Kellogg, Emergent identities in on-line discussions for second language learning. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 111–136.06–48Norton, Julie (U Leicester, UK; jen7@le.ac.uk), The paired format in the Cambridge Speaking Tests. ELT Journal (Oxford University Press) 59.4 (2005), 287–297.06–49North, Sarah (The Open U, UK), Disciplinary variation in the use of theme in undergraduate essays. Applied Linguistics (Oxford University Press) 26.3 (2005), 431–452.06–50Nunan, David (U Hong Kong, China), Styles and strategies in the language classroom. The Language Teacher (Japan Association for Language Teaching) 29.6 (2005), 9–11.06–51Paribakht, T. Sima (U Ottawa, Canada; paribakh@uottawa.ca), The influence of first language lexicalization on second language lexical inferencing: A study of Farsi-speaking learners of English as a foreign language. Language Learning (Blackwell) 55.4 (2005), 701–748.06–52Potts, Diana (U British Columbia, Canada; djpotts7@hotmail.com), Pedagogy, purpose, and the second language learner in on-line communities. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 137–160.06–53Pretorius, Elizabeth J. (U South Africa, Pretoria, South Africa; pretoej@unisa.ac.za), English as a second language learner differences in anaphoric resolution: Reading to learn in the academic context. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 521–539.06–54Ramírez Verdugo, Dolores (Universidad Autónoma de Madrid, Spain; dolores.ramirez@uam.es), The nature and patterning of native and non-native intonation in the expression of certainty and uncertainty: Pragmatic effects. Journal of Pragmatics (Elsevier) 37.12 (2005), 2086–2115.06–55Riney, Timothy J., Naoyuki Takagi & Kumiko Inutsu (Interntional Christian U, Japan), Phonetic parameters and perceptual judgments of accent in English by American and Japanese listeners. TESOL Quarterly (Teachers of English to Speakers of Other Languages) 39.3 (2005), 441–466.06–56Rossiter, Marian J. (U Alberta, Canada), Developmental sequences of L2 communication strategies. Applied Language Learning (Defense Language Institute Foreign Language Center and Presidio of Monterey, USA) 15.1 & 15.2 (2005), 55–66.06–57Rubdy, Rani (Nanyang Technological U, Singapore; rsrubdy@nie.edu.sg), A multi-thrust approach to fostering a research culture. ELT Journal (Oxford University Press) 59.4 (2005), 277–286.06–58Schneider, Jason (jasoncschneider@yahoo.com), Teaching grammar through community issues. ELT Journal (Oxford University Press) 59.4 (2005), 298–305.06–59Shaaban, Kassim (American U Beirut, Lebanon), A proposed framework for incorporating moral education into the ESL/EFL classroom. Language, Culture and Curriculum (Multilingual Matters) 18.2 (2005), 201–217.06–60Sider, Steve R. (U Western Ontario, Canada), Growing up overseas: Perceptions of second language attrition and retrieval amongst expatriate children in India. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 7.2 (2004), 117–138.06–61Spiliotopoulus, Valia (U Toronto, Canada; valia.spiliotopoulos@ubc.ca) & Stephen Carey, Investigating the role of identity in writing using electronic bulletin boards. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 87–109.06–62Sueyoshi, Ayano (Michigan State U, USA; hardiso2@msu.edu) & Debra M. Hardison, The role of gestures and facial cues in second language listening comprehension. Language Learning (Blackwell) 55.4 (2005), 661–699.06–63Taguchi, Naoko (Carnegie Mellon U, USA; taguchi@andrew.cmu.edu), Comprehending implied meaning in English as a foreign language. The Modern Language Journal (Blackwell) 89.4 (2005), 543–562.06–64Taillefer, Gail F. (Université Toulouse I Sciences Sociales, France; gail.taillefer@univ-tlse1.fr), Foreign language reading and study abroad: Cross-cultural and cross-linguistic questions. The Modern Language Journal (Blackwell) 89.4 (2005), 503–528.06–65Tani-Fukuchi, Naoko (Kwansei Gakuin U, Japan), Japanese learner psychology and assessment of affect in foreign language study. The Language Teacher (Japan Association for Language Teaching) 29.4 (2005), 3–9.06–66Tani-Fukuchi, Naoko (Kwansei Gakuin U, Hyogo, Japan) & Robin Sakamoto, Affective dimensions of the Japanese foreign language learner: Implications for psychological learner development in Japan. Journal of Multilingual and Multicultural Development (Multilingual Matters) 26.4 (2005), 333–350.06–67Thoms, Joshua (U Iowa, USA; joshua_thomas@uiowa.edu), Jianling Liao & Anja Szustak, The use of L1 in an L2 on-line chat activity. The Canadian Modern Language Review (University of Toronto Press) 62.1 (2005), 161–182.06–68Tickoo, Asha (Southern Illinois U, USA; atickoo@siue.edu), The selective marking of past tense: Insights from Indian learners of English. International Journal of Applied Linguistics (Blackwell) 15.3 (2005), 364–378.06–69Tocalli-Beller, Agustina & Merrill Swain (U Toronto, Canada; atocalli-beller@oise.utoronto.ca), Reformulation: The cognitive conflict and L2 learning it generates. International Journal of Applied Linguistics (Blackwell) 15.1 (2005), 5–28.06–70Trofimovich, Pavel (Concordia U, Quebec, Canada; pavel@education.concordia.ca), Spoken-word processing in native and second languages: An investigation of auditory word priming. Applied Psycholinguistics (Cambridge University Press) 26.4 (2005), 479–504.06–71Tuveng, Elena (U Oslo, Norway) & Astri Heen Wold, The collaboration of teacher and language-minority children in masking comprehension problems in the language of instruction: A case study in an urban Norwegian school. Language and Education (Multilingual Matters) 19.6 (2005), 513–536.06–72Warga, Muriel (Karl Franzens U, Graz, Austria), ‘Je serais très merciable’: Formulaic vs. creatively produced speech in learners' request closings. Canadian Journal of Applied Linguistics (Canadian Association of Applied Linguistics) 8.1 (2005), 67–94.

07–198Agulló, G. (U Jaén, Spain; gluque@jaen.es), Overcoming age-related differences. ELT Journal (Oxford University Press) 60.4 (2006), 365–373.07–199Ammar, Ahlem (U de Montréal, Canada; ahlem.ammar@umontreal.ca) & Nina Spada, One size fits all? Recasts, prompts, and L2 learning. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 543–574.07–200Bartram, Brendan (U Wolverhampton, UK), An examination of perceptions of parental influence on attitudes to language learning. Educational Research (Routledge/Taylor & Francis) 48.2 (2006), 211–221.07–201Bordag, Denisa (U Leipzig, Germany), Andreas Opitz & Thomas Pechmann, Gender processing in first and second languages: The role of noun termination. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.5 (2006), 1090–1101.07–202Brown, Jill (Monash U, Australia), Jenny Miller & Jane Mitchell, Interrupted schooling and the acquisition of literacy: Experiences of Sudanese refugees in Victorian secondary schools. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.2 (2006), 150–162.07–203Castagnaro, P. (Temple U, Japan), Audiolingual method and behaviorism: From misunderstanding to myth. Applied Linguistics (Oxford University Press) 27.3 (2006), 519–526.07–204Chang, Anna Ching-Shyang & John Read (Hsing-Wu College, Taiwan), The effects of listening support on the listening performance of EFL learners. TESOL Quarterly 40.2 (2006), 375–397.07–205Cieślicka, Anna (Adam Mickiewicz U, Poznań, Poland), Literal salience in on-line processing of idiomatic expressions by second language learners. Second Language Research (Sage) 22.2 (2006), 115–144.07–206Cots J. (U Lleida, Spain; jmcots@dal.udl.es), Teaching ‘with an attitude’: Critical Discourse Analysis in EFL teaching. ELT Journal (Oxford University Press) 60.4 (2006), 336–345.07–207Curdt-Christiansen, Xiao Lan (Nanyang Technological U, Singapore), Teaching and learning Chinese: Heritage language classroom discourse in Montreal Scots in contemporary social and educational context. Language, Culture and Curriculum (Multilingual Matters) 19.2 (2006), 189–207.07–208Ellis, Nick C. (U Michigan, USA), Selective attention and transfer phenomena in L2 acquisition: Contingency, cue competition, salience, interference, overshadowing, blocking, and perceptual learning. Applied Linguistics (Oxford University Press) 27.2 (2006), 164–194.07–209Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz), Modelling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied Linguistics (Oxford University Press) 27.3 (2006), 431–463.07–210Ellis, Rod (U Auckland, New Zealand; r.ellis@auckland.ac.nz) & Younghee Sheen, Reexamining the role of recasts in second language acquisition. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 575–600.07–211Erlam, R. (U Auckland, New Zealand), Elicited imitation as a measure of L2 implicit knowledge: An empirical validation study. Applied Linguistics (Oxford University Press) 27.3 (2006), 464–491.07–212Farrell, Thomas S. C. (Brock U, Canada; tfarrell@brocku.ca) & Christophe Mallard, The use of reception strategies by learners of French as a foreign language. The Modern Language Journal (Blackwell) 90.3 (2006), 338–352.07–213Folse, Keith S. (U Central Florida, USA), The effect of type of written exercise on L2 vocabulary retention. TESOL Quarterly 40.2 (2006), 273–293.07–214Goad, Heather (McGill U, Montreal, Canada) & Lydia White, Ultimate attainment in interlanguage grammars: A prosodic approach. Second Language Research (Sage) 22.3 (2006), 243–268.07–215Gullberg, Marianne (Max Planck Institute for Psycholinguistics, Germany; marianne.gullberg@mpi.nl), Some reasons for studying gesture and second language acquisition (Hommage à Adam Kendon). International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 103–124.07–216Hall, Joan Kelly, An Cheng & Matthew Carlson (Pennsylvania State U, USA), Reconceptualizing multicompetence as a theory of language knowledge. Applied Linguistics (Oxford University Press) 27.2 (2006), 220–204.07–217Harada, Tetsuo (Waseda U, Japan; tharada@waseda.jp), The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program. Studies in Second Language Acquisition (Cambridge University Press) 28.4 (2006), 601–632.07–218Hawkey, Roger (U Bristol, UK; roger@hawkey58.freeserve.co.uk), Teacher and learner perceptions of language learning activity. ELT Journal (Oxford University Press) 60.3 (2006), 242–252.07–219Hawkins, Roger (U Essex, UK) & Hajime Hattori, Interpretation of English multiplewh-questions by Japanese speakers: A missing uninterpretable feature account. Second Language Research (Sage) 22.3 (2006), 269–301.07–220Hayes-Harb, Rachel (U Utah, USA), Native speakers of Arabic and ESL texts: Evidence for the transfer of written word identification processes. TESOL Quarterly 40.2 (2006), 321–339.07–221Hirvela, Alan (Ohio State U, USA; hirvela.1@osu.edu), Computer-mediated communication in ESL teacher education. ELT Journal (Oxford University Press) 60.3 (2006), 233–241.07–222Hong-Nam, Kyungsim (U North Texas, USA; ksh0030@unt.edu) & Alexandra Leavell, Language learning strategy use of ESL students in an intensive English learning context. System (Elsevier) 34.3 (2006), 399–415.07–223Hopp, Holger (U Groningen, the Netherlands), Syntactic features and reanalysis in near-native processing. Second Language Research (Sage) 22.3 (2006), 369–397.07–224Jungheim, Nicholas (Waseda U, Japan; jungheim@waseda.jp), Learner and native speaker perspectives on a culturally-specific Japanese refusal. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 125–143.07–225Kim, Youngkyu (Ewha Womens U, Korea), Effects of input elaboration on vocabulary acquisition through reading by Korean learners of English as a Foreign Language. TESOL Quarterly 40.2 (2006), 341–373.07–226Lai, Chun & Yong Zhao (Michigan State U, USA; laichun1@msu.edu), Noticing and text-based chat. Language Learning & Technology (University of Hawaii) 10.3 (2006), 102–120.07–227Lee, Siok H. & James Muncie (Simon Fraser U, Canada), From receptive to productive: Improving ESL learners' use of vocabulary in a postreading composition task. TESOL Quarterly 40.2 (2006), 295–320.07–228Lee, Y. (DePaul U, USA; ylee19@depaul.edu), Towards respecification of communicative competence: Condition of L2 Instruction or its objective?Applied Linguistics (Oxford University Press) 27.3 (2006), 349–376.07–229Lew, Robert (Adam Mickiewicz U, Poznań, Poland; rlew@amu.edu.pl) & Anna Dziemianko, A new type of folk-inspired definition in English monolingual learners' dictionaries and its usefulness for conveying syntactic information. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 225–242.07–230Liaw, Meei-ling (National Taichung U, Taiwan; meeilingliaw@gmail.com), E-learning and the development of intercultural competence. Language Learning & Technology (University of Hawaii) 10.3 (2006), 49–64.07–231Lieberman, Moti (American U, USA; aoshima@american.edu), Sachiko Aoshima & Colin Phillips, Nativelike biases in generation ofwh-questions by nonnative speakers of Japanese. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 423–448.07–232Lin, Huifen (Kun Shan U, China; huifen5612@yahoo.com.tw) & Tsuiping Chen, Decreasing cognitive load for novice EFL learners: Effects of question and descriptive advance organisers in facilitating EFL learners' comprehension of an animation-based content lesson. System (Elsevier) 34.3 (2006), 416–431.07–233Liu, Meihua (Tsinghua U, China; ellenlmh@yahoo.com), Anxiety in Chinese EFL students at different proficiency levels. System (Elsevier) 34.3 (2006), 301–316.07–234Lotz, Anja (Philipps-Universität Marburg, Germany) & Annette Kinder, Transfer in artificial grammar learning: The role of repetition information. Journal of Experimental Psychology: Learning, Memory, and Cognition (American Psychological Association) 32.4 (2006), 707–715.07–235Lozano, Cristobal (Universidad Autónoma de Madrid, Spain), Focus and split-intransitivity: The acquisition of word order alternations in non-native Spanish. Second Language Research (Sage) 22.2 (2006), 145–187.07–236Macaro, Ernesto (U Oxford; ernesto.macaro@edstud.ox.ac.uk), Strategies for language learning and for language use: Revising the theoretical framework. The Modern Language Journal (Blackwell) 90.3 (2006), 320–337.07–237McCafferty, Steven (U Nevada, USA; mccaffes@unlv.nevada.edu), Gesture and the materialization of second language prosody. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 197–209.07–238Nassaji, Hossein (U Victoria, Canada; nassaji@uvic.ca), The relationship between depth of vocabulary knowledge and L2 learners' lexical inferencing strategy use and success. The Modern Language Journal (Blackwell) 90.3 (2006), 387–401.07–239Palfreyman, David (Zayed U, United Arab Emirates; David.Palfreyman@zu.ac.ae), Social context and resources for language learning. System (Elsevier) 34.3 (2006), 352–370.07–240Qing Ma (U Louvain, Belgium) & Peter Kelly, Computer assisted vocabulary learning: Design and evaluation. Computer Assisted Language Learning (Routledge/Taylor & Francis) 19.1 (2006), 15–45.07–241Reinders, Hayo & Marilyn Lewis (U Auckland, NZ), An evaluative checklist for self-access materials. ELT Journal (Oxford University Press) 60.3 (2006), 272–278.07–242Rule, Sarah (U Southampton, UK) & Emma Marsden, The acquisition of functional categories in early French second language grammars: The use of finite and non-finite verbs in negative contexts. Second Language Research (Sage) 22.2 (2006), 188–218.07–243Shin, Dong-Shin (U Massachusetts, Amherst, USA; dongshin@educ.umass.edu), ESL students' computer-mediated communication practices: Context configuration. Language Learning & Technology (University of Hawaii) 10.3 (2006), 65–84.07–244Sime, Daniela (U Strathclyde, UK; daniela.sime@strath.ac.uk), What do learners make of teachers' gestures in the language classroom?International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 211–230.07–245Slabakova, Roumyana (U Iowa, USA), Is there a critical period for semantics?Second Language Research (Sage) 22.3 (2006), 302–338.07–246Slevc, L. Robert (U California, San Diego, USA; slevc@psy.ucsd.edu) & Akira Miyake, Individual differences in second-language proficiency: Does musical ability matter?. Psychological Science (Blackwell) 17.8 (2006), 675–681.07–247Sorace, Antonella (U Edinburgh, UK) & Francesca Filiaci, Anaphora resolution in near-native speakers of Italian. Second Language Research (Sage) 22.3 (2006), 339–368.07–248Stam, Gale (National-Louis U, USA; gstam@nl.edu), Thinking for speaking about motion: L1 and L2 speech and gesture. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 145–171.07–249Subrahmanyam, Kaveri (California State U, Los Angeles, USA) & Hsin-Hua Nancy Chen, A crosslinguistic study of children's noun learning: The case of object and substance words. First Language (Sage) 26.2 (2006), 141–160.07–250Sunderman, Gretchen (Florida State U, USA; gsunderm@fsu.edu) & Judith F. Kroll, First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatical class. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 387–422.07–251ten Hacken, Pius (Swansea U, UK; p.ten-hacken@swansea.ac.uk), Andrea Abel & Judith Knapp, Word formation in an electronic learners' dictionary: ELDIT. International Journal of Lexicography (Oxford University Press) 19.3 (2006), 243–256.07–252Thi Hoang Oanh, Duong (Hue U, Vietnam; dthoangoahn@gmail.com) & Nguyen Thu Hien, Memorization and EFL students' strategies at university level in Vietnam. TESL-EJ (http://www.tesl-ej.org) 10.2 (2006), 17 pp.07–253Waters, A. (U Lancaster, UK; A.Waters@lancaster.ac.uk), Thinking and language learning. ELT Journal (Oxford University Press) 60.4 (2006), 319–327.07–254Williams, Peter (U East London, UK; pete.williams@rixcentre.org), Developing methods to evaluate web usability with people with learning difficulties. British Journal of Special Education (Blackwell) 33.4 (2006), 173–179.07–255Woodrow, Lindy J. (U Sydney, Australia; l.woodrow@edfac.usyd.edu.au), A model of adaptive language learning. The Modern Language Journal (Blackwell) 90.3 (2006), 297–319.07–256Yoshii, Makoto (Prefectural U Kumamoto, Japan; yoshii@pu-kumamoto.ac.jp), L1 and L2 glosses: Their effects on incidental vocabulary learning. Language Learning & Technology (University of Hawaii) 10.3 (2006), 85–101.07–257Yoshioka, Keiko (Leiden U, the Netherlands; k.yoshioka@let.leidenuniv.nl) & Eric Kellerman, Gestural introduction of ground reference in L2 narrative discourse. International Review of Applied Linguistics in Language Teaching (Walter de Gruyter) 44.2 (2006), 173–195.07–258Zyzik, Eve (Michigan State U, USA; zyzik@msu.edu), Transitivity alternations and sequence learning: Insights from L2 Spanish production data. Studies in Second Language Acquisition (Cambridge University Press) 28.3 (2006), 449–485.

There has been increasing interest in open innovation in academic research as well as industry application since the concept was introduced in 2003. The concept got much attention because of its economic benefits and novel means for facilitating innovation. This thesis aims to adapt the concept of open innovation to the university environment, in order to foster innovation in the development process for intellectual property (IP) derived from academic research activities. It contributes to the literature on open innovation adapted to the university context, i.e. open collaboration on the development of intellectual property towards a commercial ready stage. In order to investigate the potential of open innovation in the university environment, a focus group was conducted. In addition, the business process of Quirky Inc. was analysed as an example to better understand how open innovation works in the business context. The results of the study’s data analyses inform new opportunities for interventions in universities towards fostering different approaches to IP development as research outcomes. Further, it reveals interventions that can promote open innovation approaches in the university’s context more generally.

A backward corner of Europe in 1600, Ireland was transformed during the following centuries. This was most evident in the rise of its cities, notably Dublin and Cork. The book explores ten urban centers and their patterns of physical, social, and cultural evolution, relating this to the legacies of a violent past, and it reflects on their subsequent partial eclipse. Beautifully illustrated, the book reveals how the country's cities were distinctive and — through the Irish diaspora — influential beyond Ireland's shores.

Abstract The Oxford Handbook of Medieval Central Europe summarizes the political, social, and cultural medieval history of Central Europe (c. ad 800–1600), a region long considered a “forgotten” area of the European past. The twenty-four cutting-edge chapters present up-to-date research about the region’s core medieval kingdoms—Hungary, Poland, and Bohemia—and also their dynamic interactions with neighboring areas. From the Baltic to the Adriatic, the Handbook includes reflections on modern conceptions and uses of the region’s shared medieval traditions. The volume’s thematic organization reveals rarely compared knowledge about the region’s medieval resources, its people and structures of power, social life and economy, religion and culture, and the images of its past.

This chapter considers the period from 1200 to 1600 because social and political realities of Southeastern Europe delineate such a delayed chronology. The latter term, beginning in the seventeenth century, marks the end of those medieval societies who used Slavonic for their cultural expression. The other main reason for this chronology is the fact that most of the literary production of ninth- and tenth-century Bulgaria is known through Russian literary activity. The chapter begins with the birth of new states using Slavonic as a cultural language on the territory of Byzantium at the end of the twelfth century. The chronological closing term of this study is marked by the two Romanian principalities, Wallachia and Moldavia, where court culture continued to use a medieval Slavonic dialect up to the beginning of the seventeenth century.

The book offers the first overview of Britain’s history of corruption in office in the pre-modern era, 1600–1850. As such, it is intended to appeal to historians but also to political and social scientists, whose work is extensively cited in an expansive and evaluative bibliography. Another distinctive feature of the book is the interaction of the domestic and imperial stories of corruption in office—a key argument is that these were intertwined and related. Linking corruption in office to the domestic and imperial state has not been attempted before, and the book makes extensive use of material relating to the East India Company as well as other colonial officials in the Atlantic world and elsewhere in Britain’s emerging empire. Both ‘corruption’ and ‘office’ were evolving concepts during the period 1600–1850 and underwent very significant but protracted change which the book charts and seeks to explain. To do so, the book makes innovative use of the concept of trust, which helped to shape office in ways that underlined principles of selflessness, disinterestedness, integrity, and accountability of officials. The reader’s report suggested that ‘no historian of this long period can afford to ignore the book, and it will certainly appeal to a large readership not only among historians of Britain and its empire but among political scientists more generally’. There is a brief concluding section highlighting policy implications.

This essay provides a global overview of prostitution from the early modern period to the present. Although the distinction between “premodern” and “modern” prostitution is not necessarily sharp, the profound political, military, and socioeconomic changes from roughly 1600 onward had an important impact on the sale of sex. Worldwide, the practice of prostitution and societal reactions to it were influenced by processes of colonization, industrialization, urbanization, the rise of nation-states, military modernization, nationalism, and war, as well as revolutions in politics, agriculture, transport, and communication. A long historical and broad geographical perspective reveals the continuities and discontinuities in the way commercial sex was practiced, perceived, and policed. This essay paper approaches prostitution from a double (top-down and bottom-up) perspective that integrates criminology and labor theory, presenting the views of authorities, anti-vice campaigners, and society at large while situating prostitution as an integral part of labor history.

AbstractForeign observers of Sweden have attributed the country’s socially inclusive economic growth, which was sustained during nearly one hundred years, to the expansion of the Social Democratic welfare state. However, this analysis overlooks the fundamental causes of Sweden’s economic takeoff. The crucial feature that Sweden exhibited was its uniquely large and evenly distributed stock of human capital. A widespread appreciation for learning and the development of education from the 1600s onwards were the key drivers of the strong development. Against this background, the decline of the Swedish educational system should be cause for serious concern about the country’s future. The chapter provides a summary of the problems regarding schooling in Sweden and presents our view of their causes. The origin of Sweden’s academic decline is mainly attributable to a phenomenon that we refer to as “post-truth” schooling—education based on a postmodern social constructivist view of knowledge.

Chapter 6 reveals how Bernstein used the blues to parse intertwined issues of race, faith, and national identity in the developmental process of Mass and 1600 Pennsylvania Avenue. As the opening rite for the Kennedy Center for the Performing Arts, Mass questioned the notion of faith in the face of persistent violence and social injustice, from the Vietnam War to the ongoing civil rights struggle. As another politically charged work, 1600 Pennsylvania Avenue drew heavily on the blues as a part of its historical pastiche. In the year of the bicentennial, Lerner and Bernstein wanted to call America to account for its ongoing failure to truly address the question of civil rights, but they were depending on a frayed black-Jewish relation for their rhetorical authority.

This chapter examines the contributions of early American women to the study of language. For the most part, ‘American women’ designates immigrants to North America and their descendants, although there is some presence of native women. An initial historical sketch shows that women’s access to language-related intellectual life from the 1600s was more restricted, and limited in scope, compared to that of men. Although gendered expectations and constraints generally inhibited their participation in language scholarship, those same constraints sometimes positioned women to make unique contributions to the study of language. American women played roles in six domains bearing on language. They worked as lexicographers, set social standards for language, and wrote grammars. Women contributed to translation and cross-linguistic communication, and to educating deaf students. Finally, women were active in missionary linguistics, a field in which their accomplishments may have opened the way to public acceptance of women language scholars.

This paper examines the presence of the Portuguese community in Antwerp, after the conquest of the city by the troops of Philip II and the embargo imposed on trade with the United Provinces of the Netherlands. From 1585 onwards, there is an increase in the migration of merchants to neighbouring cities, such as Amsterdam. In general, Portuguese historiography has payed particular attention to the Portuguese who leave Antwerp for new mercantile centres, and to their contribution to business in these new places. However, Antwerp retained some weight as a financial market, and several Portuguese merchants remained in the city. The chronology under study comprises two time slots: 1596 and 1606. The results of the analysis reveal that in this period there is an adaptation of their commercial practices, with new business opportunities. In Antwerp, we see how the Portuguese and Castilian empires intersect, and the way Portuguese merchants benefit from it. Based on information from notarial acts such as powers of attorney, bills of exchange, settlement briefs and wills, this work identifies merchants, their business partners, transit and trading places, different kinds of economic activities they carry out, but also whom they marry, their heirs, how their family ties are woven. The result is a socio-economic profile of the Portuguese community in Antwerp around the turn of the 16th century.

The anonymous Look About You of 1600 calls for a game of bowls that dilates upon the sport’s propensity to run away with itself. In the midst of a game at bowls played in prison, one character excuses himself for a moment. At that point the other borrows his clothes and escapes in his guise, leaving his competitor “bowling alone,” a victim of social isolation. This chapter argues that bowling offers early modern theatre a theory of isolation but also proximity, velocity, and writing. Indeed, bowling materializes theatre’s sense of its proxemics and ultimately theatricalizes the relationship between dramatic fiction and space, and even offers a plangent metaphor for the role of the writer and his hopes for a return.

Pam Peters’s paper on Indian English keywords presents a diachronic approach to identifying cultural keywords, in a combination of historical lexicography and 21st century data from the GloWbE corpus. She focuses on Arabic and Persian words with long histories of use from the Mughal regime (approximately 1600–1800), which managed both India and Pakistan through a Hindi-Urdu contact language (Hindustani), and continued to be used under the British Raj until the partition of India in 1947. A sample of the long-lived Persian and Arabic words show ongoing language–culture connections in references to monetary and legal institutions, as well as traditional foods, costume and entertainment. But other colonial words designating once important roles in handling money and managing large households are now degraded or neutralised in proper names. Traditional terms of reference and address from Arabic are still widely used in online Indian English, to affirm shared social and cultural relationships; and though their connotations of respect or friendship are eroded, they continue to index such values in changing social contexts.

The Mierzanowice Culture (MC) is the name given to an archaeological complex that existed from about 2400/2300–1600 BCE, in the Early Bronze Age of Central Europe. Mierzanowice Culture cemeteries provide a unique opportunity to investigate and theorize the relationship between sex and gender in prehistory, due to their tradition of mirror-opposite, seemingly sex-differentiated burials. This chapter questions interpretations of these burial characteristics in terms of rigid, sex-based binaries, and investigates whether they may correspond more closely with social constructions of identity, including gender and status. Furthermore, it explores the relationship between salient biological and social categories and health in Mierzanowice communities. Although the case study explored in this chapter was based on a small sample of individuals, a few patterns have begun to emerge. Certain aspects of burial orientations may correspond more to gender than to sex. Furthermore, it is not out of the realm of possibility that some atypical burial orientations may correspond to a non-binary gender category. This preliminary study also indicated that while all individuals were at fairly equal risk of perimortem trauma, females were more likely than males to incur antemortem trauma.

Abstract This chapter examines the multifaceted legacies of Confucianism in Japan during the Tokugawa period (1600–1868). The Tokugawa era was especially rich in Confucian developments, and this chapter emphasizes the Confucian impact on education, literacy, political thought, metaphysics, spirituality, national identity, and economic theory and practice. In addressing these topics, the relationship of Tokugawa Confucianism to Buddhism, Christianity, and Shintō is examined. Gender issues and the socio-economic backgrounds of Confucian thinkers are also considered. Additionally, the relationship between Tokugawa Confucianism as an intellectual force in early modern Japan and the beginnings of modernity in the Meiji period (1868–1912) and beyond are explored.

In eleventh-century China, a growing number of local men received a classical education and played a visible role in the government. Some passed the civil service examinations and held office, but those who did not also actively engaged themselves in local administration. These local men of culture, or local literati, had a dual identity: they were influential members of local society in their hometowns, but they were also participants in an empire-wide literati community that defined itself by a shared culture and supralocal networks. This chapter provides a case study of how local literati on the fringes of officialdom negotiated between these two identities and how they both cooperated with the state in local administration and protested against it in defence of local interests. The protagonist in this chapter is Zhang Yu, a Sichuanese literatus of the early Northern Song Dynasty who never held office but commanded great respect from local officials. Using his letters, parting valedictions, and commemorative inscriptions, this chapter explores how local literati provided political counsel and communicated their demands to the government. It argues that Zhang pursued, in different genres of his writings, several agendas that complemented one another. He eagerly fashioned himself as a true literatus in the metropolitan circles, which in turn strengthened his social standing and enabled him to weigh in on local policy and speak for local interests.

This study investigates the interconnection between the adoption of the minuscule script for the transcription of Greek literary texts (one of the most significant innovations in the history of Byzantine book culture) and the huge cultural revival of ninth-century Byzantium. The focus lies on the social changes that occurred among the Constantinopolitan elites at the end of the eighth century as a result of the political events following the death of Emperor Leo IV. The adoption of the minuscule in the copying of books will be described as a three-step process, whose phases will be discussed with particular attention to the social milieus in which they emerged and developed (especially the bureaucratic circles of the capital connected to the finance administration and some monastic networks). In conclusion, the study emphasizes the importance of some very specific technical skills in one of the most decisive changes in middle-byzantine cultural history.

This paper presents the first-ever comprehensive assessment of the installed solar capacity in Texas. While the power generated from grid-tied solar photovoltaic installations can be tracked, an inventory including the capacity of these and other types of solar installations has never been performed. In contrast, installed wind capacity in Texas is closely tracked and widely publicized. Because of this discrepancy, decision-makers have lacked critical information to gauge the appropriateness of solar versus wind power for future installations, complicating their ability to prioritize which renewable power sources to incentivize. The work presented in this paper fills this knowledge gap by providing the methodology and results from a bottoms-up survey of major solar installers, large solar customers, and relevant government agencies (for example government agencies that are responsible for issuing rebates, or those that are major solar customers themselves). Over thirty entities were systematically contacted to obtain proprietary data that were then aggregated to determine the total installed solar capacity in Texas. Both power generation and heating applications are considered, including the following: photovoltaic (on- and off-grid), concentrating solar power (CSP), solar pond, and solar water heating (SWH). Other heating forms such as room and pool heating are not considered. An aggregate figure is presented and then benchmarked against installed wind capacity. Findings reveal that after 30 years and roughly $56 million in installation costs (at approximately $8300/kW), Texas possesses about 6.7 megawatts (MW) of installed solar electric capacity. Comparatively, in over 6 years and an estimated $6.9 billion in installation costs (at approximately $1600/kW), installed wind capacity in Texas approaches 5000 MW, which is more than any other state in the United States. Notably, at least another 8000 MW of new wind projects are in various stages of development, whereas few significant solar projects have been announced. This solar assessment exposes a stark difference in pace, cost and total size of installation for these two power sources, which is the likely experience for many other states. While these differences do not negate solar as a future power option, they raise further questions about the technical, social, and economic barriers each renewable technology faces, as well as the feasibility and design of incentives to further market penetration. Understanding this mixed history for these two power sources offers instructive guidance and useful insights to policymakers nationwide.