Artículos de revistas sobre el tema "Chinese language – computer-assisted instruction for english speakers"

This research adopts the methodology of corpus-based analysis and contrastive interlanguage analysis (CIA), using three corpora as the data source to analyze the adverbial connectors used by Chinese EFL (English as a foreign language) learners (i.e., university students in Guangzhou, China) in their written English. Major findings show that Chinese EFL learners have displayed a general tendency to overuse English adverbial connectors in terms of total tokens when compared with native speakers of English, and Chinese EFL learners deviate notably from the native speakers of English in the use of some individual English adverbial connectors. The research explores that Chinese EFL learners’ use of English adverbial connectors might be influenced by L1 transfer, writing handbooks’ and teachers’ instruction, learners’ lack of audience awareness, and lack of stylistic awareness. The research has some implications for language learning: a large collection of learner corpora, a target language's native speakers corpus, a learner's mother language corpus, and corpus software AntConc can complement textbooks in language learners’ deep learning process, constituting a language-based learning environment for human languages with reduced perplexity and increased accuracy.

Abstract In the area of computer-assisted language learning (CALL), although a number of studies have adopted various CALL-based devices (e. g., blogs, gaming, and synthetic environments) to foster second language (L2) acquisition, the vital component of instruction has received little attention. The present study explored the usefulness of CALL-based communication in conjunction with instruction on EFL learners’ L2 pragmatic development. Sixty-two EFL students from a university in China were recruited for the current research. The experimental group communicated with a native English speaker through synchronous messaging via Skype and had two instructional sessions pertinent to compliment responses, while the control group interacted with a native English speaker via Skype without having the teaching intervention. Findings from an independent samples t-test demonstrated that the experimental group produced significantly more proper compliment responses in the immediate posttest than the control group (p < . 001). Moreover, a significant difference (p < . 001) was found for the experimental group between the pre-intervention and delayed post-intervention mean scores, suggesting that CALL coupled with teaching intervention had a long-term impact on learners’ L2 pragmatic development. These findings enrich our understanding of the beneficial and lasting influence of combining CALL with instruction on EFL students’ pragmatic development. In addition, pedagogical implications for deploying CALL paired with L2 pragmatics instruction are provided.

The use of computer-mediated communication (CMC) has been growing as an approach to facilitating second/foreign language (L2/FL) acquisition. Existing literature adopting CMC has investigated the efficacy of various devices (e.g., blogs, emails). However, few studies have explored the potential advantages of augmenting CMC-based learning with instruction. This study investigated the impact of CMC paired with instruction on EFL learners' pragmatic competence. Sixty-five Chinese EFL students were divided into two groups; the experimental group engaged in CMC with native English speakers and received instruction in compliment responses (CRs), while the control group had CMC without intervention. Result from an independent samples t-test indicated a significant difference between groups for properly using CRs, favoring the experimental group (p = .023). Furthermore, findings from interviews showed that cognitive load, teachers, and pragmatic knowledge affect EFL learners' pragmatic behaviors. Implications are discussed.

Literature on hypermedia has been growing. Although its potentials and educational implications are being explored, not much empirical research has been done to substantiate its rich theoretical assumptions and verify its promises. The purpose of this study was to provide some results on the practical application of the technology. It intended to investigate the effect of hypermedia technology on enhancing vocabulary learning among non-native English speakers.

The study was an attempt to investigate the effect of animated etymology on English speakers' learning of Chinese characters. Twenty-one Chinese language beginners at an Australian university were randomly assigned into three groups using three different types of instructional materials to learn Chinese characters: a) paper-based plain text material with only English meanings; b) paper-based material with English meanings, pictures and static etymological information; and c) CALL material with English meanings, pictures and animated etymological information. The effects of three materials were tested under two task conditions: a) picture-enhanced tasks and b) non-picture-enhanced tasks. Through both within-group and cross-group comparisons, the statistical results indicate that the group using computer-based materials involving animated etymology significantly outperformed those using the paper-based materials with and without illustrated etymological information in both tasks and the advantages of paper-based illustrated etymological information over the paper-based group without such information are limited to the tasks involving pictures.

Technology's role and use as a tool for teaching the English language is growing as educators recognize its ability to create both independent and collaborative learning environments in which students can learn English with ease. In our country, various approaches and methods are used to teach English and develop English language skills. However, the majority of them are traditional, less interesting, ineffective, and less motivating. As a result, it is necessary to employ modern approaches and ICT (Information and Communication Technology) tools to improve understanding and acquisition of fundamental skills, i.e. Students' LSRW (Listening, Speaking, Reading, and Writing) of the English language at the school level. ICT has a lot to offer both teachers and students in terms of expanding their vocabulary and improving their English language skills. Nowadays, ICT tools and approaches are widely used due to their convenience, omnipresence, effectiveness, and low cost. CAL (Computer Assisted Learning), CALA (Computer Assisted Language Assessment), CALI (Computer Assisted Language Instruction), CALL (Computer Assisted Language Learning), Blogs, Wiki, e-mail facility, Digital libraries, multimedia, mobile learning, MOOCs, Virtual classrooms, and so on are some of these approaches, facilities, and tools. These facilities have paved the way for individualized learning and given learners the freedom to learn whenever and wherever they want, according to their needs and convenience. Technology has become a tool for making learners innovative as well as a source of motivation for learners to learn. To compete with these native English speakers.

Abstract An earnings conference call is a hybrid genre of reporting and promotional discourses in which evaluation plays an important role. Using data from two self-built corpora, this study aims to explore the frequency and functions of evaluation in English earnings conference calls issued by Chinese companies and international companies. Using the computer software package Wmatrix, we carried out a key semantic domains analysis and keywords analysis of the data. The major findings of the analyses are as follows: First, the four parameters of evaluation receive different degrees of importance in earnings conference calls. Second, in earnings conference calls evaluation performs three inter-related functions: as an image promotion strategy, as a speaker identity indexing strategy, and as metadiscourse. Third, although there are similarities, speakers of Chinese companies deviate from their international counterparts in using evaluative language during the calls in aspects of parameters and word choice. Possible reasons for these similarities and differences are discussed with reference to the functions of evaluation in the call as a hybrid genre, genre awareness, and cultural influences.

Teachers in traditional English classes focus more on writing and grammar instruction, while oral language instruction is neglected. In exam-oriented education, most Chinese students can master English written test skills, but only a few students can communicate effectively in English daily. People are progressively realizing that language is a tool for communication and communication in recent years, as the frequency of international exchanges has increased and that language learning should focus on oral language education. However, there are numerous issues with teaching oral English. When students perform individual oral practice after class, for example, they are unable to determine whether their pronunciation is correct. As a result, a computer-assisted study into automatic pronunciation of spoken English has become a viable solution to these issues. However, the present spoken English pronunciation mistake correction model’s accuracy and stability have not yet reached an optimal level. Based on this background, this work provides an enhanced random forest model and uses it to detect and correct automatic pronunciation errors in English classes. The improved random forest (RF) algorithm is used to classify and detect whether the learner’s pronunciation is correct. Mel cepstral coefficient (MFCC) is used for feature extraction, and principal component analysis (PCA) is used for dimensionality reduction of feature data. The experimental structure demonstrates that by using a combination classification framework based on MFCC, PCA, and RF, the learner’s pronunciation difficulty may be resolved. This allows for different error categories to receive feedback corrections.

The expansion of technology and computer science, as well as advancements in language instruction and learning methodologies, has enabled computer-assisted language learning technologies to tackle this challenge. In the field of Chinese learning, a few language learning computerized systems in the country and abroad concentrate mainly on language, grammar acquisition only have one or two assessment indicators as basis of evaluation, that definite functional flaws provide a general assessment to learners' pronunciation. In this manuscript, Language Dissemination Paths and Modes Aided by Computer Technology (LDPM-QICCNN-KOA) are proposed. The input data are collected from Chinese Corpus dataset. Then the data is given into unscented trainable kalman filter for preprocessing the input data. Then the preprocessed data are provided to QICCNN for Language Dissemination. In general, the based Quantum-inspired Complex Convolutional Neural Network doesn’t express adapting optimization approaches to determine optimal parameters to ensure exact identification. Hence, KOA utilized to enhance Quantum-inspired Complex Convolutional Neural Network, which accurately done the Language Dissemination Paths and Modes. The proposed LDPM-QICCNN-KOA method is executed on python. Then performance of proposed technique is analyzed with other existing methods. The proposed technique attains 26.36%, 20.69% and 35.29% higher accuracy; 19.23%, 23.56%, and 33.96% higher F1-Score; 26.28%, 31.26%, and 19.66% higher precision when comparing with the existing methods such as research on network oral English teaching system depend on machine learning (LDPM-DBN), nonlinear network speech recognition structure in deep learning algorithm (LDPM-DNN), research on open oral English scoring system depend on neural network (LDPM-BPNN).

Computer Assisted Language Learning (CALL) has been a burgeoning industry in China, one case in point being the extensive employment of Automated Writing Evaluation (AWE) systems in college English writing instruction to reduce teachers’ workload. Nonetheless, what warrants a special mention is that most teachers include automatic scores in the formative evaluation of relevant courses with scant attention to the scoring efficacy of these systems (Bai & Wang, 2018; Wang & Zhang, 2020). To have a clearer picture of the scoring validity of two commercially available Chinese AWE systems (Pigai and iWrite), the present study sampled 486 timed CET-4 (College English Test Band-4) essays produced by second-year non-English majors from 8 intact classes. Data comprising the maximum score difference, agreement rate, Pearson’s correlation coefficient and Cohen’s Kappa were collected to showcase human-machine and machine-machine congruence. Quantitative linguistic features of the sample essays, including accuracy, lexical and syntactic complexity, and discourse features, were also gleaned to investigate the differences (or similarities) in construct representation valued by both systems and human raters. Results show that (1) Pigai and iWrite largely agreed with each other but differed a lot from human raters in essay scoring; (2) high-human-score essays were prone to be assigned low machine scores; (3) machines relied heavily on the quantifiable features, which, however, had limited impacts on human raters.

OBJECTIVES/SPECIFIC AIMS: The goal of this study was to determine the impact of an RN-guided preoperative educational intervention in a minimally invasive gynecologic oncology surgery cohort. Our specific objectives include: 1. To assess the impact of preoperative education on quality outcomes such as length of stay and discharge by noon rates. 2. To characterize the differential burden of post-operative communications on nursing staff in patients who received education versus those who did not. METHODS/STUDY POPULATION: This was a retrospective cohort study. We identified thirteen gynecologic oncology patients scheduled for minimally invasive surgeries (laparoscopic and robot-assisted) between March 2017 and July 2017. These patients served as the pilot for a quality improvement project comprised of a preoperative teaching session by a gynecologic oncology registered nurse (RN). Patients also received an educational booklet, designed by gynecologic oncology care team members including nurses and physicians. Educational topics included expectations for pre-, intra-, and post-operation; guidelines for post-op care at home, important contact information, and postoperative medication instructions. Patients were also given a prescription for their post-operative medications and asked to fill them before their surgeries. Following their surgeries, patients were asked to take a voluntary and anonymous 8-item online survey assessing their satisfaction with the educational intervention, their procedure, and their hospital stay. We matched these patients in a one-to-two ratio, to patients not included in the pilot, on the basis of surgery type and age. All subjects and controls spoke English as their primary language. We abstracted data from the electronic medical record including pathologic diagnosis, number of postoperative communications (telephone and email), content of postoperative communications, and various clinical characteristics. Outcome measures include length-of-stay, discharge-by-noon rate, percentage of patients with postoperative questions, and number of postoperative concerns communicated via telephone or email. RESULTS/ANTICIPATED RESULTS: There were 39 patients in the final cohort; thirteen of whom who participated in the pilot project, POET (Perioperative Educational Tool). Thirty-nine percent of POET patients had questions regarding their surgery or post-op care as compared with 61.5% of controls (P = 0.087). Nineteen percent of controls had questions about their postoperative medications, compared with zero percent of POET patients (P = 0.046). POET patients had an average of 0.69 postoperative communications, compared with 1.12 in controls. The length of stay was 8 hours in POET patients and 26 hours in controls (P = 0.317). The discharge before noon rate was 20% in POET patients and 25% in controls (P = 0.41). Of the 10 POET patients who completed the anonymous online survey, 100% liked the approach to teaching; 100% felt that they received consistent information regarding surgery, hospital stay, and post-op care, 100% felt prepared at discharge, 100% picked up their postoperative medications without difficulty prior to surgery. DISCUSSION/SIGNIFICANCE OF IMPACT: Patients uniformly had a positive response to their preoperative education. Although our primary outcomes were not statistically significant, the results of this unpowered, observational study suggest that anticipatory education such as we provided, may decrease the burden of post-operative communications related to surgical expectations. A preoperative teaching intervention may be especially valuable in educating patients about their postoperative medications. Although POET patients had significantly fewer questions about their postoperative medications, refilling their medications before their procedures did not seem to have an effect on discharge-by-noon rates. This may demonstrate that delays in disposition are not influenced by post-operative prescriptions. One limitation of our study is that we did not prospectively measure patient satisfaction with surgical care. Another limitation is that the pilot educational intervention was conducted entirely in English. To our knowledge, there exists no analysis of the effect of English language proficiency on outcomes such as patient satisfaction, length of stay, and discharge-by-noon rates, and other clinical outcomes in this surgical patient population. It is well-demonstrated in the literature that limited English proficiency contributes negatively to health care quality. Our next steps involve establishing a prospective study to measure the effects of preoperative education on patient satisfaction with their procedure, post-operative communications, and discharge by noon rates. We also plan to administer POET to Spanish- and Chinese-language speakers, to better understand the effect of limited English proficiency on our outcome measures of interest.

During reading, readers never fixate on all words in the text; shorter words sometimes gain zero fixation and skipped by the reader. Relying on E-Z Reader Model, this research hypothesized that a similar skipping effect also exists for a second language. The current study examined word skipping rates in EFL (English as a Foreign Language) with 75 EFL learners by using eye tracking methodology. The results showed that word skipping was affected by EFL reading proficiency significantly and articles (a, an, the) were skipped more than content words. Furthermore, more skilled learners were observed to have less fixation count and skipped more words during reading while less skilled learners employed more fixations and skipped less words. Eye tracking as a novel method to observe learner development and progress in EFL reading was also discussed. References Altarriba, J., Kroll, J. F., Sholl, A.. & Rayner, K. (1996). 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Despite the salience of monitoring in self-regulated learning (SRL) and foreign and/or second language (L2) speech production in non-testing conditions, little is known about the metacognitive construct in testing contexts and its effects on learner performance. Given the reciprocal effects between L2 testing and L2 learning, a research effort in monitoring working in speaking tests, in particular computer-delivered integrated speaking tests, a testing format that has been advocated as an internal part of L2 classroom instruction and represents the future direction of L2 testing, is warranted. This study, therefore, serves as such an effort through investigating the use of monitoring by 95 Chinese English as foreign language (EFL) learners on a self-reported questionnaire after they performed three computer-delivered integrated speaking test tasks. Descriptive analysis followed by Hierarchical Linear Modelling (HLM) testing reveals that monitoring was used in a high-frequency manner, but it exerted no substantial effects on learner performance. Primarily, the results are expected to provide pedagogical implications for SRL: while fostering self-regulating learners, especially self-monitoring L2 speakers, it is necessary for L2 teachers to purposefully reduplicate testing conditions in their classroom instructions for helping the self-regulating learners be equally self-regulating test-takers. Moreover, the results are hoped to offer some insights into L2 testing through the perspective of self-monitoring, one proposed component of strategic competence, a construct that has been extensively acknowledged to reflect the essence of L2 testing.

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03–386 Anquetil, Mathilde (U. of Macerata, Italy). Apprendre à être un médiateur culturel en situation d'échange scolaire. [Learning to be a cultural mediator on a school exchange.] Le français dans le monde (Recherches et applications), Special issue Jan 2003, 121–135.03–387 Arbiol, Serge (UFR de Langues – Université Toulouse III, France; Email: arbiol@cict.fr). Multimodalité et enseignement multimédia. [Multimodality and multimedia teaching.] Stratégies d'apprentissage (Toulouse, France), 12 (2003), 51–66.03–388 Aronin, Larissa and Toubkin, Lynne (U. of Haifa Israel; Email: larisa@research.haifa.ac.il). Code-switching and learning in the classroom. International Journal of Bilingual Educationand Bilingualism (Clevedon, UK), 5, 5 (2002), 267–78.03–389 Arteaga, Deborah, Herschensohn, Julia and Gess, Randall (U. of Nevada, USA; Email: darteaga@unlv.edu). Focusing on phonology to teach morphological form in French. 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TESL Canada Journal (BC, Canada), 20, 2 (2003), 52–64.03–410 Ko, Jungmin, Schallert Diane L., Walters, Keith (University of Texas). Rethinking scaffolding: examining negotiation of meaning in an ESL storytelling task. TESOL Quarterly, 37, 2 (2003), 303–336.03–411 Lazaraton, Anne (University of Minnesota, USA). Incidental displays of cultural knowledge in Nonnative-English-Speaking Teachers. TESOL Quarterly, 37, 2 (2003), 213–245.03–412 Lehtonen, Tuija (University of Jyväskylä, Finland; Email: tuijunt@cc.jyu.fi) and Tuomainen, Sirpa. CSCL – A Tool to Motivate Foreign Language Learners: The Finnish Application. ReCALL, 15, 1 (2003), 51–67.03–413 Lycakis, Françoise (Lycée Galilée, Cergy, France). Les TPE et l'enseignement de l'anglais. [Supervised individual projects and English teaching.] Les langues modernes, 97, 2 (2003), 20–26.03–414 Lyster, Roy and Rebuffot, Jacques (McGill University, Montreal, Canada; Email: roy.lister@mcgill.ca). 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EFL (English as a foreign language) learners seem destined to make errors and continuously need to test their changing language levels. However, the unbalance between supply and demand always exists in the process of learning English. Teachers sometimes are also tired of doing repetitive jobs to correct the same mistakes of nonnative speakers. Therefore, many researchers tend to improve the efficiency of learning and teaching processes by using computer-assisted instruction. Specifically, artificial intelligence software is an unstoppable trend to solve this problem. This study aims to find which characteristics in IELTS Liulishuo (an artificial English-learning app to improve IELTS performance) are following the elements of computer-assisted language learning (CALL) pedagogy (Chapelle, 2003). Meanwhile, it will also be evaluated under the mobile-assisted language learning (MALL) principles and some concepts of AI-powered foreign language software, as was put forward by Stockwell (2013) and Pokrivcakova (2019). The results showed that IELTS Liulishuo has affordability to be used as an online platform for foreign English learning. More importantly, it shed some light on CALL pedagogy and the design of artificial applications of foreign language learning.

Consonant and vowel sounds of English (segmentals) carry a significant weight in communication. Pronunciation instruction focusing on segmental features has been found to be highly effective (e.g., Thomson & Derwing, 2015). However, students with different first languages (L1) or even students from the same L1 backgrounds, have different pronunciation needs. With limited class time, teachers cannot be expected to cater to the pronunciation needs of every student. This has made individualized pronunciation instruction, which enables pronunciation instruction tailored for the needs of each second language (L2) learner, a requirement in today’s language classrooms (Levis, 2007). The growing number of computer-assisted pronunciation training (CAPT) tools have been responding to this need, making individualized pronunciation instruction, as well as individualized feedback more feasible and available for L2 speakers. Chun (2012) asserts that in order for a CAPT tool to be effective, it must contain “auditory and visualization features, automatic speech recognition (ASR), and appropriate and accurate feedback” (p. 8). Speakometer, an online application that provides segmental practice for its users, was built around Chun’s (2012) three pillars, with a strong auditory feature combined with an ASR to provide learners with relevant pronunciation feedback. The application uses an artificial intelligence (AI) algorithm and ASR to rate the user’s spoken English pronunciation. It is targeted for all users who aim to improve their English pronunciation. The users are provided with immediate feedback, which appears on the screen as verbal (e.g., “Very good”), along with the image of a ‘speakometer’ displaying four colors for the rating: red, orange, yellow and green.

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Self-Determined Motivation for Language Learning: The Role of Need for Cognition and Language Learning Strategies. Zeitschrift für Interkulturellen Fremdsprachenunterricht (Alberta, Canada), 9, 2 (2004), 28.04–345 Montrul, Silvina (U. of Illinois at Urbana-Champaign, USA; Email: montrul@uiuc.edu). Psycholinguistic evidence for split intransitivity in Spanish second language acquisition. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 239–267.04–346 Orsini-Jones, Marina (Coventry U., UK; Email: m.orsini@coventry.ac.uk). Supporting a course in new literacies and skills for linguists with a Virtual Learning Environment. ReCALL (Cambridge, UK), 16, 1 (2004), 189–209.04–347 Philip, William (Utrecht U., Netherlands; Email: bill.philip@let.uu.nl) and Botschuijver, Sabine. Discourse integration and indefinite subjects in child English. IRAL (Berlin, Germany), 42, 2 (2004), 189–201.04–348 Rivalland, Judith (Edith Cowan U., Australia). Oral language development and access to school discourses. Australian Journal of Language and Literacy (Norwood, South Australia), 27, 2 (2004), 142–158.04–349 Rosa, Elena, M. and Leow, Ronald, P. (Georgetown U., USA). Awareness, different learning conditions, and second language development. Applied Psycholinguistics (Cambridge, UK), 25 (2004), 269–292.04–350 Schwarz-Friesel, Monika. Kognitive Linguistik heute – Metaphernverstehen als Fallbeispiel. [Cognitive Linguistics today – the case of understanding metaphors.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 83–89.04–351 Segalowitz, Norman and Freed, Barbara, F. (Concordia U., USA; Email: sgalow@vax2.concordia.ca). Context, contact, and cognition in oral fluency acquisition. Studies in Second Language Acquisition (New York, USA), 26 (2004), 173–199.04–352 Sleeman, Petra (U. of Amsterdam, Netherlands; Email: A.P.Sleeman@uva.nl). Guided learners of French and the acquisition of emphatic constructions. IRAL (Berlin, Germany), 42, 2 (2004), 129–151.04–353 Takanashi, Yoshiri (Fukuoka U. of Education, Japan; Email: yt0917@fukuoka-edu.ac.jp). TEFL and communication styles in Japanese culture. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 1–14.04–354 Wang, Judy Huei-Yu (Georgetown U., USA; Email: jw235@Georgetown.edu) and Guthrie, John T. Modeling the effects of intrinsic motivation, extrinsic motivation, amount of reading, and past reading achievement on text comprehension between U.S. and Chinese students. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 162–186.04–355 Watts, Catherine (U. of Brighton, UK). Some reasons for the decline in numbers of MFL students at degree level. Language Learning Journal (Oxford, UK), 29 (2004), 59–67.04–356 Wingate, Ursula (Oxford U., UK). Dictionary use – the need to teach strategies. Language Learning Journal (Oxford, UK), 29 (2004), 5–11.04–357 Wong, Wynne (Ohio State U., USA; Email: wong.240@osu.edu). Textual enhancement and simplified input effects on L2 comprehension and acquisition of non-meaningful grammatical form. Applied Language Learning (Monterey, CA, USA), 13, 2 (2003), 109–132.

03—285 Ahmed, Mehreen (U. of Queensland, Australia). A note on phrase structure analysis and design implication for ICALL. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 423—33.03—286 Argaman, Osnat and Abu-Rabia, Salim (U. of Haifa, Israel). The influence of language anxiety on English reading and writing tasks among native Hebrew speakers. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 143—60.03—287 Bielinska, Monika (Schlesische Universität, Katowice, Poland). Zu Semantischen Aspekten der Wortkombinatorik. [On semantic aspects of word combination.] Glottodidactica (Poznań, Poland), 28 (2002), 19—27.03—288 Bonci, Angelica (Royal Holloway, U. of London, UK). Collocational restrictions in Italian as a second language: A case control study. Tuttitalia (Rugby, UK), 26 (2002), 3—14.03—289 Brown, Charles Grant (U. of Northern British Columbia, Canada; Email: brownc@unbc.ca). Inferring and maintaining the learner model. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 343—55.03—290 Butler, Yuko Goto (U. of Pennsylvania, USA; Email: ybutler@gse.upenn.edu). Second language learners' theories on the use of English articles: An analysis of the metalinguistic knowledge used by Japanese students in acquiring the English article system. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 451—80.03—291 Carroll, Susanne E. (Universität Potsdam, Germany; Email: carroll@rz.uni-potsdam.de). Induction in a modular learner. Second Language Research (London, UK), 18, 3 (2002), 224—49.03—292 Chen, Liang, Tokuda, Naoyuki and Xiao, Dahai (Sunflare Company, Tokyo, Japan; Email: chen_1@sunflare.co.jp). A POST parser-based learner model for template-based ICALL for Japanese-English writing skills. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 357—72.03—293 Di Biase, Bruno and Kawaguchi, Satomi (U. of Western Sydney, Australia; Email: B.DiBiase@uws.edu.au). Exploring the typological plausibility of Processability Theory: Language development in Italian second language and Japanese second language. Second Language Research (London, UK), 18, 3 (2002), 274—302.03—294 Dimroth, Christine (Max Planck Inst. for Psycholinguistics, Nijmegen, The Netherlands; Email: christine.dimroth@mpi.nl). Topics, assertions, and additive words: How L2 learners get from information structure to target-language syntax. Linguistics (Berlin, Germany), 40, 4 (2002), 891—923.03—295 Duffield, Nigel (McGill U., Canada), White, Lydia, Bruhn de Garavito, Joyce, Montrul, Silvina and Prévost, Philippe. Clitic placement in L2 French: Evidence from sentence matching. 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Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 419—50.03—300 Ghaith, G. M. (American U. of Beirut, Lebanon; Email: gghaith@aub.edu.lb). The relationship between cooperative learning, perception of social support, and academic achievement. System (Oxford, UK), 30, 3 (2002), 263—73.03—301 Golato, Peter (U. of Illinois, Urbana-Champaign, USA; Email: pgolato@uiuc.edu). Word parsing by late-learning French-English bilinguals. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 417—46.03—302 Gorostiaga, Arantxa and Balluerka, Nekane (U. of the Basque Country; Email: pspgomaa@ss.ehu.es). The influence of the social use and the history of acquisition of Euskera on comprehension and recall of scientific texts in Euskera and Castilian. Language Learning (Malden, MA, USA), 52, 3 (2002), 491—512.03—303 Hada, Yoshiaki, Ogata, Hiroaki and Yano, Yoneo (Tokushima U., Japan; Email: hada@is.tokushima-u.ac.jp). Video-based language learning environment using an online video-editing system. Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 387—408.03—304 Håkansson, Gisela (U. of Lund, Sweden; Email: Gisela.Hakansson@ling.lu.se), Pienemann, Manfred and Sayehli, Susan. Transfer and typological proximity in the context of second language processing. Second Language Research (London, UK), 18, 3 (2002), 250—73.03—305 Hatasa, Yukiko Abe (U. of Iowa, USA; Email: yukiko-hatasa@uiowa.edu). The effects of differential timing in the introduction of Japanese syllabaries on early second language development in Japanese. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 349—67.03—306 Hsiao, Tsung-Yuan (Nat. Taiwan Ocean U., Republic of China; Email: tyhsiao@mail.ntou.edu.tw) and Oxford, Rebecca L.. Comparing theories of language learning strategies: A confirmatory factor analysis. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 368—83.03—307 Hu, Guangwei (Nat. Inst. of Ed., Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). Psychological constraints on the utility of metalinguistic knowledge in second language production. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 347—86.03—308 Hulstijn, Jan (U. of Amsterdam, The Netherlands; Email: hulstijn@hum.uva.nl). Towards a unified account of the representation, processing and acquisition of second language knowledge. Second Language Research (London, UK), 18, 3 (2002), 193—223.03—309 Itakura, Hiroko (The Hong Kong Polytechnic U.; Email: eghiroko@polyu.edu.hk). Gender and pragmatic transfer in topic development. Language, Culture and Curriculum (Clevedon, UK), 15, 2 (2002), 161—83.03—310 Jarvis, Scott (Ohio U., USA; Email: jarvis@ohio.edu). Topic continuity in L2 English article use. Studies in Second Language Acquisition (New York, USA), 24, 3 (2002), 387—418.03—311 Jung, Udo O. H. (U. of Bayreuth, Germany; Email: hmejung@gmx.de). An international bibliography of computer-assisted language learning: Fifth instalment. System (Oxford, UK), 30, 3 (2002), 349—98.03—312 Kim, Daejin (Hansei U., Republic of Korea; Email: daejkim@chollian.net) and Hall, Joan Kelly. The role of an interactive book reading program in the development of second language pragmatic competence. The Modern Language Journal (Malden, MA, USA), 86, 3 (2002), 332—48.03—313 Lee, Eun-Joo (Stanford U., USA; Email: eunlee@stanford.edu). Comparing personal references in English by a native-speaking and a Korean pre-adolescent. English Teaching (Korea), 57, 3 (2002), 125—43.03—314 Lee, Lina (U. of New Hampshire, USA; Email: llee@hopper.unh.edu). Synchronous online exchanges: A study of modification devices on non-native discourse. System (Oxford, UK), 30, 3 (2002), 275—88.03—315 Lee, Siok H. (Burnaby Sch. District & Simon Fraser U., Canada; Email: slee@alpha.sd41.bc.ca) and Carey, Stephen. Explaining Chinese learners' errors in the phonological representations of Latinate derivatives in English: A psycholinguistic perspective. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 65—91.03—316 Liontas, John I. (U. of Notre Dame, IN, USA; Email: jliontas@nd.edu). Exploring second language learners' notions of idiomaticity. System (Oxford, UK), 30, 3 (2002), 289—313.03—317 Macintyre, Peter D. (U. Coll. of Cape Breton, Canada; Email: peter_macintyre@uccb.ca), Baker, Susan C., Clément, Richard and Donovan, Leslie A.. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning (Malden, MA, USA), 52, 3 (2002), 537—64.03—318 Martínez, Ana Cristina Lahuerta (U. of Oviedo, Asturias, Spain; Email: lahuerta@correo.uniovi.es). Empirical examination of EFL readers' use of rhetorical information. English for Specific Purposes (Amsterdam, The Netherlands), 21, 1 (2002), 81—98.03—319 Mori, Yoshiko (Georgetown U., USA; Email: moriy@georgetown.edu). Individual differences in the integration of information from context and word parts in interpreting unknown kanji words. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 375—97.03—320 Morris, Frank A. (U. of Miami, USA). Negotiation moves and recasts in relation to error types and learner repair in the foreign language classroom. Foreign Language Annals (New York, USA), 35, 4 (2002), 395—404.03—321 O'Grady, William (U. of Hawai'i, USA; Email: ogrady@hawaii.edu) and Yamashita, Yoshie. Partial agreement in second-language acquisition. Linguistics (Berlin, Germany), 40, 5 (2002), 1011—19.03—322 Perdue, Clive (Université Paris VIII, France; Email: clive@univ-paris8.fr), Benazzo, Sandra and Giuliano, Patrizia. When finiteness gets marked: The relations between morphosyntactic development and use of scopal items in adult language. Linguistics (Berlin, Germany), 40, 4 (2002), 849—90.03—323 Pichette, François (U. of South Florida, USA; Email: pichette@chuma1.cas.usf.edu). Second-language vocabulary learning and the additivity hypothesis. Canadian Journal of Applied Linguistics (Ottawa, Canada), 5, 1/2 (2002), 117—30.03—324 Raymond, Patricia M. (U. of Ottawa, Canada) and Parks, Susan. Transitions: Orienting to reading and writing assignments in EAP and MBA contexts. The Canadian Modern Language Review/La Revue canadienne des langues vivantes (Toronto, Ont.), 59, 1 (2002), 152—80.03—325 Schulz, Renate A. (U. of Arizona, USA). Hilft es die Regel zu wissen um sie anzuwenden? Das Verhältnis von metalinguistischem Bewusstsein und grammatischer Kompetenz in DaF. [Does it help to know the rule to apply it? 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Computer Assisted Language Learning (Lisse, The Netherlands), 15, 4 (2002), 319—27.03—329 Tracy, Rosemarie (U. of Mannheim, Germany). Growing (clausal) roots: All children start out (and may remain) multilingual. Linguistics (Berlin, Germany), 40, 4 (2002), 653—86.03—330 van de Craats, Ineke (U. of Nijmegen, The Netherlands; Email: I.v.d.Craats@let.kun.nl), van Hout, Roeland and Corver, Norbert. The acquisition of possessive HAVE-clauses by Turkish and Moroccan learners of Dutch. Bilingualism: Language and Cognition (Cambridge, UK), 5, 2 (2002), 147—74.03—331 Verhoeven, Ludo (U. of Nijmegen, The Netherlands; Email: L.Verhoeven@ped.kun.nl) and Vermeer, Anne. Communicative competence and personality dimensions in first and second language learners. Applied Psycholinguistics (Cambridge, UK), 23, 3 (2002), 361—74.03—332 Wendt, Michael (U. Bremen, Germany). Kontext und Konstruktion: Fremdsprachendidaktische Theoriebildung und ihre Implikationen für die Fremdsprachenforschung. [Context and construction: Foreign language didactic theory formation and its implications for foreign language learning.] Zeitschrift für Fremdsprachenforschung (Germany), 13, 1 (2002), 1–62.03—333 Williams, Marion, Burden, Robert and Lanvers, Ursula (U. of Exeter, UK). ‘French is the Language of Love and Stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal (Abingdon, UK), 28, 4 (2002), 503—28.03—334 Wray, Alison (Cardiff U., UK; Email: wraya@cf.ac.uk). Formulaic language in computer-supported communication: Theory meets reality. Language Awareness (Clevedon, UK), 11, 2 (2002), 114—31.

04–28Atienza Merino, José Luis (Universidad de Oviedo, Spain). L'émergence de l'inconscient dans l'appropriation des langues étrangères. [The role of the Subconscious in Foreign Language Learning.] Études delinguistique appliquée (Paris, France), 131, 3 (2003), 305–328.04–29Belz, Julie A. and Kinginger, Celeste (Pennsylvania State U., USA). Discourse options and the development of pragmatic competence by classroom learners of German: the case of address forms. Language Learning (Malden, MA, USA), 53, 4 (2003), 591–647.04–30Berry, Rita Shuk Yin (Hong Kong Institute of Education) and Williams, Marion. In at the deep end. Difficulties experienced by Hong Kong Chinese ESL learners at an independent school in the United Kingdom. Journal of Language and Social Psychology (Thousand Oaks, CA, USA), 23, 1 (2004), 118–34.04–31Couper, Graeme (Auckland University of Technology, New Zealand). The value of an explicit pronunciation syllabus in ESOL teaching. Prospect (Sydney, Australia), 18, 3 (2003), 53–70.04–32De Fraine, Bieke, Van Damme, Jan, Van Landeghem, Georges and Opdenakker, Marie-Christine (Centre for Educational Effectiveness and Evaluation, Belgium; Email: Beatrijs.DeFraine@ped.kuleuven.ac.be) and Onghena, Patrick. The effect of schools and classes on language achievement. British Educational Research Journal (London, UK), 29, 6 (2003), 841–859.04–33Detey, Sylvain (Université de Toulouse-Le Mirail, France). Invariance, variations et “centration cognitive”: quelles nécessités pour la didactique des langues? [Universals, individuality and “cognitive centring”: what is their use for language teaching?]Revue Parole (Paris, France), 25/26 (2003), 75–114.04–34Durán, Pilar (Reading U., UK; Email: p.duran@reading.ac.uk). Children as mediators for the second language learning of their migrant parents. Language and Education (Clevedon, UK), 17, 5 (2003), 311–331.04–35Erlam, Rosemary (U. of Auckland, New Zealand). Evaluating the relative effectiveness of structured-input and output-based instruction in foreign language learning. Studies in Second Language Acquisition (New York, USA), 25, (4) (2003), 559–582.04–36Gardner, R. C. (University of Western Ontario, Canada; Email: gardner@uwo.ca), Masgoret, A. M., Tennant, J. and Mihic L. Integrative motivation: changes during a year-long intermediate level language course. Language Learning (Malden, MA, USA), 54, 1 (2004), 1–34.04–37Gélat, Mona (Twickenham, UK; Email: mona_gelat@onetel.net.uk). Taking others' perspectives in a peer interactional setting while preparing for a written argument. Language and Education (Clevedon, UK), 17, 5 (2003), 332–354.04–38Graham, Suzanne (Reading U., UK; Email: suzanne@graham11.freeserve.co.uk). Learner strategies and advanced level listening comprehension. Language Learning Journal (London, UK), 28 (Winter 2003), 64–69.04–39Hew, Soon-Hin and Ohki, Mitsuri (Kyoto U., Japan; Email: my711010@hotmail.com). Effect of animated graphic annotations and immediate visual feedback in aiding Japanese pronunciation learning: a case study. Calico Journal (Texas, USA), 21, 2 (2004), 397–419.04–40Itakura, Hiroko (The Hong Kong Polytechnic University, Hong Kong; Email: eghiroko@polyu.edu.hk). Changing cultural stereotypes through e-mail assisted foreign language learning. System (Oxford, UK), 32, 1 (2004), 37–51.04–41Johnstone, Richard (Stirling U., UK; Email: r.m.johnstone@stir.ac.uk). Evidence-based policy: early modern language learning at primary. Language Learning Journal (London, UK), 28 (Winter 2003), 14–21.04–42Kingston, John (University of Massachusetts, USA; Email: jkingston@linguist.umass.edu). Learning foreign vowels. Language and Speech (Twickenham, UK), 46, 2–3 (2003), 295–349.04–43Lamb, Martin (University of Leeds, UK; Email: m.v.lamb@education.leeds.ac.uk). Integrative motivation in a globalizing world. System (Oxford, UK), 32, 1 (2004), 3–19.04–44Larson-Hall, Jennifer (University of North Texas, USA). Predicting perceptual success with segments: a test of Japanese speakers of Russian. Second Language Research (London, UK), 20, 1 (2004), 33–76.04–45Lazaraton, Anne (University of Minnesota, USA; Email: lazaratn@umn.edu). Gesture and speech in the vocabulary explanations of one ESL teacher: a microanalytic inquiry. Language Learning (Malden, MA, USA), 54, 1 (2004), 79–117.04–46Lightbown, Patsy M. (Concordia U., Canada; Email: patsy.lightbown@verizon.net). SLA research in the classroom/SLA research for the classroom. Language Learning Journal (London, UK), 28 (Winter 2003), 4–13.04–47Loewen, Shawn (University of Auckland, New Zealand; Email: s.loewen@auckland.ac.nz). Uptake in incidental focus on form in meaning-focused ESL lessons. Language Learning (Malden, MA, USA), 54, 1 (2004), 153–188.04–48Matsuda, Sae and Gobel, Peter (Kyoto Sangyo University, Japan; Email: sae@ cc.kyoto-su.as.jp). Anxiety and predictors of performance in the foreign language classroom. System (Oxford, UK), 32, 1 (2004), 21–36.04–49Mills, N., Herron, C. and Cole, S. (Emory University, Atlanta; Email: nmills@learnlink.emory.edu.). Teacher-assisted versus individual viewing of foreign language video: relation to comprehension, self-efficacy, and engagement. Calico Journal (Texas, USA), 21, 2 (2004), 291–316.04–50Mishra, Ranjita (Utkal U., India). The development of narration ability among pre-school children. Psycho-lingua (Raipur, India), 33, 1 (2003), 8–16.04–51Mondria, Jan-Arjen (U. of Groningen, The Netherlands). The effects of inferring, verifying, and memorizing on the retention of L2 word meanings. Studies in Second Language Acquisition (New York, USA), 25, (4) 473–499.04–52Park, Hyeson (University of South Carolina, USA). A minimalist approach to null objects and subjects in second language acquisition. Second Language Research, 20, 1 (2004), 1–32.04–53Phakiti, Aek (U. of Melbourne, Australia; Email: aekmaejo@hotmail.com). Acloser look at gender and strategy use in L2 reading. Language Learning (Malden, MA, USA), 53, 4 (2003), 649–702.04–54Roed, J. (University College London, UK; Email: j.roed@ucl.ac.uk). Language learner behaviour in a virtual environment. Computer Assisted Language Learning (Lisse, The Netherlands), 16, 2–3 (2003), 155–172.04–55Rogerson-Revell, Pamela (U. of Leicester, UK; Email: pmrr1@le.ac.uk). Developing a cultural syllabus for business language e-learning materials. ReCall (Cambridge, UK), 15, 2 (2003), 155–168.04–56Sanz, Cristina and Morgan-Short, Kara (Georgetown University, USA; Email: sanzc@georgetown.edu). Positive evidence versus explicit rule presentation and explicit negative feedback: a computer assisted study. Language Learning (Malden, MA, USA), 54, 1 (2004), 35–78.04–57Savignon, S. and Roithmeier, W. (The Pennsylvania State University, USA; Email: SJSavignon@psu.edu). Computer-mediated communication: texts and strategies. Calico Journal (Texas, USA), 21, 2 (2004), 265–290.04–58Shaughnessy, Michael (Washington and Jefferson C, USA; Email: mshaughnessy@washjeff.edu). CALL, commercialism, and culture: inherent software design conflicts and their results. ReCall (Cambridge, UK), 15, 2 (2003), 251–268.04–59Shedivy, Sandra (University of Wisconsin, USA; Email: shed2@msn.com). Factors that lead some students to continue the study of foreign language past the usual 2 years in high school. System (Oxford, UK), 32, 1 (2004), 103–119.04–60Stunder, Thérèse (Geneva, Switzerland). Kann man Grammatik unterrichten?Antworten aus der Perspektive des Genfer DiGS-Projekts [Can we teach grammar? Some answers from the Geneva's DiGS-project.] Der Unterrichtspraxis (Cherry Hill, NJ, USA), 35, 2 (Spring 2003), 109–122.04–61Waring, Rob (Notre Dame Seishin U., Japan) and Takaki, Misako.At what rate do learners learn and retain new vocabulary from reading a graded reader?Reading in a Foreign Language (Hawai'i, USA), 15, 2 (2003), 130–163.04–62Wu, Xinyi (Sunchime & Yiyan Science and Education Development Corporation, China; Email: xinyi525@sohu.com). Intrinsic motivation and young language learners: the impact of the classroom environment. System (Oxford, UK), 31 (4) (2003), 501–517.04–63Yashima, Tomoko (Kansai University, Japan; Email: yashima@ipcku.kansai-u.ac.jp), Zenuk-Nishide, Loriand Shimizu, Kazuaki. The influence of attitudes and affect on willingness to communicate and second language communication. Language Learning (Malden, MA, USA), 54, 1 (2004), 119–152.

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