Artykuły w czasopismach na temat „Chinese TESOL students”

The last two decades have witnessed a prolific increase in academic activity in the study of English for Academic Purposes (EAP). Many teachers who were trained for Teaching English to Speakers of Other Languages (TESOL) have been required to teach EAP. TESOL and EAP are two different concepts and teachers transitioning from TESOL to teaching EAP may encounter many difficulties. However, little research has been carried out in this area, particularly beyond the context of the UK. Helping teachers to clarify their perceptions of TESOL and EAP is the first step to facilitate this transition. The present study aims to facilitate Chinese university teachers’ pedagogical transitions from TESOL to teaching EAP by clarifying teachers’ own understanding of these two concepts and by outlining how several different factors contribute to their EAP conceptualisation. By using a multiple case study methodology, the current research has revealed that the investigated teachers’ perceptions of EAP comprised eclectic theories, which overlap with some current EAP literature. Facing a somewhat unethical research culture in China, some teachers added moral rubrics into their EAP concepts as reminders to their students. The teachers reported that TESOL and EAP diverged in discourses and commissions: EAP is more student empowering, but TESOL is more humanistic.

Abstract Foreign language anxiety (FLA) is perceived as a negative factor influencing learners’ language achievement. Targeting Chinese overseas students, this paper investigates whether communicative confidence, fear of negative evaluation, attitude towards using English in workshops and trait anxiety are related to Chinese students’ speaking anxiety. The present study also aims to examine how students perceive their speaking anxiety and coping strategies both from teachers and students. The questionnaire and the semi-structured interview were adopted for data collection. 80 TESOL students at the University of Edinburgh were invited to complete the questionnaires, with 6 students participating in the interviews to get deeper insights into Chinese students’ perception of their speaking anxiety. Research findings revealed that communicative confidence, fear of negative evaluation, attitude towards using English in workshops and traits anxiety were strongly related to Chinese students’ speaking anxiety. In the interviews, 6 respondents commented that instructors’ characteristics, such as patience and humor, and their preparation before class can alleviate their speaking anxiety in workshops. It is hoped that the current study can contribute to a deeper understanding of Chinese students’ speaking anxiety in UK universities.

This article will illustrate a typical English learning activity in an English training institution in Australia. Several international students, age ranging from 18 to 25 years old, were included in this study. All of these students are Asians, needing to improve their English level. Majority of the students come from Indonesia, Philippines, and China. The students attend the institution to improve their English skills before commencing their studies in Australian universities. There are 15 students from China and 5 students from other Asian countries, among which 12 are female students and 8 are male students. As the teachers are from China, some of them have a typical Chinese accent, while others have British or American accent. These are the context and setting of TESOL. From the perspective of one of the learners, an international student from China who had just arrived in Australia, the English learning context is general and typical in Australia, and there are also some common issues in learning in the context of TESOL. One of the issues is that students are quiet and do not actively respond to questions posed by the teachers. Another issue in TESOL is that most students are too shy to use English to communicate in the classroom.

Abstract Plenty of research in applied linguistics has confirmed that language teachers’ motivational strategies are playing a crucial role in relation to the learning motivation of their students. While previous research on motivational strategies has focused almost exclusively on teaching English as an international language (TESOL), this paper seeks to explore what motivational strategies are used by teachers of Chinese as a second language (CSL), and how their use differs between novice and experienced teachers in the Chinese cultural context in mainland China. The study was carried out in four Beijing universities with 90 novice and 85 experienced CSL teachers. The research instrument was adapted from the classical model developed by Dörnyei, Zoltán, & Kata Csizér. 1998. Ten Commandments for motivating language learners: Results of an empirical study. Language Teaching Research 2(3). 203–229. Participants were asked to rate the motivational strategies in terms of their perceived importance and the frequency by which they implemented them in their teaching practices. Following this, six participants also took part in semi-structured interviews. The findings of the study reveal a significant relationship between teachers’ preferences of motivational strategies and their cultural background, teaching objectives and the teaching contexts. Results also show a remarkable difference in motivational strategies between novice and experienced teachers at both macro and individual levels. The study suggests a few interpretations of the results and several implications for CSL teacher’s professional development based on its findings.

Informed by the reading ability of English complex sentences, as well as the syntactic acquisition and cognition, this empirical study, based on a structural analysis approach, investigated 32 Chinese high school students in their ESL (English as Second Language) reading course. The results indicated that: (1) the differences between students’ pre- and post-test are significant; (2) structural analysis approach was found to have independent positive predictive effects on Chinese high school students’ syntactic proficiency. The findings can generate implications for TESL (Teaching English as Second Language) and provide insights to theoretical conceptualization of L2 (Second Language) reading.

In formal TESL courses, Phonetics, Linguistics, Grammar as well as Psychology are taught. However, Neuroscience, the study of the brain, is necessary for ESL teachers for future professional development to meet the rapidly changing needs of the students at all levels in the digital era. Designing educational practices without knowledge of the brain is like “an automobile designer without a full understanding of engines” (Hart, 1999). Based on the neurological evidence of processing of English and Chinese words in the bilinguals’ brain, Sham (2002) found a new Dual Coding (Paivio, 1986) model for designing CSL teaching materials that best fits young learners’ limited capacity of the brain by reducing their cognitive load (Sweller et al., 1998). Although little research linking neuroscience and learning, Guy and Byrn (2013) emphasis on the understanding of neuroscience of working memory has positive effects on motivating students learning. Direct implication of neuroscience by language teachers has been found difficult, but interdisciplinary study of neuroscience, psychology and education is fruitful (Coch et al., 2007) and there has a great impact of neuroscience on teaching and learning including its implication for ESL college classroom (Sousa, 2010). This paper reviews current research of neuroscience, psychology integrating with ESL teaching and learning, and provides the adult students’ feedback of learning IELTS through the design related to neuropsychological findings in order to demonstrate how significant neuroscience is on TESL. In other words, understanding of neuroscience facilitates ESL teaching and benefits ESL teachers’ professional development in future (247 words).

Since the impression of innovation is at the fundamental of commercial standing, therefore, Industries estimate innovation as their competitive advantage. Resultantly, industries devote a lot of resources understanding the versatile and dynamic nature of innovations and also keep on progressing innovation techniques and strategies. To meet the objectives of the study, we collected data from the students studying in Chinese universities. A survey questionnaire was designed to collect data from university students who were part of the TESOL program. A total of 224 valid questionnaires were used to proceed with the analysis, where descriptive statistics were calculated using SPSS 21, while hypothesis testing was carried out using Mplus 8. Results revealed the facts that both formal and informal education significantly predicted entrepreneurial behavior, while entrepreneurial intention was also found to mediate the relationship between formal and informal education and entrepreneurial behavior. Similarly, as per prediction, TESOL amplified communication apprehension also significantly moderated the relationships of formal and informal education with entrepreneurial behavior.

AbstractThe development of English as a global language has urged the field of Teaching English to Speakers of Other Languages (TESOL) to implement some reforms in relation to textbook design and curriculum development as well as the approaches to and goals of English language teaching (ELT). From the multilingual perspective, Global Englishes (GE) and translanguaging have both challenged the traditional native-oriented goal of ELT. Based on the level of language policy planning in the multilingual Greater Bay Area of China, this paper addresses the need to incorporate GE and translanguaging into textbook design and curriculum development. Referring to Byram’s framework of cultural content in textbooks, and to the GE proposal of exposure of multilingualism/multiculturalism and respect of diverse culture and identity in ELT, the paper further reports a case study to analyse the cultural content of the textbook, Speaking Critically: Intercultural Conversation. The paper also explores university students’ attitudes towards the integration of Chinese local culture into textbooks. The paper ends by addressing some challenges associated with translating GE and translanguaging into textbook design and curriculum development, and it provides further implications of such a proposal.

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05–206Chan, Tun-Pei & Hsien-Chin Liou (National Tsing Hua U, Taiwan, China), Effects of web-based concordancing instruction on EFL students' learning of verb–noun collocations. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 231–251.05–207Chang, Mei-Mei (National Pingtung U of Science and Technology, Taiwan, China), Applying self-regulated learning strategies in a web-based instruction – an investigation of motivation perception. Computer Assisted Language Learning (CALL) (London, UK) 18.3 (2005), 217–230.05–208Coleman, James A. (The Open U, UK; J.A.Coleman@open.ac.uk), CALL from the margins: effective dissemination of CALL research and good practices. ReCALL (Cambridge, UK) 17.1 (2005), 18–31.05–209Eslami-Rasekh, Zohreh (Texas A and M U, USA; zeslami@coe.tamu.edu), Raising the pragmatic awareness of language learners. ELT Journal (Oxford, UK) 59.3 (2005), 199–208.05–210Foley, J. (SEAMEO RELC, Singapore; jfoley@relc.org.sg), English in…Thailand. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 223–234.05–211Frankenberg-Garcia, Ana (ISLA, Lisbon, Portugal; ana.frankenberg@sapo.pt), Pedagogical uses of monolingual and parallel concordances. ELT Journal (Oxford, UK) 59.3 (2005), 189–198.05–212Hansson, Thomas (U of Southern Denmark, Denmark), English as a second language on a virtual platform – tradition and innovation in a new medium. Computer Assisted Language Learning (CALL) (London, UK) 18.1/2 (2005), 63–79.05–213Hu, Guangwei (Nanyang Technological U, Singapore), Using peer review with Chinese ESL student writers. Language Teaching Research (London, UK) 9.3 (2005), 321–342.05–214Jung, Udo O. H. (Bonn, Germany; hmejung@gmx.de), CALL: past, present and future – a bibliometric approach. ReCALL (Cambridge, UK) 17.1 (2005), 4–17.05–215Kaltenböck, Gunther & Barbara Mehlmauer-Larcher (U of Vienna, Austria; gunther.kaltenboeck@univie.ac.at), Computer corpora and the language classroom: on the potential and limitations of computer corpora in language teaching. ReCALL (UK) 17.1 (2005), 65–84.05–216Lasagabaster, David & Juan M. Sierra (U del País Vasco-Euskal Herriko Unibertsitatea, Spain), Error correction: students' versus teachers' perceptions. Language Awareness (Clevedon, UK) 14.2/3 (2005), 112–128.05–217Liu, Gi-Zen (National Cheng Kung U, Taiwan, China; gizenliu@gmail.com), The trend and challenge for teaching EFL at Taiwanese universities. RELC Journal (Thousand Oaks, CA, USA) 36.2 (2005), 211–221.05–218Lundy, Garvey F. (Pennsylvania U, USA; garvey@pop.upenn.edu), School resistance in American high schools: the role of race and gender in oppositional culture theory. Evaluation & Research in Education (Clevedon, UK) 17.1 (2003), 6–30.05–219Nemtchinova, Ekaterina (Seattle Pacific U, USA; katya@spu.edu), Host teachers' evaluations of non-native-English-speaking teacher trainees: a perspective from the classroom. TESOL Quarterly (Alexandria, VA, USA) 39.2, 235–262.05–220Nickerson, Catherine, Marinel Gerritsen & Frank v. Meurs (Radboud U, Nijmegen, the Netherlands; c.nickerson@let.ru.nl), Raising student awareness of the use of English for specific business purposes in the European context: a staff–student project. English for Specific Purposes (Amsterdam, the Netherlands) 24.3 (2005), 333–345.05–221Palfreyman, David (Zayed U, Dubai, UAE), Othering in an English Language Program. TESOL Quarterly (Alexandria, VA, USA) 39.2, 211–234.05–222Sonck, Gerda (U Libre de Bruxelles, Belgium), Language of instruction and instructed languages in Mauritius. Journal of Multilingual and Multicultural Development (Clevedon, UK) 26.1 (2005), 37–51.05–223Svalberg, Agneta M. L. (U of Leicester, UK), Consciousness-raising activities in some Lebanese English language classrooms: teacher perceptions and learner engagement. Language Awareness (Clevedon, UK) 14.2/3 (2005), 170–193.05–224Wegerif, Rupert (Southampton U, UK; R.B.Wegerif@soton.ac.uk), Reason and creativity in classroom dialogues. Language and Education (Clevedon, UK) 19.3 (2005), 223–237.

05–01Ainsworth, Judith (Wilfrid Laurier U, Canada). Hôtel Renaissance:using a project case study to teach business French. Journal of Language for International Business (Glendale, AZ, USA) 16.1 (2005), 43–59.05–02Bärenfänger, Olaf (U of Leipzig, Germany). Fremdsprachenlemen durch Lernmanagement: Grundzüge eines projektbasierten Didaktikkonzepts [Foreign language learning through learning management: main features of a didactic project-based concept]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 251–267.05–03Benati, Alessandro (U of Greenwich, UK; a.benati@gre.ac.uk). The effects of processing instruction, traditional instruction and meaning-output instruction on the acquisition of the English past simple tense. Language Teaching Research (London, UK) 9.1 (2005), 67–93.05–04Carless D. (Hong Kong Institute of Education, Hong Kong). Issues in teachers' reinterpretation of a task-based innovation in primary schools. 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South Korean high school English teachers' code switching: questions and challenges in the drive for maximal use of English in teaching. TESOL Quarterly (Alexandria, VA, USA) 38.4 (2004), 605–638.05–14Lotherington, Heather (York U, Canada). What four skills? Redefining language and literacy standards for ELT in the digital era. TESL Canada Journal (Burnaby, Canada) 22.1 (2004), 64–78.05–15Lutjeharms, Madeline (Vrije U, Belgium). Der Zugriff auf das mentale Lexikon und der Wortschatzerwerb in der Fremdsprache [Access to the mental lexicon and vocabulary acquisition in a foreign language]. Fremdsprachen Lehren und Lernen (Tübingen, Germany) 33 (2004), 10–24.05–16Lyster, Roy (McGill U, Canada; roy.lyster@mcgill.ca). Research on form-focused instruction in immersion classrooms: implications for theory and practice. 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07–173Anderson, Carolyn (U Strathclyde, UK; carolyn.anderson@strath.ac.uk), Early communication strategies: Using video analysis to support teachers working with preverbal pupils. British Journal of Special Education (Blackwell) 33.3 (2006), 114–120.07–174Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–175Bralich, Philip A. (Georgia State U, USA), The new SAT and fundamental misunderstandings about grammar teaching. English Today (Cambridge University Press) 22.3 (2006), 61–64.07–176Carless, D. (Hong Kong U, China; dcarless@hkucc.hku.hk), Collaborative EFL teaching in primary schools. ELT Journal (Oxford University Press) 60.4 (2006), 328–335.07–177Chen, Runyi (South China Normal U, China) & Hird, Bernard, Codeswitching in EFL group work in China. 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(University of Leeds). Promoting perception: lexical segmentation in L2 listening. ELT Journal (Oxford, UK), 57, 4 (2003), 325–334.04–548 Finkbeiner, Matthew and Nicol, Janet (U. of Arizona, AZ, USA; Email: msf@u.Arizona.edu). Semantic category effects in second language word learning. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 369–384.04–549 Frazier, S. (University of California). A corpus analysis of would-clauses without adjacent if-clauses. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 443–466.04–550 Harwood, Nigel (Canterbury Christ Church University College, UK). Taking a lexical approach to teaching: principles and problems. International Journal of Applied Linguistics (Oxford, UK), 12, 2 (2002), 139–155.04–551 Hird, Bernard (Edith Cowan U., Australia; Email: b.hird@ecu.edu.au). What are language teachers trying to do in their lessons?Babel, (Adelaide, Australia) 37, 3 (2003), 24–29.04–552 Ho, Y-K. (Ming Hsin University of Science and Technology, Taiwan). 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Beyond Struwwelpeter: using German picture books for cultural exploration. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 15–27.04–562 Morley, J. and Truscott, S. (University of Manchester; Email: mfwssjcm@man.ac.uk). The integration of research-oriented learning into a Tandem learning programme. Language Learning Journal (Rugby, UK), 27 (2003), 52–58.04–563 Oliver, Rhonda (Edith Cowan U., Australia; Email: rhonda.oliver@cowan.edu.au) and Mackey, Alison. Interactional context and feedback in child ESL classrooms. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 519–533.04–564 Pachler, N. (Institute of Education, University of London; Email: n.pachler@ioe.ac.uk). Foreign language teaching as an evidence-based profession?Language Learning Journal (Rugby, UK), 27 (2003), 4–14.04–565 Portmann-Tselikas, Paul R. (Karl-Franzens Universität Graz, Austria). Grammatikunterricht als Schule der Aufmerksamkeit. Zur Rolle grammatischen Wissens im gesteuerten Spracherwerb. 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TESOL Journal, 12, 2 (2003), 21–27.04–569 Schoenbrodt, Lisa, Kerins, Marie and Geseli, Jacqueline (Loyola College in Maryland, Baltimore, USA; Email: lschoenbrodt@loyola.edu) Using narrative language intervention as a tool to increase communicative competence in Spanish-speaking children. Language, Culture and Curriculum (Clevedon, UK), 16, 1 (2003), 48–59.04–570 Shen, Hwei-Jiun (National Taichung Institute of Technology). The role of explicit instruction in ESL/EFL reading. Foreign Language Annals (New York, USA), 36, 3 (2003), 424–433.04–571 Sifakis, N. C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). Applying the adult education framework to ESP curriculum development: an integrative model. English for Specific Purposes (Amsterdam, The Netherlands), 22, 2 (2003), 195–211.04–572 Simpson, R. and Mendis, D. (University of Michigan). A corpus-based study of idioms in academic speech. TESOL Quarterly (Alexandria, VA, USA), 37, 3 (2003), 419–441.

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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Selection of a reading strategy is a critical factor in development of students’ comprehension and critical thinking skills. This study examined the level of reading strategy utilized by students when reading English academic text and investigated if there were any significant differences between Malaysian and Chinese students in terms of metacognitive awareness and perceived use of metacognitive reading strategies. A total of 55 second year and third year TESL students (31 Malaysian and 24 China Chinese) in the University of Malaya (UM), Kuala Lumpur, Malaysia completed 30-item questionnaires adopted from a Survey of Reading Strategies (SORS) questionnaire. The result indicated a high level of reading strategy using metacognitive reading strategies among all the students. Visualizing strategy was the most popular item that students “looked at the title before reading to get a hint about text content”. T-test result showed that there were significant differences in the use of the two categories of strategies; global and problem-solving strategies. Malaysian students demonstrated higher level of using global and problem-solving strategies compared to their China counterparts. Therefore, university reading courses ought to emphasize all global, problem-solving, and support strategies. Lecturers should also emphasize on reading itself. The result of this study served as the basis for achieving the students’ metacognition ability.Keywords: English, global and problem-solving strategies, support strategies, metacognitive reading strategy, TESL, descriptive design, University of Malaya, Malaysia

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DaF – Unterricht digital. [A digital teaching of German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 2 (2004), 76–77.04–305 Spaniel, Dorothea. Deutschland-Images als Einflussfaktor beim Erlernen der deutschen Sprache. [The images of Germany as an influencing factor in the process of learning German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 166–172.04–306 Steveker, Wolfgang (Carl-Fuhlrott-Gymnasium Wuppertal, Germany). Spanisch unterrichten mit dem Internet – aber wie? [Internet-based teaching of Spanish – how to do this?] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 14–17.04–307 Stoller, Fredricka L. Content-based instruction: perspectives on curriculum planning. Annual Review of Applied Linguistics (Cambridge, UK), 24 (2004), 261–283.04–308 Thompson, L. (U. of Manchester, UK; Email: linda.thompson@man.ac.uk). Policy for language education in England: Does less mean more?RELC Journal (Singapore), 35,1 (2004), 83–103.04–309 Tomlinson, Brian (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Helping learners to develop an effective L2 inner voice. RELC Journal (Singapore), 34, 2 (2003), 178–194.04–310 Vandergrift, Larry (U. of Ottawa, Canada). Listening to learn or learning to listen?Annual Review of Applied Linguistics (New York, USA), 24 (2004), 3–25.04–311 Vences, Ursula (University of Cologne, Germany). Lesen und Verstehen – Lesen heißt Verstehen. [Reading and Comprehension – Reading is Comprehension.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 5 (2004), 4–11.04–312 Xinmin, Zheng and Adamson, Bob (Hong Kong U., Hong Kong; Email: sxmzheng@hkusua.hku.hk). The pedagogy of a secondary school teacher of English in the People's Republic of China: challenging the stereotypes. RELC Journal (Singapore), 34, 3 (2003), 323–337.04–313 Zlateva, Pavlina. 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04–573 Akker, Evelien (Nijmegen U., The Netherlands; Email: e.akker@nici.kun.nl) and Cutler, Anne. Prosodic cues to semantic structure in native and non-native listening. Bilingualism: Language and Cognition (Cambridge, UK), 6, 2 (2003), 81–96.04–574 Allen, Heather W. (University of Pittsburgh) and Herron, Carol A. mixed-methodology investigation of the linguistic and affective outcomes of summer study abroad. Foreign Language Annals (New York, USA), 36, 3 (2003), 370–385.04–575 Barcroft, Joe (Washington U., MO, USA; Email: barcroft@artsci.wustl.edu). Effects of questions about word meaning during L2 Spanish lexical learning. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 546–561.04–576 Boehlke, Olaf (Creighton U., USA; Email: bohlke@creighton.edu). A comparison of student participation levels by group size and language stages during chatroom and face-to-face discussions in German. Calico Journal (Texas, USA), 21, 1 (2003), 67–87.04–577 Brandford, Verna and Wilson, Rebecca (Institute of Education, U. of London). Using PowerPoint to develop pupils' oral skills in modern foreign languages. Francophonie (London, UK), 28 (2003), 18–24.04–578 Brouwer, Catherine E. (U. of Southern Denmark, Denmark; Email: rineke@language.sdu.dk). Word searches in NNS-NS interaction: opportunities for language learning?The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 534–545.04–579 Carr, Jo (Queensland U. of Technology, Australia; Email: j.carr@qut.edu.au). Why boys into languages won't go: the problematic gender agenda in languages education. Babel, (Adelaide, Australia), 37, 2 (2002), 4–9.04–580 Chalhoub-Deville, Micheline (U. of Iowa, USA; Email: m-chalhoub-deville@uiowa.edu). Second language interaction: current perspectives and future trends. Language Testing (London, UK), 20, 4 (2003), 369–383.04–581 Chan, Victoria, Spratt, Mary and Humphreys, Gillian (Hong Kong Polytechnic U., Hong Kong). Autonomous language learning: Hong Kong tertiary students' attitudes and behaviours. Evaluation and Research in Education (Clevedon, UK), 16, 1 (2002), 1–16.04–582 Dam Jensen, Eva and Vinther, Thora (University of Copenhagen, Denmark; Email: dam@hum.ku.dk.). Exact repetition as input enhancement in second language acquisition. Language Learning (University of Michigan, USA), 53, 3 (2003), 373–428.04–583 De Carlo, Maddalena (Université de Cassino, Italy). Affectivité et acquisition du langage. [Affectivity and Language Acquisition.] Études de linguistique appliquée (Paris, France), 13, 1 (2003), 275–290.04–584 Derwing, Tracey M. (Alberta U., Canada) and Rossiter, Marian J. The effects of pronunciation instruction on the accuracy, fluency and complexity of L2 accented speech. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 1–18.04–585 Dykstra-Pruim, Pennylyn (Calvin College, MI, USA). L2 acquisition of German plurals: how students form them and textbooks teach them. Die Unterrichtspraxis (Cherry Hill, NJ, USA), 36, 1 (2003), 43–55.04–586 Eckman, Fred (University of Wisconsin, USA; Email: eckman@uwm.edu), Elreyes, Abdullah and Iverson, Gregory. Some principles of second language phonology. Second Language Research (London, UK), 19, 3 (2003), 169–208.04–587 Egbert, Joy (Washington State U., USA; Email: jegbert@wsu.edu). A study of flow theory in the foreign language classroom. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 499–518.04–588 Ehrman, Madeline (Foreign Service Institute, US Dept of State, Washington DC, USA; Email: ehrmann@aol.com) and Leaver, Betty Lou. Cognitive styles in the service of language learning. System, 31, 3 (2003), (Oxford), 393–415.04–589 Felser, Claudia (U. of Essex, UK; Email: felsec@essex.ac.uk), Roberts, Leah, Gross, Rebecca and Marinis, Theodore. The processing of ambiguous sentences by first and second language learners of English. Applied Psycholinguistics (Cambridge, UK), 24, 3 (2003), 453–490.04–590 Gass, Susan (Michigan State University, USA; Email: gass@msu.edu) and Svetics, Ildikó. Differential effects of attention. Language Learning (Michigan, USA), 53, 3 (2003), 497–545.04–591 Griffiths, Carol (Auckland Institute of Studies, Auckland, New Zealand; Email: carolg@ais.ac.nz). Patterns of language learning strategy use. System, (Oxford, UK), 31, 3 (2003), 367–383.04–592 Hertel, Tammy J. (Department of World Languages and Cultures, Juniata College, USA; Email: hertel@juniata.edu) Lexical and discourse factors in the second language acquisition of Spanish word order. Second Language Research (London, England), 19, 4 (2003), 273–304.04–593 Hertel, Tammy J. (Juniata College). Using an e-mail exchange to promote cultural learning. Foreign Language Annals (New York, USA), 36, 3 (2003), 386–396.04–594 Hu, Chieh-Fang (Taipei Municipal Teachers College, Taiwan; Email: cfhu@mail1.tmtc.edu.tw). Phonological memory, phonological awareness and foreign language word learning. Language Learning (University of Michigan, USA), 53, 3 (2003), 429–462.04–595 Izumi, Shinichi (Sophia University, Japan; Email: s-izumi@sophia.ac.jp). Processing difficulty in comprehension and production of relative clauses by learners of English as a second language. Language Learning (Michigan, USA), 53, 2 (2003), 285–323.04–596 Jones, Linda, J. (U. of Arkansas, USA; Email: lcjones@uark.edu). Supporting listening comprehension and vocabulary acquisition with multimedia annotation: the students' voice. Calico Journal (San Marcos Tex. USA), 21, 1 (2003), 41–65.04–597 Jung, Euen Hyuk (Sarah) (Yonsei U., South Korea; Email: jungehs@hotmail.com). The role of discourse signaling cues in second language listening comprehension. The Modern Language Journal (Madison, WI, USA), 87, 4 (2003), 562–577.04–598 Knutson, Sonja (Memorial U., Newfoundland, Canada). Experiential learning in second-language classrooms. TESL Canada Journal (Burnaby, B.C., Canada), 20, 2 (2003), 53–64.04–599 Littlemore, Jeannette (U. of Birmingham, UK). The communicative effectiveness of different types of communication strategy. System, (Oxford, UK), 31, 3 (2003), 331–34704–600 McCollum, Daniel L. (Pennsylvania State U., USA). Utilizing non-cognitive predictors of foreign language achievement. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 19–32.04–601 Morris, Frank (University of Miami, USA; Email: fmorris@miami.edu.) and Tarone, Elaine. Impact of classroom dynamics on the effectiveness of recasts in second language acquisition. Language Learning (University of Michigan, USA), 53, 2 (2003), 325–368.04–602 Ntirampeba, Pascal (Université de Montréal, Québec, Canada). La progression en didactique du texte argumentatif écrit. [Progressive approach to written argumentative text.] Révue Canadienne de Linguistique Appliquée, 6, 2 (2003), 159–169.04–603 Parkinson, Brian, Benson, Cathy and Jenkins, Michael (U. of Edinburgh, Scotland, UK). Learner diary research with ‘Cambridge' examination candidates. Edinburgh Working Papers in Applied Linguistics (Edinburgh, Scotland, UK), 12 (2003), 45–63.04–604 Pérez, Luisa, C. (Emporia State U., USA; Email: perezlui@emporia.edu). Foreign language productivity in synchronous versus asynchronous computer-mediated communication. Calico Journal (Texas, USA), 21, 1 (2003), 89–104.04–605 Pulido, Diana (Washington State University, USA; Email: dpulido@wsu.edu.). Modeling the role of second language proficiency and topic familiarity in second language incidental vocabulary acquisition through reading. Language Learning (University of Michigan, USA), 53, 2 (2003), 233–284.04–606 Sasaki, Yoshinori (Ochanomizu U., Japan) and Hayakawa, Harumi. Does a quiz facilitate or spoil language learning? Instructional effects of lesson review quizzes. Applied Language Learning (Monterey, CA, USA), 13, 1 (2003), 33–56.04–607 Seus-Walker, Katia (IUT-Université de Toulouse III, France). Pour développer l'autonomie des apprenants. [Developing learner autonomy.] Les Cahiers de l'APLIUT, XXII, 2 (2003), 43–58.04–608 Sparks, Richard L. (College of Mount St. Joseph, Cincinnati, Ohio) Philips, Lois and Javorsky, James. College students classified as having learning disabilities and attention deficit hyperactivity disorder and the foreign language requirement. Foreign Language Annals (New York, USA), 36, 3 (2003), 325–337.04–609 Stotz, Daniel and Meuter, Tessa (Zürcher Hochschule Winterthur, Switzerland; Email: daniel.stotz@zhwin.ch). Embedded English: integrating content and language learning in a Swiss primary school project. Bulletin suisse de linguistique appliquée (Neuchâtel, Switzerland), 77 (2003), 83–101.04–610 Takeuchi, Osamu (Kansai U., Osaka, Japan; Email: takeuchi@ipcku.kansai-u.ac.jp). What can we learn from good foreign language learners? A qualitative study in the Japanese foreign language context. System, (Oxford, UK), 31, 3 (2003), 385–392.04–611 Vandergrift, Larry (University of Ottawa, Canada; Email: lvdgrift@uottawa.ca). Orchestrating strategy use: toward a model of the skilled second language listener. Language Learning (University of Michigan, USA), 53, 3 (2003), 463–496.04–612 Vann, Roberta J. (Iowa State U., USA) and Fairbairn, Shelley B. Linking our worlds: a collaborative academic literacy project. TESOL Journal (Alexandria, VA, USA), 12, 3 (2003), 11–16.04–613 Verspoor, Marjolijn and Lowie, Wander (University of Groningen, The Netherlands). Making sense of polysemous words. Language Learning (University of Michigan, USA), 53, 3 (2003), 547–586.04–614 Weldon, A. and Trautmann, G. (U. of North Carolina-Asheville, USA). Spanish and service-learning: pedagogy and praxis. Hispania (Ann Arbor, USA), 86, 3 (2003), 574–585.04–615 Wen, W. P. (Xiangtan U., Hunan, P.R. of China lw@xtu.edu.com) and Clément, R. A Chinese conceptualisation of willingness to communicate in ESL. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 18–38.04–616 Yeh, Yuli and Wang, Chai-wei. (National Tsing Hua U., Taiwan; Email: ylyeh@mx.nthu.edu.tw). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal (Texas, USA), 21, 1 (2003), 131–144.04–617 Yuet Hung Chan, C. (City U. of Hong Kong; Email: ctcych@cityu.edu.hk). Cultural content and reading proficiency: a comparison of mainland Chinese and Hong Kong learners of English. Language, Culture and Curriculum, (Clevedon, UK) 16, 1 (2003), 60–69.04–618 Zsiga, Elizabeth (Georgetown University, USA; Email: zsigae@georgetown.edu). Articulatory timing in a second language – evidence from Russian and English. Studies in Second Language Acquisition (New York, USA), 25, 3 (2003), 399–432.04–619 Zughoul, Muhammed Raji and Abdul-Fattah, Hussein (Yarmouk U., Jordan). Translational collocational strategies of Arab learners of English: a study in lexical semantics. Babel (Amsterdam, The Netherlands), 49, 1 (2003), 59–81.

04–473Adler, Renatte K. and Loughrin-Sacco, Steven J. (San Diego State U., USA). Internships for American undergraduates: acquiring language and cross-cultural skills for a global market. Journal of Language for International Business (Glendale, Arizona, USA), 15, 1 (2004), 30–40.04–474Allum, Paul (Rikkyo U., Tokyo, Japan; Email: allum@rikkyo.ac.jp). Evaluation of CALL: initial vocabulary learning. ReCALL (Cambridge, UK), 16, 2 (2004), 488–501.04–475Barcroft, Joe (Washington U., USA; Email: barcroft@artsci.wustl.edu). Effects of sentence writing in second language lexical acquisition. Second Language Research (London, UK), 20, 4 (2004), 303–334.04–476Belz, Julie (Pennsylvania State U., USA; Email: jab63@psu.edu). Learner corpus analysis and the development of foreign language proficiency. System (Oxford, UK), 32, 4 (2004), 577–591.04–477Benati, Alessandro (U. Greenwich, UK; Email: A.Benati@gre.ac.uk). The effects of processing instruction and its components on the acquisition of gender agreement in Italian. Language Awareness (Clevedon, UK), 13, 2 (2004), 67–80.04–478Bitchener, John (Auckland U. of Technology, New Zealand; Email: john.bitchener@aut.ac.nz). The relationship between the negotiation of meaning and language learning: a longitudinal study. Language Awareness (Clevedon, UK), 13, 2 (2004), 81–95.04–479Blin, Francoise (Dublin City U., Ireland; Email: francoise.blin@dcu.ie). CALL and the development of learner autonomy: towards an activity-theoretical perspective. ReCALL (Cambridge, UK), 16, 2 (2004), 377–395.04–480Boehringer, Michael, Bongartz, Christiane and Gramberg, Anne-Katrin (U. Waterloo, Canada). Language learning and intercultural training: the impact of cultural primers on learners and non-learners of German. Journal of Language for International Business (Glendale, Arizona, USA), 15, 2, (2004), 1–18.04–481Cartes-Henriquez, Ninette, Solar Rodriguez, M. I. and Quintana Letelier, R. (U. de Concepcion, Correo, Chile; Email: ncartes@udec.cl). Electronic texts or learning through textbooks: an experimental study. ReCALL (Cambridge, UK), 16, 2 (2004), 539–557.04–482Church, Ruth Breckinridge, Ayman-Nolley, Saba and Mahootian, Shahrzad (Northeastern Illinois U., USA; Email: rbchurch@neiu.edu). The role of gesture in bilingual education: does gesture enhance learning?International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 303–319.04–483Clyne, Michael, Isaakidis, Tina, Liem, Irene and Rossi Hunt, Claudia (U. of Melbourne, Australia; Email: mgclyne@unimelb.edu.au). Developing and sharing community language resources through secondary school programmes. International Journal of Bilingual Education and Bilingualism (Clevedon, UK), 7, 4 (2004), 255–278.04–484Cohen, Andrew D. (U. Minnesota, USA; Email: adcohen@umn.edu). The learner's side of foreign language learning: where do styles, strategies, and tasks meet?International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 279–291.04–485Cziko, Gary A. (U. of Illinois at Urbana-Champaign, USA; Email: garycziko.net). Electronic tandem language learning (eTandem): a third approach to Second Language Learning for the 21st century. CALICO Journal (Texas, USA), 22, 1 (2004), 25–39.04–486DiFino, Sharon M. and Lombardino, Linda J. (U. of Florida, USA). Language learning disabilities: the ultimate foreign language challenge. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 390–400.04–487Dubreil, Sebastien (U. of Notre Dame, Indiana, USA; Email: sdubreil@nd.edu), Herron, Carol and Cole, Steven B. An empirical investigation of whether authentic web sites facilitate intermediate-level French language students' ability to learn culture. CALICO Journal (Texas, USA), 22, 1 (2004), 41–61.04–488Duppenthaler, Peter M. (Tezukayama Gakuin U., Japan). Journal writing and the question of transfer of skills to other types of writing. JALT Journal (Tokyo, Japan), 26, 2 (2004), 172–188.04–489Egbert, Joy and Yang, Yu-Feng (Washington State U., USA; Email: jegbert@wsu.edu). Mediating the digital divide in CALL classrooms: promoting effective language tasks in limited technology contexts. ReCall (Cambridge, UK), 16, 2 (2004), 280–291.04–490Elder, Catherine (Monash U., Australia) and Manwaring, Diane. The relationship between metalinguistic knowledge and learning outcomes among undergraduate Students of Chinese. Language Awareness (Clevedon, UK), 13, 3 (2004), 145–162.04–491Ewald, Jennifer D. (Saint Joseph's U., USA; Email: jewald@sju.edu). A classroom forum on small group work: L2 learners see, and change, themselves. Language Awareness (Clevedon, UK), 13, 3 (2004), 163–179.04–492García, Paula (Northern Arizona U., USA; Email: pg4@dana.ucc.nau.edu). Developmental differences in speech act recognition: a pragmatic awareness study. Language Awareness (Clevedon, UK), 13, 2 (2004), 96–115.04–493Gearon, Margaret (Monash U., Australia; Email: margaret.gearon@education.monash.edu.au). Learner strategies for filling the knowledge gap during collaborative tasks. Babel – Journal of the AFMLTA (Queensland, Australia), 39, 1 (2004), 26–34.04–494Grantham O'Brien, Mary (U. of Calgary, Canada). Pronunciation matters. Die Unterrichtspraxis (New Jersey, USA), 37, 1 (2004), 1–9.04–495Gruba, Paul (U. of Melbourne, Australia). Designing tasks for online collaborative language learning. Prospect (Sydney, Australia), 19, 2 (2004), 72–81.04–496Harris, Vee and Grenfell, Michael (U. London, UK; Email: m.grenfell@soton.ac.uk). Language-learning strategies: a case for cross-curricular collaboration. Language Awareness (Clevedon, UK), 13, 2 (2004), 116–130.04–497Heift, Trude (Simon Fraser U., Canada; Email: heift@sfu.ca). Corrective feedback and learner uptake in CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 416–431.04–498Hruska, Barbara (U. of Tampa, Florida). Constructing gender in an English dominant kindergarten: implications for second language learners. TESOL Quarterly (Alexandria, VA, USA), 38, 3 (2004), 459–485.04–499Hubbard, Philip and Bradin Siskin, Claire (Stanford U., California, USA; Email: phubbard@stanford.edu). Another look at tutorial CALL. ReCALL (Cambridge, UK), 16, 2 (2004), 448–461.04–500Hyland, Fiona (U. of Hong Kong, China; Email: hylandf@hkucc.hku.hk). Learning autonomously: contextualising out-of-class English language learning. Language Awareness (Clevedon, UK), 13, 3 (2004), 180–202.04–501Kasper, Gabriele (U. of Hawai'i at Manoa, USA; Email: gkasper@hawaii.edu). Participant orientations in German conversation-for-learning. The Modern Language Journal (Malden, MA, USA), 88, 4 (2004), 551–567.04–502Kim, Yong Suk (Korean U. of Technology and Education; Email: yongkim@kut.ac.kr). Exploring the role of integrative orientation in a Korean EFL environment. English Teaching (Anseonggun, Korea), 59, 3 (2004) 77–91.04–503Lapkin, Sharon and Swain, Merrill (U. of Toronto, Canada). What underlies immersion students' production: the case ofavoir besoin de. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 349–355.04–504Lever, Tim (U. of Sydney, Australia). AMEP students online: The view from morning self-access. Prospect (Sydney, Australia), 19, 2 (2004), 39–55.04–505Malcolm, Diane (Arab Gulf U. in Bahrain). Why should learners contribute to the self-access centre?ELT Journal (Oxford, UK), 58, 4 (2004), 346–354.04–506Noelle, Lamy (The Open U., UK; Email: m.n.lamy@open.ac.uk). Oral conversations online: redefining oral competence in synchronous environments. ReCALL (Cambridge, UK), 16, 2 (2004), 520–538.04–507Park, Gi-Pyo (Soonchunhyang U., Korea). Comparison of L2 listening and reading comprehension by university students learning English in Korea. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 448–458.04–508Riley, Jean, Burrell, Andrew and McCallum, Bet (U. of London, UK; Email: j.riley@ioe.ac.uk). Developing the spoken language skills of reception class children in two multicultural, inner-city primary schools. British Educational Research Journal (London, UK), 30, 5 (2004), 657–672.04–509Ryan-Scheutz, Colleen and Colangelo, Laura M. (U. of Notre Dame, USA). Full-scale theatre production and foreign language learning. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 374–389.04–510Sealey, Alison and Thompson, Paul (U. of Reading, UK). ‘What do you call the dull words?’ Primary school children using corpus-based approaches to learn about language. English in Education (Sheffield, UK), 38, 1 (2004), 80–91.04–511Stewart, Melissa A. and Pertusa, Inmaculada (Western Kentucky U., USA). Gains to language learners from viewing target language closed-captioned films. Foreign Language Annals (Alexandria, VA, USA), 37, 3 (2004), 438–447.04–512Thomas, Alain (U. of Guelph, Canada; Email: thomas@uoguelph.ca). Phonetic norm versus usage in advanced French as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42, 4 (2004), 365–382.04–513Van Berkel, Ans (Free U. Amsterdam, The Netherlands; Email: aj.van.berkel@let.vu.nl). Learning to spell in English as a second language. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 42 (2004), 239–257.04–514Ward, Monica (Dublin City U., Ireland; Email: mward@computing.dcu.edu.ie). The additional uses of CALL in the endangered language context. ReCALL (Cambridge, UK), 16, 2 (2004), 345–359.04–515Yamamori, Koyo, Isoda, Takamichi, Hiromori, Tomohito and Oxford, Rebecca L. (National I. Educational Policy Research, Japan; Email: koyo@nier.go.jp). Using cluster analysis to uncover L2 learner differences in strategy use, will to learn, and achievement over time. International Review of Applied Linguistics for Language Teaching (Berlin, Germany), 41 (2003), 381–409.04–516You, Xiaoye (Purdue U., USA; Email: youx@purdue.edu). “The choice made from no choice”: English writing instruction in a Chinese University. Journal of Second Language Writing (New York, USA), 13, 2 (2004), 97–110.

06–731Carr, Nathan T. (California State U, USA), The factor structure of test task characteristics and examinee performance. Language Testing (Hodder Arnold) 23.3 (2006), 269–289.06–732Denton, Carolyn A. (U Texas at Austin, USA), Dennis J. Ciancio & Jack M. Fletcher, Validity, reliability, and utility of the observation survey of early literacy achievement. Reading Research Quarterly (International Reading Association) 41.1 (2006), 8–34.06–733Eckes, Thomas & Rüdiger Grotjahn (TestDaF Institute, Hagen, Germany), A closer look at the construct validity of C-tests. Language Testing (Hodder Arnold) 23.3 (2006), 290–325.06–734He, Lianzhen & Ying Dai (Zhejiang U, China), A corpus-based investigation into the validity of the CET–SET group discussion. Language Testing (Hodder Arnold) 23.3 (2006), 370–401.06–735Huhta, Ari, Paula Kalaja & Anne Pitkänen-Huhta (U Jyväskylä, Finland), Discursive construction of a high-stakes test: The many faces of a test-taker. Language Testing (Hodder Arnold) 23.3 (2006), 326–350.06–736Kenworthy, Roger (Ohio U, USA; hkadvisor@ohio.edu), Timed versus at-home assessment tests: Does time affect the quality of second language learners' written compositions?TESL-EJ (http://www.tesl-ej.org) 10.1 (2006), 13 pp.06–737Kikuchi, Keita (Waseda U, Japan), Revisiting English entrance examinations at Japanese universities after a decade. JALT Journal (Japan Association for Language Teaching) 28.1 (2006), 77–96.06–738Mayor, Barbara (The Open U, UK), Dialogic and hortatory features in the writing of Chinese candidates for the IELTS test. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 104–121.06–739Myklebust, Jon Olav (Volda U College, Norway; jom@hivolda.no), Class placement and competence attainment among students with special educational needs. British Journal of Special Education (Blackwell) 33.2 (2006), 76–81.06–740Papajohn, Dean (Pima County, Tucson, AZ, USA; Dean.Papajohn@dot.pima.gov), Standard setting for next generation TOEFL Academic Speaking Test (TAST): Reflections on the ETS panel of International Teaching Assistant developers. TESL-EJ (http://www.tesl-ej.org) 10.1 (2006), 9 pp.06–741Yan, Jin (Shanghai Jiao Tong U, China) & Yang Huizhong, The English proficiency of college and university students in China: As reflected in the CET. Language, Culture and Curriculum (Multilingual Matters) 19.1 (2006), 21–36.06–742Zhang, Su (U Iowa, USA), Investigating the relative effects of persons, items, sections, and languages on TOEIC score dependability. Language Testing (Hodder Arnold) 23.3 (2006), 351–369.

03—230 Andress, Reinhard (St. Louis U., USA), James, Charles J., Jurasek, Barbara, Lalande II, John F., Lovik, Thomas A., Lund, Deborah, Stoyak, Daniel P., Tatlock, Lynne and Wipf, Joseph A.. Maintaining the momentum from high school to college: Report and recommendations. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 1—14.03—231 Andrews, David R. (Georgetown U., USA.). Teaching the Russian heritage learner. Slavonic and East European Journal (Tucson, Arizona, USA), 45, 3 (2001), 519—30.03—232 Ashby, Wendy and Ostertag, Veronica (U. of Arizona, USA). How well can a computer program teach German culture? Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 79—85.03—233 Bateman, Blair E. (937 17th Avenue, SE Minneapolis, MN 55414, USA; Email: bate0048@umn.edu). Promoting openness toward culture learning: Ethnographic interviews for students of Spanish. 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The discursive co-construction of knowledge, identity, and difference: An ethnography of communication in the high school mainstream. Applied Linguistics (Oxford, UK), 23, 3 (2002), 289—322.03—245 Egbert, Joy (Washington State U., USA; Email: egbert@wsunix.wsu.edu), Paulus, Trena M. and Nakamichi, Yoko. The impact of CALL instruction on classroom computer use: A foundation for rethinking technology in teacher education. Language Learning and Technology (http://llt.msu.edu/), 6, 3 (2002), 108—26.03—246 Einbeck, Kandace (U. of Colorado at Boulder, USA). Using literature to promote cultural fluency in study abroad programs. Die Unterrichtspraxis/Teaching German (Cherry Hill, NJ, USA), 35, 1 (2002), 59—67.03—247 Fallon, Jean M. (Hollins U., Virginia, USA). On foreign ground: One attempt at attracting non-French majors to a French Studies course. Foreign Language Annals (New York, USA), 35, 4 (2002), 405—13.03—248 Furuhata, Hamako (Mount Union Coll., Ohio, USA; Email: furuhah@muc.edu). 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