Статті в журналах з теми "German South Australia"

The German presence in nineteenth-century South Australia is associated primarily with the immigration of Prussian Lutherans escaping religious persecution in their homeland. Their settlement in the fledgling British colony aided its early, stuttering development; in the longer term it also fitted neatly South Australia's perception of itself as a “paradise of dissent.” These Germans took their religion seriously, none more so than the Lutheran missionaries who committed themselves to bringing the Gospel to the indigenous people of the Adelaide plains and, eventually, much further afield as well. In reality, however, the story of the German contribution to the history of this British colony extended far beyond these pious Lutherans. Among those who followed in their wake, whether as settlers or travellers, were Germans of many different backgrounds, who made their way to the Antipodes for a multitude of reasons. In South Australia as much as anywhere, globalising Germany was a multi-facetted project.The intellectual gamut of Germans in South Australia is nowhere more evident than in the realm of anthropology. The missionaries were not alone in displaying a keen interest in the Australian Aborigines. Anthropologists steeped in the empirical tradition that came to dominate the nascent discipline at the end of the nineteenth century also turned their attention to Australia. Indeed, in Germany and elsewhere, Australia occupied a special position in international discourse. The American anthropologist Lewis Henry Morgan had observed in 1880 that Australian aboriginal societies “now represent the condition of mankind in savagery better than it is elsewhere represented on the earth—a condition now rapidly passing away.”

Emigration from the German states was a mass phenomenon in the “long” nineteenth century. Much of this migration was of course labour migration, and German workers were very much on the move during the nineteenth century: in addition to the traditional Wanderschaft (travels) of journeymen, the century saw increasing internal migration within and between German-speaking lands, migration from rural areas to cities, and the participation of working people in emigration to destinations outside Europe. Over five million Germans left the German states from 1820 to 1914, with a large majority choosing the United States as their destination, especially in the earliest waves of migration. By comparison with the mass migration to North America, the flow of German migrants to the British colonies in Australia (which federated to form a single Commonwealth in 1901) was a relative trickle, but the numbers were still significant in the Australian context, with Germans counted as the second-largest national group among European settlers after the “British-born” (which included the Irish) in the nineteenth century, albeit a long way behind the British. After the influx of Old Lutheran religious dissidents from Prussia to South Australia in the late 1830s, there was a wave of German emigrants in the 1840s and 1850s, driven by the “push” factor of agrarian and economic crisis in the German states in the 1840s followed by the attraction of the Australian gold rushes and other opportunities, such as land-ownership incentives. While the majority of German settlers were economic migrants, this latter period also saw the arrival in the Australian colonies of a few “Forty-Eighters,” radicals and liberals who had been active in the political upheavals of 1848–9, some of whom became active in politics and the press in Australia. The 1891 census counted over 45,000 German-born residents in the Australian colonies.

In 1852, the naturalist and writer Louisa Meredith observed in her book My Home in Tasmania: “I know of no place where greater order and decorum is observed by the motley crowds assembled on any public occasion than in this most shamefully slandered country: not even in an English country village can a lady walk alone with less fear of harm or insult than in this capital of Van Diemen's Land, commonly believed at home to be a pest-house, where every crime that can disgrace and degrade humanity stalks abroad with unblushing front.”Meredith's paean to life in the notorious Australian penal colony of Hobart was in stark contrast to her earlier, highly unfavourable account of colonial Sydney. It papered over the years of personal hardship she had endured in Australia, as well as avoiding mention of the racial warfare against Tasmania's Aborigines that had afforded her such a genteel European existence.Such intra-Australian complexities, however, were lost when Meredith's account was superimposed onto German debates about the desirability of penal colonies for Germany. Instead, Meredith's portrait of a cultivated city emerging from the most notorious penal colony in Australia was presented as proof that the deportation of criminals was an important dimension of the civilising mission of Europe in the extra-European world. It was also presented as a vindication of those in Germany who wished to rid Germany of its lumpen criminal class through deportation. The exact paragraph of Meredith's account cited above was quoted in German debates on deportation for almost half a century; first in 1859 by the jurist Franz von Holtzendorff, and thereafter by Friedrich Freund when advocating the establishment of a penal colony in the Preußische Jahrbücher in September 1895.

The social wasp Vespula germanica (F.) occurs throughout Europe south of latitude 62-degrees-N. Its native distribution extends into northern Africa, the Middle East, northern India, China and Korea. It has been accidentally introduced into several regions, including North and South America, and South Africa. It has also been introduced to Australasia, where it became established in Tasmania in 1959 and at several Australian mainland localities during 1977-78. It is now widespread throughout Victoria, in much of southern and coastal New South Wales, and in some suburbs of Adelaide and Per-th. One nest has been recorded in Maryborough, Queensland. The observed global distribution is used here to determine the potential distribution and relative abundance of V. germanica in Australia using the climate-matching computer program CLIMEX. The results indicate that this pestiferous wasp could potentially colonise most of the eastern seaboard of Australia north to Rockhampton, Queensland. V. germanica is likely to adversely affect human activities, with accompanying environmental damage as it inevitably spreads and consolidates, and prospects for containment and control appear minimal.

Erhard Eylmann (1860–1926) was a German scientist who devoted much of his working life to researching Australia, where he travelled extensively during the period 1896 to 1913. His primary field of expertise was anthropology, about which he wrote at great length in his major work Die Eingeborenen der Kolonie Südaustralien (The Aborigines of the Colony of South Australia). This paper places Eylmann and his work in a tradition of German scientific endeavour which can be traced back to William Blandowski and Alexander von Humboldt. Eylmann’s insistence on the primacy of empirical methodology and his belief in the essential unity of all the scientific disciplines characterise his work. At the same time the paper argues that Eylmann’s approach to anthropological study was also indebted to practitioners outside Germany, in particular Francis Gillen and Baldwin Spencer. Similarly, there were other anthropologists in Eylmann’s own time – foremost among them Carl Strehlow – who adopted a very different paradigm in their efforts to understand indigenous Australians.

This article examines the demographic and occupational selectivity of German immigration to South America (primarily Argentina and Brazil) and Australia, compared to Germans bound for the United States, and the geographic and occupational niches they occupied at various destinations. It draws upon both individual-level and aggregate data from censuses and migration records on three continents to examine occupational profiles, urbanization rates, sex ratios, age structure, and age heaping as a rough measure of “quality,” among German immigrants to these destinations, concluding that immigration to the United States tended to be the least selective.

Before 1890, German emigrants were one of the largest European groups to emigrate overseas in the middle of the nineteenth century. Most of them settled in North America, but a handful of Germans landed in countries south of the equator. This article examines those who chose uncommon paths and settled in the Southern Hemisphere, focusing on Hessians who went to either Australia or South America. Those who emigrated to the Southern Hemisphere were quite different from the Hessians who moved to the United States. More striking, however, are the contrasting backgrounds of the Australian-bound versus the South American–bound groups: These two groups were comparable in size, but in terms of any identifying socioeconomic characteristic they were poles apart from each other. Those bound for Australia were poorer, less skilled, and more likely to use a multiyear migration strategy to get their family members across the ocean, typical of the ways of those bound for the United States. In contrast, those who went to South America were wealthier, more skilled, and mostly emigrated as intact families without the use of such migration networks. This work shows that the choice of destination mattered for individuals and that certain destinations attracted particular types of individuals and groups, reemphasizing the role of self-selection in the migration experience.

Although best known as a descriptive botanist, Ferdinand Mueller published an early account of the South Australian Mallee in the style of his scientific hero, Alexander von Humboldt. This vegetation type is found across southern arid Australia and includes several distinctive botanical features that Mueller sought to highlight. While his article was republished twice, each issue was in German and consequently this work has tended to be overlooked in scholarship on the history of Australian botany. Mueller's article is introduced here along with a translation into English for the first time.

Much early discussion on the glaciations now dated as late Neoproterozoic (Cryogenian) emanated from the small geological community working in South Australia in the early twentieth century, when their age was regarded as Lower Cambrian. An initial glacial interpretation of long known ‘conglomerates’ by H. P. Woodward was made as early as 1884. Papers by Adelaide-based W. Howchin, were published in British, US and German Journals in 1908, 1911 and 1912 respectively, advocating floating sea ice as a major depositional mechanism. Sydney-based T. W. E. David was also significantly involved via the longstanding Glacial Research Committee of the Australasian Association for Advancement of Science. David publicised recognition of the glaciation at the International Geological Congress in Mexico (1906) where he also suggested that the entire earth might have been glaciated, hence foreshadowing the modern ‘snowball earth’ hypothesis. Objections to the hypothesis of a ‘Lower Cambrian’ glaciation were also raised at an early stage by Howchin's Adelaide-based colleagues. Howchin and his adversaries defended their opposing views in voluminous and fiery articles in the South Australian press in the period 1905-1912 during which both sides endeavoured to undermine their opponent's credibility. By 1907, David had also appreciated the importance of carbonate beds that succeed glacial deposition. R. Lockhart Jack recognised two major glacial episodes within the modern late Neoproterozoic as early as 1913.

The term Open Educational Resources (OER) is buzzword in education systems around the world and their potential has even been highlighted with the pandemic crisis as an aid in education systems. However, it is still far from reaching the promises that were envisaged for them. This is especially true for Germany, where challenges have been identified in terms of OER infrastructure and adoption at a macro, meso and micro level. In this study, factors such as OER infrastructure, policy, quality and change are considered in German higher education from an international perspective (Australia, Canada, China, Japan, South Africa, South Korea, Spain, Turkey and the United States). As part of a broader research project, this comparative case study between higher education (HE) systems internationally provides insights into OER that could be useful for other HE systems, institutions and faculty members moving towards OER in these times.

Purpose – The purpose of this paper is to assess the competitiveness of the Uruguayan rural tourism sector against its main competitors from Argentina and Brazil, as perceived by Uruguayan stakeholders on the supply side. The paper will also evaluate the potential of Uruguay as a rural tourism destination in attracting German tourists. Design/methodology/approach – Two different questionnaires were administered, one to Uruguayan rural tourism stakeholders and another one to potential German tourists in Germany. Findings – The findings indicate that the main strengths of Uruguayan rural tourism offer, compared to Argentina and Brazil, are the hospitality and friendliness of local people, the natural and cultural attractions and the country’s security and safety. Main weaknesses identified were the poor management of several destination components that are key to create a successful tourism destination and poor management of the “demand conditions” component of Dwyer and Kim’s (2003) integrated model. Originality/value – There is very limited research done on the competitiveness of Uruguay as a rural tourist destination in attracting foreign tourists (Mackinnon et al., 2009). The objective of this study is to partially fill this gap by assessing how competitive Uruguayan rural tourism is and evaluating whether Uruguay represents an attractive market for German tourists looking for agro tourism and farm holiday destinations. The German market was chosen because it is one of the top tourist-generating countries and one of the biggest spenders in international tourism (The World Tourism organization, 2010). Moreover, most tourists – from outside South America – selecting Uruguay as a tourist destination come from Germany, USA and Australia (Peralta, 2012).

This paper reports on the first stage of an international comparative study for the project “Digital educational architectures: Open learning resources in distributed learning infrastructures–EduArc”, funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries’ political structure organisation. The discussion and conclusion point at the importance of understanding each country’s context and culture, in order to understand the differences between them, as well as the challenges they face.

When in the 1880s and 1890s German Lutheran missionaries were sent to Australia from their colleges in Hermannsburg in Lower Saxony and Neuendettelsau in Bavaria to work among the Australian indigenous peoples of the Northern Territory, they had no ethnological education to speak of. This was particularly true for Carl Strehlow who, born in 1871 and educated from 1888 to 1891 at the Lutheran Missionary College in Neuendettelsau, arrived in Adelaide in 1892 and went straight to work with Pastor Reuther among the Diari in Killalpaninna, south of Lake Eyre. From there, in 1894, he was sent to Hermannsburg to resurrect the abandoned Lutheran Mission Station of the Finke River Mission, owned by the South Australian Immanuel Synod. The records of the curriculum in Neuendettelsau show no subjects teaching the theory and practice of ethnology. However, his ethnographic work among the local tribes of the Arrernte and Loritja is today still considered a classic in the field. As a contribution to the history of research methodology in the field of ethnology, I intend to give a brief outline of 1) the early development of scientific research instructions in general, and 2) as a special case, Carl Strehlow’s learning process in form of letters with questions and answers between himself in Hermannsburg and his editors in Frankfurt.

This paper shows that bilingual education has a long tradition in Australia. In the 19th century, primary and secondary schools operating German-English, French-English or Gaelic-English programs, or ones with a Hebrew component, existed in different parts of Australia. The most common bilingual schools were Lutheran rural day schools but there were also many private schools. They believed in the universal value of bilingualism, and some attracted children from English-speaking backgrounds. Bilingual education was for language maintenance, ethno-religious continuity or second language acquisition. The languages were usually divided according to subject and time of day or teacher. The programs were strongest in Melbourne, Adelaide and rural South Australia and Victoria. In Queensland, attitudes and settlement patterns led to the earlier demise of bilingual education. The education acts led to a decline in bilingual education except in elitist girls or rural primary schools and an increase in part-time language programs. Bilingual education was stopped by wartime legislation. It is intended that bilingualism can flourish unless monolingualism is given special preference.

Kaurna, the language indigenous to the Adelaide Plains in South Australia, is being reclaimed from nineteenth-century written historical sources. There are no sound recordings of the language as it was spoken in the nineteenth century, and little has been handed down orally to the present generation. Fortunately, the nineteenth-century records of the language are reasonably good for the time, having been recorded by Christian Teichelmann and Clamor Schürmann, German missionaries who were trained in philology and a range of languages including Hebrew, Greek, Latin and Chinese. The language was also recorded, in part, by a number of other English, German and French observers. The Kaurna language is now being revived: rebuilt, re-learnt and reintroduced on the basis of this nineteenth-century documentation. In this process, numerous problems of interpretation are being encountered. However, the tools that linguistics provides are being used to interpret the historical corpus. A range of concrete examples are analysed and discussed to illustrate the kinds of problems faced and the solutions adopted.

Dipluridae represent a small Mygalomorphae family of South American origin, the family includes two subfamilies Diplurinae and Masteriinae although the placement of the latter in Dipluridae is still under debate. The family has a predominantly South American distribution although the genus Masteria L. Koch, 1873 presents an interesting distribution with representatives found in Fiji, Micronesia, New Caledonia, New Guinea and Australia. This genus is diverse at the species level in tropical South America and the Caribbean but no species have been described from Ecuador to date. Ongoing field work as part of the BIO-GEEC Project—a consortium established by several Ecuadorian and German institutions—has resulted in the discovery of several new species from both lowlands and highland habitats in Ecuador. Herein we described seven new species of Masteria from Ecuador: M. jatunsacha n. sp. (male); M. machay n. sp. (female); M. chalupas n. sp. (male); M. papallacta n. sp. (male and female); M. pasochoa n. sp. (male and female); M. lasdamas n. sp. (male); and M. otongachi n. sp. (male). The type species of the genus, Masteria hirsuta L. Koch, 1873 from Fiji, is redescribed and re-illustrated, from the original type specimen.

In 1980 the state of South Australia contracted with the German supplier of a new busway technology called O-Bahn. The project produced an 11.8-km busway alignment that was built in two phases with public operation in 1986 and 1989. Although the technology has functioned without fault and the safety record is excellent, the project has not experienced robust patronage growth or political success. During the 1990s public transit has been privatized and overall system ridership has declined by 30%. The long-term relationship between the foreign contractor and the local managers and staff failed to create a positive atmosphere for ongoing work, whether locally, nationally, or abroad. Although local and state officials provide positive public comment about their happiness with the technology, their management and policy actions suggest tepid belief in the concept.

The present paper reads David Malouf’s 1996 novel The Conversations at Curlow Creek as portraying a vivid and realistic picture of events relating to crime and punishment in colonial Australia in the early nineteenth century. The depiction of death penalty accorded to the bushranger Daniel Carney under the supervision of the Irish sheriff Michael Adair in New South Wales thus resonates with numerous historical accounts of incidents that actually happened. The novel, however, does more than only provide accurate historical representation as it also presents Adair as having undergone a rather dramatic transformation in the process of conversing with Carney before the latter’s execution. The paper, drawing on the views of the German philosopher Martin Heidegger, argues that a realization of inevitable mortality, of facing certain death characterizes this change in Adair’s nature and worldview. It concludes by suggesting that Adair’s acceptance of his finitude intimates of a way of being in the world that not only subverts procedures of administering punishment to convicts in colonial Australia but also indicates the limits of polarized identity politics that shapes the country in the present times.

Purpose This paper aims to represent a unique and original piece of research on full professors in global hospitality and tourism academia. Aimed at revisiting academic leadership, this study identifies its components and gains insight into the so far understudied dimensions of diversity in academic contexts worldwide. Design/methodology/approach This study examines the careers of senior researchers (R3 and R4, according to European Commission) in hospitality and tourism, with special attention given to diversity. Based on quantitative methodology and a standardised online search, it uses individual-level data to give insights into dimensions of academic leadership. Full professors from the UK, the USA, German-speaking countries (Germany, Austria and Switzerland) and the Asia-Pacific region (Australia, New Zealand, China, Malaysia, Singapore and South Korea) build the sample. Findings Academic leadership in hospitality and tourism academia is not yet fully tied to cooperation with industry, as predicted by the “Triple Helix” model. Currently, the majority of the intellectual component constitutes academic leadership, outweighing administrative and innovative angles. Gender, age and ethnic diversity are underrepresented. While some regions can be considered sealed to ethnic diversity, others are more open and attract international scholars. Originality/value Rooted in interdisciplinary explanations, this study is the first of its kind to consider various diversity dimensions of academic leadership from a global perspective. It not only enriches the notion of academic leadership but also provides several practical implications and suggestions for further research.

Purpose In recent decades, New World winemakers have increased their wine export to European markets and became considerable market players in the EU. Therefore, this paper aims to explore whether the major New World wine producers are able to exploit its market power at European destination markets. Design/methodology/approach The paper applies the pricing-to-market (PTM) model of trade in respect of asymmetric effect of exchange rate changes by using monthly bilateral wine data between January 2000 and December 2016. Findings First, there is evidence of PTM in three New World wine exporters, namely, Chile, South Africa and the USA. Chile was able to apply price discrimination across Danish, German, Dutch and the British wine markets. Second, South Africa set their prices in Belgian, Dutch and Swedish markets, while the USA discriminated their wine prices in Denmark and Sweden. In contrast, this advantage was not observable in the case of Argentina and Australia. Third, the local-currency price stability was explored in Chilean wine import prices (exported to Belgium, the Czech Republic), South African wine prices (exported to France, Denmark, Germany), in US wine prices (sold in Germany and the UK). Furthermore, the analysis of the asymmetric effects of exchange rate changes suggests that depreciation of the exporter’s currency relative to the Euro had not a significant impact on EU wine import prices. On the whole, the estimated pricing to market model indicates that a non-competitive pricing behaviour of New World exporters was limited and was rather due to the market-specific characteristics. Research limitations/implications The research provides multiple advice for New World wine producers. First, in general, European consumers do not pay an extra price for the New World bottled wines. Second, only Chilean, South African and North American wine exporters can expect higher prices for its wines from European buyers only. Moreover, European wine markets are fairly competitive where New World wine exporters do not have significant market dominance. Therefore, New World wine exporters should strengthen its wine marketing and branding strategy to gain higher market share in Europe and to attract attention to its wines. Finally, exchange rates relative to Euro should be continuously monitored by the New World wine exporters because it might deviate the wine export prices significantly. Originality/value The study applies the pricing-to-market model to major New World wine exporters on the European Union’s destination market. The paper also makes valuable contributions to the wine literature by testing the asymmetric effects of exchange rate changes on wine import prices. It analyses the nature of price discrimination, whether it is market-specific or exchange rate influenced, or both.

Abstract A new distribution map is provided for Gloeotinia granigena (Quélet) Schumacher. Hosts: Lolium spp. and other Gramineae. Information is given on the geographical distribution in Australasia, Australia, New South Wales, South Australia, Tasmania, Victoria, New Zealand, Europe, Denmark, France, German Federal Republic, Irish Republic, Netherlands, Sweden, UK, USSR, North America, Canada, Quebec, USA, Oregon.

Abstract A new distribution map is provided for Sorosporium saponariae Rudolphi. Hosts: Saponaria officinalis, Dianthus spp. and other Caryophyllaceae. Information is given on the geographical distribution in AFRICA, Algeria, Morocco, ASIA, Pakistan, USSR, AUSTRALASIA, Australia, EUROPE, Austria, Bulgaria, Czechoslovakia, Denmark, Finland, France, German, Democratic, Republic, Germany, Hungary, Italy, Norway, Poland, Romania, Spain, Sweden, Switzerland, USSR, Yugoslavia, NORTH AMERICA, USA, New York, Colorado, Utah, Nevada, Connecticut, Nevada. SOUTH AMERICA, Argentina, Chile.

Abstract A new distribution map is provided for Aphanomyces raphani Kendr. Hosts: Radish (Raphanus sativus). Information is given on the geographical distribution in Africa, South Africa, Australasia & Oceania, Australia, New South Wales, Queensland, New Zealand, Europe, German Federal Republic, Romania, North America, Canada, British Columbia, Quebec, Ontario, Nova Scotia, USA, South America, Venezuela, Asia, Japan.

Abstract A new distribution map is provided for Aphanomyces cochlioides Drechsler. Hosts: sugar beet (Beta vulgaris), spinach (Spinacia oleracea). Information is given on the geographical distribution in ASIA, Japan, AUSTRALASIA & OCEANIA, Australia, Queensland, EUROPE, Austria, Denmark, France, German, Democratic Republic, German, Federal Republic, Hungary, Poland, Republic of Ireland, Sweden, UK, England, USSR, NORTH AMERICA, Canada, Alberta, Ontario, Nova Scotia: Quebec USA: California, IA, Maine, Montana, North Dakota, Ohio, South Dakota, Washington State, Michigan, Colorado, Wisconsin, Texas, SOUTH AMERICA, Chile.

Abstract A new distribution map is provided for Sphacelotheca reiliana (Kuhn) Clint. Hosts: Maize (Zea mays) and Sorghum. Information is given on the geographical distribution in Africa, Burkina Faso, Burundi, Cameroon, Chad, Egypt, Ethiopia (Eritrea), Ghana, Kenya, Malawi, Mali, Mauritania, Mauritius, Morocco, Mozambique, Niger, Nigeria, Rodriguez Island, Rwanda, Senegal, Somalia, South Africa, Sudan, Tanzania, Togo, Uganda, Zaire, Zambia, Zimbabwe, Asia, Bhutan, Burma, China, India, Indonesia, Iran, Iraq, Israel, Japan, Korea Republic, Malaysia, Sarawak, Nepal, Pakistan, Philippines, Taiwan, Central Asia, Siberia, Russian Far East, Kazakhstan, Yemen Arab Republic, Yemen Democratic Republic, Australasia & Oceania, Australia, New South Wales, Queensland, Victoria, Hawaii, New Britain, New Zealand, Papua New Guinea, Europe, Austria, Azores, Bulgaria, Cyprus, Czechoslovakia, France, German Democratic Republic, German Federal Republic, Greece, Hungary, Italy, Romania, Spain, USSR, Estonia, Ukraine, Yugoslavia, North America, Canada, Ontario, Mexico, USA, Central America & West Indies, Barbados, Guatemala, Honduras, Jamaica, Panama, Salvador, South America, Argentina, Bolivia, Brazil, Rio Grande do Sul, Chile, Colombia, Uruguay.

Abstract A new distribution map is provided for Scirrhia pini[Mycosphaerella pini] Funk & Parker. Hosts: Pine (Pinus spp.). Information is given on the geographical distribution in AFRICA, Kenya, Malawi, South Africa (Cape Province, Swaziland), Tanzania(Tanganyika), Uganda (Gibson, loc, cit.),? Zambia, Zimbabwe, ASIA, Brunei, India (Madras), Korea, USSR (Republic of Georgia), AUSTRALASIA, Australia, New Zealand, EUROPE, Austria, Britain (England), Bulgaria, France, German Federal Republic, Greece, Portugal (Azores), Romania, Spain, Yugoslavia, NORTH AMERICA, Canada (Manitoba, Saskatchewan), (British Columbia), (Newfld), USA (Illinois, Iowa, Maryland, Ohio, Okla), (Peterson, loc, cit.), (California), Minnisota; Florida, CENTRAL AMERICA & WEST INDIES, Costa Rica, Guatemala, Honduras, Jamaica, SOUTH AMERICA, Argentina, Brazil, Chile, Ecuador, Uruguay.

04–403 Ammon, Ulrich. Sprachenpolitik in Europa- unter dem vorrangigen Aspekt von Deutsch als Fremdsprache (2). [Policy towards languages in Europe with special reference to German as a foreign language (2)]. Deutsch als Fremdsprache (Leipzig, Germany), 41 (2004), 3–10.04–404 Bray, Gayle Babbitt (U. of Iowa, USA; Email: gayle-bray@uiowa.edu), Pascarella, Ernest T. and Pierson, Christopher T. Postsecondary education and some dimensions of literacy development: An exploration of longitudinal evidence. Reading Research Quarterly (Newark, USA), 39, 3 (2004), 306–330.04–405 Dufon, Margaret A. (California State U., USA). Producing a video for teaching pragmatics in the second or foreign language. Prospect (Sydney, Australia), 19, 1 (2004), 65–83.04–406 Intachakra, S. (Thammasat U., Thailand; Email: songthama@tu.ac.th). Contrastive pragmatics and language teaching: apologies and thanks in English and Thai. RELC Journal (Singapore), 35, 1 (2004), 37–62.04–407 Kerkes, Julie (California State U., Los Angeles, USA). Preparing ESL learners for self-presentation in institutional settings outside the classroom. Prospect (Sydney, Australia), 19, 1 (2004), 22–46.04–408 Kozlova, Iryna (Georgia State U., USA). Can you complain? Cross-cultural comparison of indirect complaints in Russian and American English. Prospect (Sydney, Australia), 19, 1 (2004), 84–105.04–409 McLean, Terence (Grant MacEwan College, Edmonton, Canada; Email: mcleanky@telusplanet.net). Giving students a fighting chance: pragmatics in the language classroom. TESL Canada Journal/Revue TESL du Canada (Barnaby, Canada), 21, 2 (2004), 72–92.04–410 Newton, Jonathan (Victoria U. of Wellington, New Zealand). Face-threatening talk on the factory floor: using authentic workplace interactions in language teaching. Prospect (Sydney, Australia), 19, 1 (2004), 47–64.04–411 Nichols, Susan (U. of South Australia). Literacy learning and children's social agendas in the school entry classroom. Australian Journal of Language and Literacy (Norwood, Australia), 27, 2 (2004), 101–113.04–412 Yates, Lynda (La Trobe U., Australia). The ‘secret rules of language‘: tackling pragmatics in the classroom. Prospect (Sydney, Australia), 19, 1 (2004), 3–20.

Abstract A new distribution map is provided for Phytophthora nicotianae var. nicotianae van Breda de Haan. Hosts: tobacco (Nicotiana tabacum), etc. Information is given on the geographical distribution in AFRICA, Egypt, Ghana, Libya, Madagascar, Malawi, Mauritius, Nigeria, Senegal, South Africa, Tanzania, ASIA, Brunei, China, India, Andhra Pradesh, Karnataka, Kerela, Tamil Nadu, Indonesia, Java, Sumatra, Iran, Iraq, Israel, Japan, Jordan, Korea, Lebanon, Malaysia, Sabah, Sararak, Pakistan, Sri Lanka, Taiwan, Thailand, AUSTRALASIA & OCEANIA, Australia: Queensland, WA, Caroline Islands, Fiji, French, Polynesia, Hawaii, New Zealand, Papua New Guinea, EUROPE, Bulgaria, Cyprus, France, German, Democratic Republic, Greece, Italy, Netherlands, UK, England, Yugoslavia, NORTH AMERICA, Canada, Mexico, USA, Alabama, Florida, Georgia, Kentucky, North carolina, Tennessee, California, Connecticut, Maryland, Pennsylvania, Texas, Virginia, Arizona, CENTRAL AMERICA & WEST INDIES, Puerto Rico, West Indies, Trinidad, Jamaica, SOUTH AMERICA, Brazil, Chile, Colombia, Guyana, Venezuela.

An international boundary across navigable rivers can naturally create a great potential for international conflict. In New Guinea, the officials of Anglo-German colonial authorities seemed to have overlooked this problem when they first decided to lay down their common boundary in 1885 across Gira, Eia, Wuwu and Waria Rivers at eight parallel on the south latitude. This paper attempts to discuss how the colonial officials of the two very powerful countries at the time (1885-1909) tried to make decisions in such a way to prevent or avoid an international conflict with the navigation of rivers across their common boundaries. It involved the parliamentarians of newly federated Commonwealth of Australia. Wherever the colonial officials laid claims to protect land and people, they also created a lasting problem relating to definition of boundaries that crossed navigable rivers. A good example is the “Anglo-German boundary” which crosses the Gira, Eia, Wuwu, and Waria rivers. When the British colonial officials were pressured by their colonies in Australia, they never considered likely problems in the future if international boundary crossed navigable rivers.

04–117Al-Jarf, Reima S. (King Saud U., Saudi Arabia). The effects of web-based learning on struggling EFL college writers. Foreign Language Annals (New York, USA), 37, 1 (2004), 49–57.04–118Basturkmen, Helen (University of Auckland, New Zealand; Email: h.basturkmen@auckland.ac.nz). Specificity and ESP course design. RELC Journal (Singapore), 34, 1 (2003), 48–63.04–119Basturkmen, H., Loewen, S. and Ellis, R. (U. of Auckland, New Zealand Email: h.basturkmen@auckland.ac.nz). Teachers' stated beliefs about incidental focus on form and their classroom practices. Applied Linguistics (Oxford, UK), 25, 2 (2004), 243–72.04–120Benson, Barbara E. (Piedmont College, Georgia, USA). Framing culture within classroom practice: culturally relevant teaching. Action in Teacher Education (Alexandria, Virginia, USA), 25, 2 (2003), 16–22.04–121Blanche, Patrick (U. of California, Davis, USA; Email: blanche@kumagaku.ac.jp). Using dictations to teach pronunciation. Modern English Teacher (London, UK), 13, 1 (2004), 30–36.04–122Budimlic, Melisa (Ludwig-Maximilians Universität München, Germany). Zur Konzeption und Entwicklung interdisziplinärer Lernprogramme am Beispiel eines Lernmodules zur Psycholinguistik. [The concept and development of an interdisciplinary learning programme. An example of a module in psycholinguistics] Zeitschrift für Interkulturellen Fremdsprachenunterricht (Edmonton, Alberta, Canada), Online Journal, 9, 1 (2004), 12 pp.04–123Cajkler, Wasyl (U. of Leicester, UK; Email: wc4@le.ac.uk). How a dead butler was killed: the way English national strategies maim grammatical parts. Language and Education (Clevedon, UK), 18, 1 (2004), 1–16.04–124Calvin, Lisa M. & Rider, N. Ann (Indiana State U., USA). Not your parents' language class: curriculum revision to support university language requirements. Foreign Language Annals (New York, USA), 37, 1 (2004), 11–25.04–125Carrier, Karen A. (Northern Illinois University, USA). Improving high school English language learners' second language listening through strategy instruction. Bilingual Research Journal (Arizona, USA), 27, 3 (2003), 383–408.04–126Christie, Frances (Universities of Melbourne and Sydney, Australia; Email: fhchri@unimelb.edu.au). English in Australia. RELC Journal (Singapore) 34, 1 (2003), 100–19.04–127Drobná, Martina (Ludwig-Maximilians Universität München, Germany). Konzeption von Online-Lerneinheiten für den Unterricht Deutsch als Fremdsprache am Beispiel des Themas ‘Auslandsstudium in Deutschland’. [The concept of an online learning unit ‘Studying in Germany’ for German as a foreign language]. Zeitschrift für Iinterkulturellen Fremdsprachenunterricht (Edmonton, Canada) Online Journal, 9, 1 (2004), 17 pp.04–128Ellis, Rod (University of Auckland, New Zealand; Email: r.ellis@auckland.ac.nz). Designing a task-based syllabus. RELC Journal (Singapore) 34, 1 (2003), 64–81.04–129Giambo, D. & McKinney, J. (University of Miami, USA) The effects of a phonological awareness intervention on the oral English proficiency of Spanish-speaking kindergarten children. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 95–117.04–130Goodwyn, Andrew (Reading University, UK). The professional identity of English teachers. English in Australia (Norwood, Australia), 139 (2004), 122–30.04–131Hu, Guangwei (Nanyang Technological U., Singapore; Email: gwhu@nie.edu.sg). English language teaching in China: regional differences and contributing factors. Journal of Multilingual and Multicultural Development (Clevedon, UK), 24, 4 (2003), 290–318.04–132Jacobs, George M. (JF New Paradigm Education, Singapore; Email: gmjacobs@pacific.net.sg) and Farrell, Thomas S. C. Understanding and implementing the communicative language teaching paradigm. RELC Journal (Singapore) 34, 1 (2003), 5–30.04–133Janks, Hilary (University of the Witwatersrand, South Africa). The access paradox. English in Australia (Norwood, Australia), 139 (2004), 33–42.04–134Kim, Jeong-ryeol (Korea National U. of Education, South Korea; Email: jrkim@knue.ac.kr). Using mail talk to improve English speaking skills. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 349–69.04–135Kim, Nahk-Bohk (Chungnam National University, South Korea). An investigation into the collocational competence of Korean high school EFL learners. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 225–48.04–136Kormos, Judit & Dénes, Mariann (Eötvös Loránd U., Hungary; Email: kormos.j@chello.hu). Exploring measures and perceptions of fluency in the speech of second language learners. System (Oxford, UK), 32, 2 (2004), 145–64.04–137Lee, Jin Kyong (Seoul National U., South Korea). The acquisition process of yes/no questions by ESL learners and its pedagogical implications. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 205–24.04–138Levine, Glenn S. (U. of California, Irvine, USA). Global simulation: a student-centered, task-based format for intermediate foreign language courses. Foreign Language Annals (New York, USA), 37, 1 (2004), 26–36.04–139Littlemore, Jeannette (U. of Birmingham, UK; Email: j.m.littlemore@bham.ac.uk). Using clipart and concordancing to teach idiomatic expressions. Modern English Teacher (London, UK), 13, 1 (2004), 17–44.04–140Llurda, Enric (Email: ellurda@dal.udl.es) and Huguet, Ángel (Universitat de Lleida, Spain). Self-awareness in NNS EFL Primary and Secondary school teachers. Language Awareness (Clevedon, UK), 12, 3&4 (2003), 220–33.04–141Lochtman, Katja (Vrije U., Belgium; Email: katja.lochtman@vub.ac.be). Oral corrective feedback in the foreign language classroom: how it affects interaction in analytic foreign language teaching. International Journal of Educational Research (Abingdon, UK), 37 (2002), 271–83.04–142Mackey, Alison (Georgetown U., USA; Email: mackeya@georgetown.edu). Beyond production: learners' perceptions about interactional processes. International Journal of Educational Research (Abingdon, UK), 37 (2002), 379–94.04–143Maiwald, Cordula (Passau, Germany). Zeitverstehen und Tempusformen im Deutschen – eine Herausforderung im Fremdsprachenunterricht. [The concept of time and German tenses – a challenge for a foreign language classroom] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 287–302.04–144McKay, Sandra Lee (San Francisco State U., USA; Email: 2slmckay@attbi.com). EIL curriculum development. RELC Journal (Singapore), 34, 1 (2003), 31–47.04–145Na, Yoon-Hee and Kim, Sun-Joo (U. of Texas at Austin, USA; Email: yhena@mail.utexas.edu). Critical literacy in the EFL classroom. English Teaching (Anseonggun, Korea), 58, 3 (2003), 143–63.04–146Nettelbeck, David (Whitefriars College, Australia). ICT and the re-shaping of literacy. A secondary classroom perspective. English in Australia (Norwood, Australia), 139 (2004), 68–77.04–147Park, Mae-Ran (Pukyong National U., South Korea; Email: mrpark@pknu.ac.kr) and Suh, Kang-Oak. An analysis of Korean high school English textbooks under the 7th curriculum. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 319–47.04–148Peters, George F. (Michigan State U., USA). Kulturexkurse: a model for teaching deeper German culture in a proficiency-based curriculum. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA) 36, 2 (2003), 121–34.04–149Plewnia, Albrecht (Mannheim, Germany). Vom Nutzen kontrastiven grammatischen Wissens am Beispiel von Deutsch und Französisch. [The benefits of contrastive grammar knowledge; an example of German and French] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 251–86.04–150Prodromou, Luke (Email: luke@spark.net.gr). In search of the successful user of English: how a corpus of non-native speaker language could impact on EFL teaching. Modern English Teacher (London, UK), 12, 2 (2003), 5–14.04–151Rieger, Caroline L. (U. of British Columbia, Canada). Some conversational strategies and suggestions for teaching them. Die Unterrichtspraxis (Cherry Hill, New Jersey, USA), 36, 2 (2003), 164–75.04–152Sakui, K. (U. of Auckland, New Zealand). Wearing two pairs of shoes: language teaching in Japan. ELT Journal (Oxford, UK), 58, 2 (2004), 155–63.04–153Schleppegrell, M., Achugar, M., & Oteíza, T. (University of California, USA). The grammar of history: enhancing content-based instruction through a functional focus on language. TESOL Quarterly (Alexandria, Virginia, USA), 38, 1 (2004), 67–93.04–154Sercu, Lies (Katholieke Universiteit Leuven, Belgium; Email: lies.sercu@arts.kuleuven.ac.be). Implementing intercultural foreign language education: Belgian, Danish and British teachers' professional self-concepts and teaching practices compared. Evaluation and Research in Education (Clevedon, UK), 16, 3 (2002), 150–65.04–155Shinwoong, Lee (Hanyang U., South Korea). Korean ESL learners' experiences in computer assisted classroom discussions. English Teaching (Anseonggun, Korea), 58, 4 (2003), 371–95.04–156Sifakis, Nicos C. (Hellenic Open U., Greece; Email: nicossif@hol.gr). TeachingEIL– TeachingInternationalorInterculturalEnglish? What Teachers Should Know. System (Oxford, UK), 32, 2 (2004), 237–50.04–157Simard, Daphnée (Université du Québec à Montréal, Canada; Email: simard.daphnee@uqam.ca). Using diaries to promote metalinguistic reflection among elementary school students. Language Awareness (Clevedon, UK), 13, 1 (2004), 34–48.04–158Song, Jeong-Weon (Hanyang U., South Korea). Effects of task-processing conditions on the oral output of post beginners in a narrative task. English Teaching (Anseonggun, Korea), 58, 4 (2003), 249–71.04–159Storch, Neomy (U. of Melbourne, Australia; Email: neomys@unimelb.edu.au). Relationships formed in dyadic interaction and opportunity for learning. International Journal of Educational Research (Abingdon, UK), 37 (2002), 305–22.04–160Tomlinson, Brian and Masuhara, Hitomi (Leeds Metropolitan U., UK; Email: B.Tomlinson@lmu.ac.uk). Developing cultural awareness. Modern English Teacher (London, UK), 13, 1 (2004), 5–12.04–161Towndrow, P. (Nangyang Technological U., Singapore). Reflections of an on-line tutor. ELT Journal (Oxford, UK), 58, 2 (2004), 174–82.04–162Vilches, Ma. Luz C. (Ateneo do Manila U., Philippines; Email: mvilches@ateneo.edu). Task-based language teaching: the case of EN 10. RELC Journal (Singapore), 34, 1 (2003), 82–99.04–163Willkop, Eva-Maria (Mainz, Germany). Texte im Mitteilungsprozess – Wege durch ein vereinigtes Babylon [Texts in the mediation process – ways through united Babylon] Jahrbuch Deutsch als Fremdsprache (Munich, Germany), 29 (2003), 221–50.

AbstractThis article theorizes on the relation between individual and societal language loss. In this context, the notion of relic variety will be introduced, describing a setting where a language is spoken by a very small number of speakers who live isolated from the main speech community and have not acquired literacy in their L1. The article focuses on attrition phenomena in a specific relic variety, i.e. Barossa German, a German-speaking enclave in South Australia. It analyses phenomena caused by lack of usage (hesitation phenomena, code-switching, semantic restructuring) as well as reduction processes, namely of the German case system. The results of the analysis demonstrate that in contrast to canonical attrition settings, in a relic variety morphological markers are only retained in constructions that had been either entrenched early in the acquisition processes or are very frequently used. It will be argued that the main factors influencing the reduction process are the variety of input, a decrease of normativity and the absence of a written variety.

07–377Bamiro, Edmund (Adekunle Ajasin U, Nigeria; eddiebamiro@yahoo.com), Nativization strategies: Nigerianisms at the intersection of ideology and gender in Achebe's fiction. World Englishes (Blackwell) 25.3 & 4 (2006), 315–328.07–378Bowers, Anthony (Ningbo U Technology, China), Presentation of an Australian–Chinese joint venture program in China. EA Journal (English Australia) 23.1 (2006), 24–34.07–379Chang, Junyue (Dalian U, China; junyuechang@yahoo.com), Globalization and English in Chinese higher education. World Englishes (Blackwell) 25.3 & 4 (2006), 513–525.07–380Deterding, David (Nanyang Technological U, Singapore; david.deterding@nie.edu.sg) & Andy Kirkpatrick, Emerging South-East Asian Englishes and intelligibility. World Englishes (Blackwell) 25.3 & 4 (2006), 391–409.07–381Erling, Elizabeth J. (Freie U Berlin, Germany; berling@zedat.fu-berlin.de) & Suzanne K. Hilgendorf, Language policies in the context of German higher education. Language Policy (Springer) 5.3 (2006), 267–293.07–382Glew, Paul J. (U Western Sydney, Australia; aul.glew@coverdale.nsw.edu.au), A perspective on ELICOS in an independent school. EA Journal (English Australia) 23.1 (2006), 14–23.07–383Hammond, Jennifer (U Technology, Sydney, Australia), High challenge, high support: Integrating language and content instruction for diverse learners in an English literature classroom. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 269–283.07–384Hyland, Ken (U London, UK; k.hyland@ioe.ac.uk) & Eri Anan, Teachers' perceptions of error: The effects of first language and experience. System (Elsevier) 34.4 (2006), 509–519.07–385Jeon, Mihyon (York U, Canada) & Jiyoon LeeHiring native-speaking English teachers in East Asian countries. English Today (Cambridge University Press) 22.4 (2006), 44–52.07–386Kato, Mie (Yoshiki Senior High School, Japan), Corrective feedback in oral communication classes at a Japanese senior high school. The Language Teacher (Japan Association for Language Teaching) 31.3 (2007), 3–8.07–387Kawai, Yuko (Tokai U, Japan), Japanese nationalism and the global spread of English: An analysis of Japanese governmental and public discourses on English. Language and International Communication (Multilingual Matters) 7.1 (2007), 37–55.07–388Leshem, Shosh (Oranim Academic College of Education, Israel) & Vernon Trafford (Anglia Ruskin U, UK), Unravelling cultural dynamics in TEFL: Culture tapestries in three Israeli schools. Teachers and Teaching: Theory and Practice (Taylor & Francis) 12.6 (2006), 639–656.07–389Labbo, Linda D. (U Georgia, USA), Literacy pedagogy and computer technologies: Toward solving the puzzle of current and future classroom practices. Australian Journal of Language and Literacy (Australian Literacy Educators' Association) 29.3 (2006), 199–209.07–390Nault, Derrick (Jeonju U, South Korea), Going global: Rethinking culture teaching in ELT contexts. Language, Culture and Curriculum (Multilingual Matters) 19.3 (2006), 314–328.07–391Nero, Shondel (St John's U, USA; neros@stjohns.edu), Language, identity, and education of Caribbean English speakers. World Englishes (Blackwell) 25.3 & 4 (2006), 501–511.07–392Ouafeu, Yves Talla Sando (U Freiburg im Breigau, Germany; sandoyves@yahoo.com), Listing intonation in Cameroon English speech. World Englishes (Blackwell) 25.3 & 4 (2006), 491–500.07–393Rodgers, Daryl M. (U Illinois, USA; dmrodger@uiuc.edu), Developing content and form: Encouraging evidence from Italian content-based instruction. The Modern Language Journal (Blackwell) 90.3 (2006), 373–386.07–394Schleppegrell, Mary & Luciana C. de Oliveira (U Michigan, USA), An integrated language and content approach for history teachers. Journal of English for Academic Purposes (Elsevier) 5.4 (2006), 254–268.07–395Starkey, Hugh (U London Institute of Education, UK), Language education, identities and citizenship: Developing cosmopolitan perspectives. Language and International Communication (Multilingual Matters) 7.1 (2007), 56–71.07–396Takimoto, Masahiro (Tezukayama U, Japan; takimoto@tezukayama-u.ac.jp), The effects of explicit feedback and form–meaning processing on the development of pragmatic proficiency in consciousness-raising tasks. System (Elsevier) 34.4 (2006), 601–614.07–397Üstünlüoglu, Evrim (Izmir U of Economics, Turkey), University students' perceptions of native and non-native teachers. Teachers and Teaching: Theory and Practice (Taylor & Francis) 13.1 (2007), 63–79.

04–255 Belcher, Diane D. Trends in teaching English for Specific Purposes. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 165–186.04–257 Burden, P. (Okayama Shoka U., Japan; Email: burden-p@po.osu.ac.jp). An examination of attitude change towards the use of Japanese in a University English ‘conversation’ class. RELC Journal (Singapore),35,1 (2004), 21–36.04–258 Burns, Anne (Macquarie U., Australia; Email: anne.burns@mq.edu.au). ESL curriculum development in Australia: recent trends and debates. RELC Journal (Singapore), 34, 3 (2003), 261–283.04–259 Bush, Michael D. and Browne, Jeremy M. (Brigham Young U., USA; Email: Michael_Bush@byu.edu). Teaching Arabic with technology at BYU: learning from the past to bridge to the future. Calico Journal (Texas, USA), 21, 3 (2004), 497–522.04–260 Carlo, María S. (U. of Miami, USA; Email: carlo@miami.edu), August, Diane, McLaughlin, Barry, Snow, Catherine E., Dressler, Cheryl, Lippman, David N., Lively, Teresa J. and White, Claire E. Closing the gap: addressing the vocabulary needs of English-language learners in bilingual and mainstream classrooms. Reading Research Quarterly (Newark, USA), 39, 2 (2004), 188–215.04–261 Chambers, Gary N. and Pearson, Sue (School of Education, U. of Leeds, UK). Supported access to modern foreign language lessons. Language Learning Journal (Oxford, UK), 29 (2004), 32–41.04–262 Chesterton, Paul, Steigler-Peters, Susi, Moran, Wendy and Piccioli, Maria Teresa (Australian Catholic U., Australia; Email: P.Chesterton@mary.acu.edu.au). Developing sustainable language learning pathway: an Australian initiative. Language, Culture and Curriculum (Clevedon, UK), 17, 1 (2004), 48–57.04–263 Chin, Cheongsook (Inje U., South Korea; Email: langjin@inje.ac.kr). EFL learners' vocabulary development in the real world: interests and preferences. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 43–58.04–264 Corda, Alessandra and van den Stel, Mieke (Leiden U., The Netherlands; Email: a.corda@let.leidenuniv.nl). Web-based CALL for Arabic: constraints and challenges. Calico Journal (Texas, USA), 21, 3 (2004), 485–495.04–265 Crawford, J. (Queensland U. of Technology, Australia; Email: j.crawford@qut.edu.au). Language choices in the foreign language classroom: target language or the learners' first language?RELC Journal (Singapore), 35, 1 (2004), 5–20.04–266 Derewianka, Beverly (Email: bevder@uow.edu.au). Trends and issues in genre-based approaches. RELC Journal (Singapore), 34, 2 (2003), 133–154.04–267 Esteban, Ana A. and Pérez Cañado, Maria L. (U. de Jaén, Spain). Making the case method work in teaching Business English: a case study. English for Specific Purposes (Oxford, UK), 23, 2 (2004), 137–161.04–268 Fang, Xu and Warschauer, Mark (Soochow University, China). Technology and curricular reform in China: a case study. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 301–323.04–269 Foster, James Q., Harrell, Lane Foster, and Raizen, Esther (U. of Texas, Austin, USA; Email: jqf@hpmm.com). The Hebrewer: a web-based inflection generator. Calico Journal (Texas, USA), 21, 3 (2004), 523–540.04–270 Grabe, William (Northern Arizona University, USA). Research on teaching reading. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 44–69.04–271 Grünewald, Andreas (University of Bremen, Germany). Neue Medien im Unterricht: Status quo und Perspektiven. [New media in the classroom: status quo and perspectives.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 4–11.04–272 Hahn, Laura D. (U. of Illinois at Urbana-Champaign, USA). Primary stress and intelligibility: research to motivate the teaching of suprasegmentals. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 201–223.04–273 Hai, T., Quiang, N. and Wolff, M. (Xinyang Agricultural College, China; Email: xytengha@163.com). China's ESL goals: are they being met?English Today (Cambridge, UK), 20, 3 (2004), 37–44.04–274 Hardy, Ilonca M. and Moore, Joyce L. (Max Planck Institute of Human Development, Germany). Foreign language students' conversational negotiations in different task environments. Applied Linguistics (Oxford, UK), 25, 3 (2004), 340–370.04–275 Helbig-Reuter, Beate. Das Europäische Portfolio der Sprachen (II). [The European Language Portfolio (II).] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 173–176.04–276 Hughes, Jane (University College London, UK; Email: jane.hughes@ucl.ac.uk), McAvinia, Claire, and King, Terry. What really makes students like a web site? What are the implications for designing web-based learning sites?ReCALL (Cambridge, UK), 16, 1 (2004), 85–102.04–277 Jackson, J. (The Chinese U. of Hong Kong). Case-based teaching in a bilingual context: perceptions of business faculty in Hong Kong. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 213–232.04–278 Jenkins, Jennifer (Kings College London, UK). Research in teaching pronunciation and intonation. Annual Review of Applied Linguistics (New York, USA.), 24 (2004), 109–125.04–279 Kanda, M. and Beglar, D. (Shiga Prefectural Adogawa Senior High School, Japan; Email: makiko-@iris.eonet.ne.jp). Applying pedagogical principles to grammar instruction. RELC Journal (Singapore), 35, 1 (2004), 105–115.04–280 Kang, I. (Korea Advanced Institute of Science and Technology; Email: iyang@mail.kaist.ac.kr). Teaching spelling pronunciation of English vowels to Korean learners in relation to phonetic differences. English Teaching (Anseonggun, South Korea), 58, 4 (2003), 157–176.04–281 Kiernan, Patrick J. (Tokyo Denki University, Japan; Email: patrick@cck.dendai.ac.jp) and Aizawa, Kazumi. Cell phones in task based learning. Are cell phones useful language learning tools?ReCALL (Cambridge, UK), 16, 1 (2004), 71–84.04–282 Kim, Eun-Jeong (Kyungpook National U., South Korea; Email: ejkbuffalo@yahoo.co.kr). Considering task structuring practices in two ESL classrooms. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 123–144.04–283 Kondo, David and Yang, Ying-Ling (University of Fukui, Japan). Strategies for coping with language anxiety: the case of students of English in Japan. ELT Journal (Oxford, UK), 58, 3 (2004), 258–265.04–284 Lin, Benedict (SEAMO RELC, Singapore). English in Singapore: an insider's perspective of syllabus renewal through a genre-based approach. RELC Journal (Singapore), 34, 2 (2003), 223–246.04–285 Lu, Dan (Hong Kong Baptist U., Hong Kong; Email: dan_lu@hkbu.ac.hk). English in Hong Kong: Super Highway or road to nowhere? Reflections on policy changes in language education of Hong Kong. RELC Journal (Singapore), 34, 3 (2003), 370–384.04–286 Lui, Jun (U. of Arizona, USA). Effects of comic strips on L2 learners' reading comprehension. TESOL Quarterly (Alexandria, VA, USA), 38, 2 (2004), 225–243.04–287 Lukjantschikowa, Marija. Textarbeit als Weg zu interkultureller Kompetenz. [Working with texts as a means to develop intercultural competence.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 161–165.04–288 Lüning, Marita (Landesinstitut für Schule in Bremen, Germany). E-Mail-Projekte im Spanischunterricht. [E-Mail-Projects in the Spanish classroom.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 6 (2004), 30–36.04–289 Lyster, R. (McGill U., Canada; Email: roy.lyster@mcgill.ca). Differential effects of prompts and recasts in form-focussed instruction. Studies in Second Language Acqusition (New York, USA), 26, 3 (2004), 399–432.04–290 McCarthy, Michael (University of Nottingham, UK) and O'Keeffe, Anne. Research in the teaching of speaking. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 26–43.04–291 Mitschian, Haymo. Multimedia. Ein Schlagwort in der medienbezogenen Fremdsprachendidaktik. [Multimedia. A buzzword for language teaching based on digital media.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 131–139.04–292 Mohamed, Naashia (U. of Auckland, New Zealand). Consciousness-raising tasks: a learner perspective. ELT Journal (Oxford, UK), 58, 3 (2004), 228–237.04–293 Morrell, T. (U. of Alicante, Spain). Interactive lecture discourse for university EFL students. English for Specific Purposes (Oxford, UK), 23, 3 (2004), 325–338.04–294 Nassaji, Hossein and Fotos, Sandra. Current developments in research on the teaching of grammar. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 126–145.04–295 Pérez Basanta, Carmen (U. of Granada, Spain; Email: cbasanta@ugr.es). Pedagogic aspects of the design and content of an online course for the development of lexical competence: ADELEX. ReCALL (Cambridge, UK), 16, 1 (2004), 20–40.04–296 Read, John. Research in teaching vocabulary. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 146–161.04–297 Rössler, Andrea (Friedrich-Engels-Gymansium in Berlin, Germany). Música actual. [Contemporary music.] Der fremdsprachliche Unterricht Spanisch (Seelze, Germany), 4 (2004), 4–9.04–298 Sachs, Gertrude Tinker (Georgia State U., USA; Email: gtinkersachs@gsu.edu), Candlin, Christopher N., Rose, Kenneth R. and Shum, Sandy. Developing cooperative learning in the EFL/ESL secondary classroom. RELC Journal (Singapore), 34, 3 (2003), 338–369.04–299 Seidlhofer, Barbara. Research perspectives on teaching English as a lingua franca. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 200–239.04–300 Silva, Tony (Purdue U., USA) and Brice, Colleen. Research in teaching writing. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 70–106.04–301 ková, Alena. Zur jüngeren germanistischen Wortbildungsforschung und zur Nutzung der Ergebnisse für Deutsch als Fremdsprache. [The newest German research in word formation and its benefits for learning German as a foreign language.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 140–151.04–302 Simmons-McDonald, Hazel. Trends in teaching standard varieties to creole and vernacular speakers. Annual Review of Applied Linguistics (New York, USA), 24 (2004), 187–208.04–303 Smith, B. (Arizona State U. East, USA; Email: bryan.smith@asu.edu). Computer-mediated negotiated interaction and lexical acquisition. Studies in Second Language Acquisition (New York, USA), 26, 3 (2004), 365–398.04–304 Son, Seongho (U. Kyungpool, South Korea). 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. Faktizität vs. Prospektivität als Stütze beim Erwerb grammatischer Erscheinungen im Deutschen. [Factuality versus Prospectivity in aid of the acquisition of grammar phenomena in German.] Deutsch als Fremdsprache (Leipzig, Germany), 3 (2004), 158–160.

Caodaism was established in the South in 1926. It has been considered as one of indigenous religions in Vietnam in the first half of 20th century. In the first days, trend of Caodaism was to develop in foreign countries through missionary campaigns. Cao Dai’s dignitaries carried out missionary task in Cambodia, France, German, China… That was why followers of Cao Dai (Cao Dai followers) lived in these countries in the early 1930s. After 1975 many people in the South emigrated to America, Australia. Many of them were Cao Dai followers. After their lives have been stabilized, they have gathered to build temples so Caodaism in foreign countries has developed strongly. The number of believers in foreign countries is about 50,000 believers. They have created connection with Cao Dai sects through many forms. In this article we mention three main contents: 1) Cao Dai followers in foreign countries: the process of establishment and development after 1975; 2) The administrative relation between Cao Dai followers in foreign countries and Cao Dai church in Vietnam; 3) Some remarks on the administrative relation. The information in this article has been completed with two research methods: in-depth interview and participate observation.

Abstract A new distribution map is provided for Cydia molesta[Grapholita molesta] (Busck). Lepidoptera: Tortricidae. Attacks peach, pear, apple, plum, apricot, nectarine, cherry and many other fruit trees. Information is given on the geographical distribution in Europe, Austria, Bulgaria, Czechoslovakia, France, Germany, Greece, Hungary, Italy, Malta, Romania, Spain, Switzerland, Turkey, Yugoslavia, USSR, Armenia, Azerbaidzhan, Georgia, Kazakhstan, Moldavia, Russian SFSR, Caucasus, Checheno-Ingushskaya, Daghestan, Donets region, Krasnodar, Kursk region, Lazarev, Russian Far East, Severo Osetinskaya, Stavropol, Ukraine, Uzbekistan, Africa, Morocco, Asia, China, Beijing, Guangdong, Hebei, Hubei, Jiangsu, Liaoning, Manchuria, Shandong, Zhejiang, Hong Kong, Japan, Korea, Taiwan, Australasia and Pacific Islands, Australia, Australian Capital Territory, New South Wales, Queensland, South Australia, Tasmania, Victoria, New Zealand, North America, Canada, Ontario, USA, Arkansas, California, Georgia, Michigan, Missouri, New York, North Carolina, Ohio, Pennsylvania, Virginia, Washington, Central America, Mexico, South America, Argentina, Brazil, Chile, Uruguay.

04–378 Arkoudis, Sophie (U. of Melbourne, Australia; Email: s.arkoudis@unimelb.edu.au) and O'Loughlin, Kieran. Tensions between validity and outcomes: teacher assessment of written work of recently arrived ESL students. Language Testing (London, UK), 24, 3 (2004), 284–304.04–379 Cheng, Lyang (Queen's U. Canada; Email: chengl@educ.queensu.ca). Rogers, Todd and Hu, Huiqin. ESL/EFL instructors' classroom assessment practices: purpose, methods and procedures. Language Testing (London, UK), 24, 3 (2004), 360–389.04–380 Davison, Chris (U. of Hong Kong, China; Email: cdavison@hkucc.hku.hk). The contradictory culture of teacher-based assessment: ESL teacher assessment practices in Australian and Hong Kong secondary schools. Language Testing (London, UK), 24, 3 (2004), 305–334.04–381 Edelenbos, Peter (U. of Groningen and The Netherlands Language Academy, The Netherlands; Email: peter.edelenbos@talenacademie.nl) and Kubanek-German, Angelika. Teacher-assessment: the concept of ‘diagnostic competence'. Language Testing (London, UK), 24, 3 (2004), 259–283.04–382 Laufer, Batia and Goldstein, Zahava (U. of Haifa, Israel; Email: batialau@research.haifa.ac.il). Testing vocabulary knowledge: size, strength, and computer adaptiveness. Language Learning (Malden, Massachusetts, USA), 54, 3 (2004), 399–436.04–383 Lee, Soyoung (Inha U., South Korea; Email: soyoungl@inha.ac.kr). A study on comparability of paper-based and computer-based reading tests scores. English Teaching (Anseongunn, South Korea), 59, 2 (2004), 165–178.04–384 Leung, Constant (Kings College, London, UK; Email: leung@kcl.ac.uk) and Mohan, Bernard. Teacher formative assessment and talk in classroom contexts: assessment as discourse and assessment of discourse. Language Testing (London, UK), 24, 3 (2004), 335–359.04–385 MacDonald, Kim (St Francis Xavier U, Canada; Email: kmcdona@stfx.ca), Nielsen, Jean and Lai, Lisa. Selecting and using computer-based language tests (CBLTs) to assess language proficiency: guidelines for educators. TESL Canada Journal/Revue TESL du Canada (Burnaby, Canada), 21, 2 (2004), 93–104.

Abstract A description is provided for Podospora excentrica. Some information on its associated organisms and substrata, dispersal and transmission, habitats and conservation status is given, along with details of its geographical distribution (South America (Venezuela), Atlantic Ocean (Portugal (Madeira)), Australasia (Australia (New South Wales, South Australia, Victoria, Western Australia)), New Zealand, Europe (Belgium, Denmark, Germany, Ireland, Italy, Netherlands, Spain, Sweden, UK)).

Abstract A new distribution map is provided for Therioaphis trifolii (Monell). Hemiptera: Aphididae (yellow clover aphid, spotted alfalfa aphid). Attacks lucerne and other species of Medicago, some species of Melilotus and Trifolium. Information is given on the geographical distribution in Europe, Austria, Belgium, Bulgaria, Corsica, Cyprus, Czechoslovakia, France, Germany, Italy, Netherlands, Poland, Sicily, Sweden, Switzerland, Turkey, United Kingdom, Yugoslavia, Africa, Canary Islands, Egypt, Ethiopia, Libya, Morocco, Sudan, Asia, China, India, Delhi, Gujarat, Karnataka, Maharashtra, Punjab, Rajasthan, Uttar Pradesh, Iran, Iraq, Israel, Japan, Lebanon, Oman, Pakistan, Saudi Arabia, Yemen Republic, Australasia and Pacific Islands, Australia, Australian Capital Territory, New South Wales, Queensland, Tasmania, Victoria, Western Australia, New Zealand, North America, Canada, Alberta, Manitoba, USA, Alabama, Arizona, Arkansas, California, Colorado, Connecticut, Florida, Georgia, Idaho, Illinois, Indiana, Iowa, Kansas, Kentucky, Louisiana, Maine, Maryland, Massachusetts, Minnesota, Mississippi, Missouri, Nebraska, Nevada, New Jersey, New Mexico, New York, North Carolina, Ohio, Oklahoma, Oregon, Pennsylvania, South Carolina, South Dakota, Tennessee, Texas, Utah, Virginia, Washington, West Virginia, Wisconsin, Wyoming, Central America, Mexico, South America, Chile.

Abstract A new distribution map is provided for Xanthomonas campestris pv.begoniae (Takimoto) Dye. Hosts: Begonia spp. Information is given on the geographical distribution in Asia, India, Maharashtra, Iran, Japan, Philippines, Australasia & Oceania, Australia, New South Wales, Western Australia, South Australia, New Zealand, Europe, Belgium, former Czechoslovakia, Denmark, Germany, Hungary, Netherlands, Portugal, UK, England, Scotland, North America, Canada, USA, Central America & West Indies, St. Vincent, South America, Brazil.

Abstract A new distribution map is provided for Chromatomyia syngenesiae Hardy [Diptera: Agromyzidae]. Attacks Compositae, especially Chrysanthemum, plus Pisum Chrysanthemum leafminer. Information is given on the geographical distribution in EUROPE, Austria, Belgium, Denmark, Finland, France, Germany, Ireland, Italy, Netherlands, Norway, Spain, Sweden, Switzerland, United Kingdom, AFRICA, Canary Islands, AUSTRALASIA and PACIFIC ISLANDS, Australia, Canberra, New South Wales, Queensland, South Australia, Tasmania, Victoria, Western Australia, New Zealand, NORTH AMERICA, Canada USA, SOUTH AMERICA, Colombia.

Abstract A new distribution map is provided for Xanthomonas campestris pv.pelargonii (Brown) Dye. Hosts: Pelargonium spp. Information is given on the geographical distribution in Africa, Egypt, Morocco, South Africa, Asia, India, Himachal Pradesh, Iran, Japan, Australasia & Oceania, Australia, New South Wales, Victoria, Queensland, South Australia, Western Australia, Europe, Austria, Belgium, former Czechoslovakia, Denmark, France, Germany, Greece, Hungary, Italy, Netherlands, Portugal, Romania, Russia, Switzerland, UK, England, Scotland, former Yugoslavia, North America, Canada, Alberta, Ontario, Nova Scotia, British Columbia, Manitoba, USA, South America, Brazil.

Abstract A new distribution map is provided for Phytophthora megasperma Drechsler. Hosts: general root pathogen. Information is given on the geographical distribution in Asia, India, Haryana, Uttar Pradesh, Punjab, Japan, Philippines, Australasia & Oceania, Australia, NSWm Queensland, Tasmania, Western Australia, South Australia, New Zealand, Europe, Britain & Northetn Ireland, France, Germany, Greece, Hungary, Irish Republic, Italy, Poland, Yugoslavia, North America, Canada, British Columbia, Ontario, USA, South America, Argentina, Venezuela.

Abstract A description is provided for Hypocopra brefeldii, found on rabbit dung. Some information on its associated organisms and substrata, dispersal and transmission, habitats and conservation status is given, along with details of its geographical distribution (South America (Argentina, Falkland Islands/Malvinas), Australasia (Australia (South Australia)), Caribbean (Netherlands (Saba)), Europe (Austria, Belgium, Denmark, Estonia, France, Germany, Hungary, Iceland, Ireland, Italy, Netherlands, Spain, Sweden, UK)).