Welcome to the web pages of Studies in Second Language Acquisition

Welcome to the web pages of Studies in Second Language Acquisition
A publication of Cambridge University Press

Each issue of SSLA also contains detailed information about articles published in other journals and new publications in the areas of SLA and related fields. We hope you find this a valuable resource.

PUBLICATIONS RECEIVED

BOOKS

Aman, N. (2007). The acquisition of Malay wh-questions. Munich, Germany: Lincom Europa. Pp. vi + 339. $88.80 paper.

Bayonas, M. G. (2007). The acquisition of vowels in Spanish and English as a second language. Munich, Germany: Lincom Europa. Pp. x + 146. $64.80 paper.

Block, D. (2007). Second language identities. New York: Continuum. Pp. vii + 230. $160.00 cloth.

Cattell, R. (2007). Children’s language: Consensus and controversy. New York: Continuum. Pp. xi + 277. $49.95 paper.

Chen, L. (2007). The acquisition and use of motion event expressions in Chinese. Munich, Germany: Lincom Europa. Pp. 144. €64.00 paper.

Coluzzi, P. (2007). Minority language planning and micronationalism in Italy. Bern: Peter Lang. Pp. 348. $73.95 paper.

Fulcher, G., & Davidson, F. (2007). Language testing and assessment: An advanced resource book. London: Routledge. Pp. xx + 403. $39.95 paper.

Horwitz, E. K. (2008). Becoming a language teacher. A practical guide to second language learning and teaching. Boston: Pearson Education, Inc. Pp. xii + 260. $52.60 paper.

Minh, N. T. T. (2007). Learning to give and respond to peer-feedback in the L2: The case of EFL criticisms and responses to criticism. Munich, Germany: Lincom Europa. Pp. 332. $86.40 paper.

Roeper, T. (2007). The prism of grammar: How child language illuminates humanism. Cambridge, MA: MIT Press. Pp. xviii + 355. $37.95 cloth.

van Wijk, J. (2007). The acquisition of the Dutch plural. Utrecht: LOT. Pp. 318. paper.

JOURNALS

Applied Linguistics 28 (2). (2007). Pavlenko, A. “Autobiographic narratives as data in applied linguistics” (163-188); Frazier, S. “Tellings of remembrances ‘touched off’ by student reports in group work in undergraduate writing classes” (189-210); Corrigan, R. “An experimental analysis of the affective dimensions of deep vocabulary knowledge used in inferring the meaning of words in context” (211-240); Gardner, D. “Validating the construct of word in applied corpus-based vocabulary research: A critical survey” (241-265); Hyland, K. “Applying a gloss: Exemplifying and reformulating in academic discourse” (266-285); Anderson, B. “Pedagogical rules and their relationship to frequency in the input: Observational and empirical data from L2 French” (286-308).

Anthropological Linguistics 48 (3). (2006). Conathan, L. “Recovering sociolinguistic contexts from early sources: The case of Northwestern California” (209-232); Webster, A. K. “’Ałk’idąą’ Mą’ii Jooldlosh, Jiní”: Poetic devices in Navajo oral and written poetry” (233-265); Fortescue, M. “The origins of the Wakashan classificatory verbs of location and handling” (266-287).

Anthropological Linguistics 48 (4). (2006). O’Neill, S. “Mythic and poetic dimensions of speech in Northwestern California: From cultural vocabulary to linguistic relativity” (305-334); Fleck, D. W., & Voss, R. S. “On the origin and cultural significance of unusually large synonym sets in some Panoan languages of Western Amazonia” (335-368); Güldemann, T. “The San languages of Southern Namibia: Linguistic appraisal with special reference to J. G. Krönlein’s N|uusaa data” (369-395).

Bardovi-Harlig, K., & Dörnyei, Z. (Eds.). (2006). Themes in SLA Research [Special Issue]. AILA Review 19. Bardovi-Harlig, K., & Dörnyei, Z. “Introduction to the special issue on themes in SLA research” (1-2); Gass, S., & Mackey, A. “Input, interaction and output: An overview” (3-17); Ellis, R. “Researching the effects of form-focussed instruction on L2 acquisition” (18-41); Dörnyei, Z. “Individual differences in second language acquisition” (42-68); Bardovi-Harlig, K. “Interlanguage development: Main routes and individual paths” (69-82); Kasper, G. “Beyond repair: Conversation analysis as an approach to SLA” (83-99); Ellis, N. C. “Cognitive perspectives on SLA: The associative-cognitive CREED” (100-121).

Bilingualism: Language and Cognition 10 (1). (2007). Grosjean, F. “Starting BLC: 1996-1998” (3-6); de Bot, K., Lowie, W., & Verspoor, M. “A dynamic systems theory approach to second language acquisition” (7-21); Ellis, N. C. “Dynamic systems and SLA: The wood and the trees” (23-25); Ionin, T. “DST vs. UG: Can DST acoount for purely linguistc phenomena?” (27-29); Lantolf, J. P. “Sociocultural source of thinking and its relevance for second language acquisition” (31-33); Larsen-Freeman, D. “On the complimentarity of Chaos Complexity Theory and Dynamic Systems Theory in understanding the second language acquisition process” (35-37); Liceras, J. M. “A ‘linguistic approach’ to the idiosyncratic nature of second language acquisition: Monosyllabic place-holders and morpheme orders” (39-41); Pienemann, M. “Variation and dynamic systems in SLA” (43-45); Van Geert, P. “Dynamic systems in second language learning: Some general methodological reflections” (47-49); de Bot, K., Lowie, W., & Verspoor, M. “A dynamic view as a complementary perspective” (51-55); Kupisch, T. “Determiners in bilingual German-Italian children: What they tell us about the relation between language influence and language dominance” (57-78); Argyri, E., & Sorace, A. “Crosslinguistic influence and language dominance in older bilingual children” (79-99); Dussias, P. E., & Sagarra, N. “The effect of exposure on syntactic parsing in Spanish-English bilinguals” (101-116).

Foreign Language Annals 40 (1). (2007). Schulz, R. A. “The challenge of assessing cultural understanding in the context of foreign language instruction” (9-26); Siskin, H. J. “Call me ‘madame’: Re-presenting culture in the French language classroom” (27-42); Magnan, S. S., & Back, M. “Social interaction and linguistic gain during study abroad” (43-61); Goulah, J. “Village voices, global visions: Digital video as a transformative foreign language learning tool” (62-78); Wilbur, M. L. “How foreign language teachers get taught: Methods of teaching the methods course” (79-101); Pessoa, S., Hendry, H., Donato, R., Tucker, G. R., & Lee, H. “Content-based instruction in the foreign language classroom: A discourse perspective” (102-121); Ewald, J. D. “Foreign language learning anxiety in upper-level classes: Involving students as researchers” (122-142); Durocher, D. O., Jr. “Teaching sensitivity to cultural difference in the first-year foreign language classroom” (143-160); Arnold, N. “Technology-mediated learning 10 years later: Emphasizing pedagogical or utilitarian applications?” (161-181).

International Journal of Bilingualism 11 (2). (2007). Pinto, D., & Raschio, R. “A comparative study of requests in heritage speaker Spanish, L1 Spanish, and L1 English” (135-155); Bani-Shoraka, H., & Jansson, G. “Bilingual practices in the process of initiating and resolving lexical problems in students’ collaborative writing sessions” (157-183); Doğruöz, A. S., & Backus, A. “Postverbal elements in immigrant Turkish: Evidence of change?” (185-220); Edwards, M., & Dewaele, J.-M. “Trilingual conversations: A window into multicompetence” (221-242).

International Review of Applied Linguistics in Language Teaching 45 (2). (2007). James, M. A. “Interlanguage variation and transfer of learning” (95-118); Slyanova, A., & Schmitt, N. “Native and nonnative use of multiword vs. one-word verbs” (119-139); Terraschke, A. “Use of general extenders by German non-native speakers of English” (141-160).

Journal of Child Language 34 (2). (2007). Childers, J. B., Vaughan, J., & Burquest, D. A. “Joint attention and word learning in Ngas-speaking toddlers in Nigeria” (199-225), Hurtado, N., Marchman, V. A., & Fernald, A. “Spoken word recognition by Latino children learning Spanish as their first language” (227-249); Cameron-Faulkner, T., Lieven, E., & Theakston, A. “What part of no do children understand? A usage-based account of multiword negation” (251-282); Stolt, S., Klippi, A., Launonen, K., Munck, P., Lehtonen, L., Lapinleimu, H., Haataja, L., & The Pipari Study Group “Size and composition of the lexicon in prematurely born very-low-weight and full-term Finnish children at two years of age” (283-310); Luckács, A., Pléh, C., & Racsmány, M. “Spatial language in Williams Syndrome: Evidence for a special interaction?” (311-343); Fragman, C., Goodluck, H., & Heggie, L. “Child and adult construal restrictive clauses: Knowledge of grammar and differential effects of syntactic context” (345-380); Matthews, D., Lieven, E., Theakston, A., & Tomasello, M. “French children’s use and correction of weird orders: A constructivist account” (381-409).

Language in Society 36 (3). (2007). Gardner, R. “The right connections: Acknowledging epistemic progression in talk” (319-341); Kockelman, P. “Inalienable possession and personhood in a Q’eqchi’-Mayan community” (343-369); de Fina, A. “Code-switching and the construction of ethnic identity in a community of practice” (371-392); Wilson, J., & Stapleton, K. “The discourse of resistance: Social change and policing in Northern Ireland” (393-425).

Language Testing 24 (2). (2007). Walters, F. S. “A conversation-analytic hermeneutic rating protocol to assess L2 oral pragmatic competence” (155-183); Cheng, L., Klinger, D. A., & Zheng, Y. “The challenges of the Ontario secondary school literacy test for second language students” (185-208); Cohen, A. D., & Upton, T. A. “‘I want to go back to the text’: Response strategies on the reading subtest of the new TOEFL” (209-250); Xi, X. “Evaluating analytic scoring for the TOEFL academic speaking test (TAST) for operational use” (251-286).

Language Testing 24 (3). (2007). Lee, H-K., & Anderson, C. “Validity and topic generality of a writing performance test” (307-330); East, M. “Bilingual dictionaries in tests of L2 writing proficiency: Do they make a difference?” (331-353); Sawaki, Y. “Construct validation of analytic rating scales in a speaking assessment: Reporting a score profile and a composite” (355-390); Jianda, L. “Developing a pragmatics test for Chinese EFL learners” (391-415); Gomez, P. G., Noah, A., Schedl, M., Wright, C., & Yolkut, A. “Proficiency descriptors based on a scale-anchoring study of the new TOEFL iBT reading test” (417-444).

Second Language Research 23 (2). (2007). Zareva, A. “Structure of the second language mental lexicon: How does it compare to native speakers’ lexical organization?” (123-153); Duffield, N., Matsuo, A., & Roberts, L. “Acceptable ungrammaticality in sentence matching” (155-177); Suda, K., & Wakabayashi, S. “The acquisition of pronominal case-marking by Japanese learners of English” (179-214); Tsimpli, I. N., & Dimitrakopoulou, M. “The interpretability hypothesis: Evidence from wh-interrogatives in second language acquisition” (215-242).

EDITED VOLUMES

Byrnes, H. (Ed.). (2006). Advanced language learning: The contribution of Halliday and Vygotsky. New York: Continuum. Pp. x + 268. $160.00 cloth. Byrnes, H. “What kind of resource is language and why does it matter for advanced language learning? An introduction” (1-28); Matthiessen, C. M. I. M. “Educating for advanced foreign language capacities: Exploring the meaning-making resources of languages systemic-functionally” (31-57); Wertsch, J. V. “Generalized collective dialogue and advanced foreign language capacities” (58-71); Lantolf, J. P. “Re(de)fining language proficiency in light of the concept of ‘languaculture’” (72-91); Swain, M. “Language, agency and collaboration in advanced second language proficiency” (95-108); Teruya, K. “Grammar as a resource for the construction of language logic for advanced language learning in Japanese” (109-133); Schleppegrell, M. J. “The linguistic features of advanced language use: The grammar of exposition” (134-146); Colombi, M. C. “Grammatical metaphor: Academic language developments in Latino students in Spanish” (147-163); Ryshina-Pankova, M. V. “Creating textual worlds in advanced learner writing: The role of complex theme” (164-183); Strauss, S., Feiz, P., Xiang, X., & Ivanova, D. “The dialog construction of meaning in advanced L2 writing: Bakhtinian perspectives” (184-203); Caffarel, A. “Learning advanced French through SFL: Learning SFL in French” (204-224); Crane, C. “Modelling a genre-based foreign language curriculum: Staging advanced L2 learning” (227-245); Moore, N. “Advanced language for intermediate learners: Corpus and register analysis for curriculum specification in English for academic purposes” (246-264).

Clements, J. C., Klingler, T. A., Piston-Hatlen D., & Rottet, K. J. (Eds.). (2006). History, society and variation: In honor of Albert Valdman. Amsterdam: Benjamins. Pp. 304. $138.00 cloth. Klingler, T. A., & Dajko, N. “Louisiana Creole at the periphery” (11-28); Hazaël-Massieux, M.-C. “Using and interpreting historical texts to analyze the formation and development of creole languages” (29-45); Rézeau, P. “Lexical aspects of French and Creole in Saint-Domingue at the end of the eighteenth century” (47-75); Clements, J. C. “The lexicalization-grammaticalization continuum” (77-101); McWhorter, J. “Creole transplantation: A source of solutions to resistant anomalies” (103-133); Bickerton, D. “Creoles, capitalism, and colonialism” (137-152); Chaudenson, R. “A curiosity of Mauritian Creole: Numerical slang” (153-161); Bernabé, J. “Theoretical and practical conditions for the emergence of a koine among French-lexified creole languages” (163-177); Etienne, C. “French in Haiti: Contacts and conflicts between linguistic representations” (179-200); Mufwene, S. S. “Albert Valdman on the development of creoles” (203-223); Bollée, A., & Nembach, P. “Diatopic variation in Haitian Creole” (225-233); Rottet, K. J. “Interrogative pronouns in Louisiana Creole and the multiple genesis hypothesis” (235-249); Neumann-Holzschuh, I. “Gender in French Creoles: The story of a loser” (251-272); Syea, A. “Tense, mood, and aspect and the deixis ordering principle” (273-296).

Feng, A. (Ed). (2007). Bilingual education in China: Practices, policies and concepts. Clevedon, UK: Multilingual Matters. Pp. v + 288. $129.95 cloth. Feng, A. “Introduction” (1-10); Lam, A. S. L. “Bilingual or multilingual education in China: Policy and learner experience” (13-33); Adamson, B. “Depoliticisation in the English curriculum” (34-48); Postiglione, G., Jiao, B., & Manjali “Language in Tibetan education: The case of the Neidiban” (49-71); Dai, Q., & Cheng, Y. “Typology of bilingualism and bilingual education in Chinese minority nationality regions” (75-93); Hu, G. “The juggernaut of Chinese-English bilingual education” (94-126); Wan, M., & Zhang, S. “Research and practice of Tibetan-Chinese bilingual education” (127-144); Feng, Z., & Wang, J. “Integrated English—A bilingual teaching model in Southern China” (147-165); Zhang, E. Y., & Adamson, B. “Implementing language policy: Lessons from primary school English” (166-181); Cobbey, H. “Challenges and prospects of minority bilingual education in China—An analysis of four projects” (182-199); Jiazhen, P. “Facts and considerations about bilingual education in Chinese universities” (200-215); Huang, B. “Teachers’ perceptions of Chinese-English bilingual teaching in Guangxi” (219-239); Jiang, Q., Liu, Q., Quan, X., & Ma, C. “EFL education in ethnic minority areas in Northwest China: An investigational study in Gansu province” (240-255); Feng, A. “Intercultural space for bilingual education” (259-286).

Lengyel, Z., & Navracsics, J. (Eds.). (2007). Second language lexical processes: Applied linguistic and psycholinguistic perspectives. Clevedon, UK: Multilingual Matters. Pp. xiii + 191. $42.95 paper. Singleton, D. “How integrated is the integrated mental lexicon?” (3-16); Navracsics, J. “Word classes and the bilingual mental lexicon” (17-35); Gósy, M. “Speech perception processing in first and second language in bilinguals and L2 learners” (39-59); Simon, O. “A comparative study of mother-tongue and foreign language speech perception, lexical access and speech comprehension processes” (60-82); Kereszetes, C. “Slip of the doctor’s eye: Recognising English contact induced features in Hungarian medical texts” (83-97); Witalisz, E. “Vocabulary assessment in writing: Lexical statistics” (101-116); Doró, K. “The use of high- and low-frequency verbs in English native and non-native student writing” (117-129); Gergely, Z. “Selection of grammatical morphemes in early bilingual development” (133-145); Cvikić, L. “The importance of language specific features for vocabulary acquisition: An example of Croatian” (146-165); Lengyel, Z., Navracsics, J., & Szilágyi, A. “Analysing L2 lexical processes via C test” (166-185).

Köpke, B., Schmid, M. S., Keijzer, M., & Dostert, S. (Eds.). (2007). Language attrition: Theoretical perspectives. Amsterdam: Benjamins. Pp. vi + 260. $142.00 cloth. Schmid, M. S., & Köpke, M. “Bilingualism and attrition” (1-7); Köpke, M. “Language attrition at the crossroads of brain, mind, and society” (9-37); Sharwood Smith, M. “Understanding attrition within a MOGUL framework” (39-51); de Bot, K. “Dynamic systems theory, lifespan development and language attrition” (53-68); Myers-Scotton, C. “The grammatical profile of L1 speakers on the stairs of potential language shift” (69-82); Tsimpli, I. M. “First language attrition from a minimalist perspective: Interface and processing effects” (83-98); Gürel, A. “(Psycho)linguistic determinants of L1 attrition” (99-119); Paradis, M. “L1 attrition features predicted by a neurolinguistic theory of bilingualism” (121-133); Schmid, M. S. “The role of L1 use for L1 attrition” (135-153); Pallier, C. “Critical periods in language acquisition and language attrition” (155-168); Footnick, R. “A hidden language: Recovery of a ‘lost’ language is triggered by hypnosis” (169-187); Prescher, P. “Identity, immigration and first language attrition” (189-204); Ben-Rafael, M., & Schmid, M. S. “Language attrition and ideology: Two groups of immigrants in Israel” (205-226); Jiménez Jiménez, A. F. “Stimulated recall methodology in language attrition research” (227-248).

Rehbein, J., Hohenstein, C., & Pietsch, L. (Eds.). (2007). Connectivity in grammar and discourse. Amsterdam: Benjamins. Pp. 465. $96.00 cloth. Rehbein, J., Hohenstein, C., & Pietsch, L. “Connectivity as an object of linguistic research in multilingualism” (1-18); Shibatani, M. “Grammaticalization of converb constructions: The case of Japanese –te conjunctive constructions” (21-49); Matras, Y. “Contact, connectivity and language evolution” (51-74); Stolz, T. “Allora: On the recurrence of function-word borrowing in contact situations with Italian as donor language” (75-99); Müller, N. “Some notes on the syntax-pragmatics interface in bilingual children: German in contact with French/Italian” (101-135); Thoma, C. A. “Distribution and function of clitic object pronouns in popular 16th-18th century Greek narratives: A synchronic and diachronic perspective” (139-163); Pietsch, L. “Nominative subjects of non-finite clauses in Hiberno-English” (165-184); Johanson, L. “Aspectotemporal connectivity in Turikic: Text construction, text subdivision, discourse types and taxis” (187-198); Karakoç, B. “Connectivity by means of finite elements in monolingual and bilingual Turkish discourse” (199-227); Kerslake, C. “Alternative subordination strategies in Turkish” (231-258); Baumgarten, N., Herkenrath, A., Schmidt, T., Wörner, K., & Zeevaert, L. “Studying connectivity with the help of computer-readable corpora: Some exemplary analyses from modern and historical, written and spoken corpora” (259-289); Herkenrath, A. “Discourse coordination in Turkish monolingual and Turkish-German bilingual children’s talk: işte” (291-325); Aijmer, K. “Modal adverbs as discourse markers: A bilingual approach to the study of indeed” (329-344); Bührig, K., & House, J. “‘So, given this common theme...’: Linking constructions in discourse across languages” (345-365); Sugita, Y. “An utterance-transcending connector: Particle to in utterance-final position in Japanese business reporting” (367-393); Johnen, T., & Meyer, B. “Between connectivity and modality: Reported speech in interpreter-mediated doctor-patient communication” (395-417); Rehbein, J. “Matrix constructions” (419-447).

Whittaker, R., O’Donnell, M., & McCabe, A. (Eds.). (2006). Language and literacy: Functional approaches. New York: Continuum. Pp. ix + 292. $150.00 cloth. McCabe, A., & Whittaker, R. “An introduction to language and literacy” (1-11); Halliday, M., & Hasan, R. “Retrospective on SFL and literacy” (15-44); Christie, F. “Literacy teaching and current debates over reading” (45-65); Veel, R. “The Write it Right project—Linguistic modelling of secondary school and the workplace” (66-92); Martin, J. R. “Metadiscourse: Designing interaction in genre-based literacy programmes” (95-122); Polias, J., & Dare, B. “Towards a pedagogical grammar” (123-143); Custance, B. “Whole-school genre maps: A case study in South Australia” (144-158); Walsh, P. “The impact of genre theory and pedagogy and systemic functional linguistics on National Literacy Strategies in the UK” (159-176); Gouveia, C. A. M. “Language, literacy and cultural politics: The debate on the new language curriculum in Portugal” (177-188); Thomson, C., & Hart, M. “Implementing the genre approach in a South African school” (189-204); Coffin, C. “Reconstruing ‘personal time’ as ‘collective time’: Learning the discourse of history” (207-230); McDonald, L. “Exploring a novel through engagement with its grammatical form: Perspectives for a primary/middle school classroom” (231-248); Marshall, S. “Guiding secondary students towards writing academically-valued responses to poetry” (248-263); Hewings, A., & North, S. “Emergent disciplinary: A comparative study of theme in undergraduate essays in geography and history of science” (264-281).