New TESOL journal titles as at 13 August 2009

Applied Linguistics – Vol. 30, No. 2, June 2009

• Kata Csizer, Judit Kormos, 'Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language', p. 166 - 185.
• John Hellermann, Elizabeth Cole, 'Practices for social interaction in the language-learning classroom: disengagements from dyadic task interaction', p. 186 - 215.
• Kimberly Anne Brooks-Lewis, 'Adult learners’ perceptions of the incorporation of their L1 in foreign language teaching and learning', p. 216 - 235.
• Winnie Cheng, Chris Greaves, John McH Sinclair and Martin Warren, 'Uncovering the extent of the phraseological tendency: towards a systematic analysis of concgrams', p. 236 - 252.
• Machiko Tomiyama, 'Age and proficiency in L2 attrition: data from two siblings', p. 253 - 275.
• Chris Rizza, 'Semantically redundant language – a case study', p. 276 - 294.

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ELT Journal – Vol. 63, No. 3, July 2009

• Jean Wong, Hansun Zhang Waring, '‘Very good’ as a teacher response', p. 195 - 203.
• John Bitchener, Ute Knock, 'The value of a focused approach to written corrective feedback', p. 204 - 211.
• Iain McGee, 'Traversing the lexical cohesion minefield', p. 212 - 220.
• Thomas S C Farrell, 'Critical reflection in a TESL course: mapping conceptual change', p. 221 - 229.
• Nicos Sifakis, 'Challenges in teaching ELF in the periphery: the Greek context', p. 230 - 237.
  ELF = English as a Lingua Franca
• Dale Brown, 'Why and how textbooks should encourage extensive reading', p. 238 - 245.
• William Littlewood, 'Process-oriented pedagogy: facilitation, empowerment, or control?', p. 246-254.
• David M Bell, 'Another breakthrough, another baby thrown out with the bathwater', p. 255-262.
  A resonse to William Littlewood article above.
• William Littlewood, 'OBE: a coin with two sides or many different coins?', p. 263-264.
  OBE = Outcomes-Based Education. A response to David Bell article above.

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English for Specific Purposes – Vol. 28, No. 3, July 2009

• Given Lee, 'Speaking up: Six Korean students’ oral participation in class discussions in US graduate seminars', p. 142 - 156.
• Philip Durrant, 'Investigating the viability of a collocation list for students of English for academic purposes', p. 157 - 169.
• Jeremy Ward, 'A basic engineering English word list for less proficient foundation engineering undergraduates', p. 170 - 182.
• Iliana A Martínez, Silvia C Beck, Carolina B Panza, 'Academic vocabulary in agriculture research articles: a corpus-based study', p. 183 - 198.
• Anna Trebits, 'Conjunctive cohesion in English language EU documents – a corpus-based analysis and its implications', p. 199 - 210.

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ESL Magazine – No. 70, July/August 2009

• Mary Leighton, 'Evolving language exchanges in the Galapagos', p. 9 - 14.
• Kimberly Sanford, 'From student-centered to student-directed', p. 15 - 17.
• John de Mado, 'Where language flourishes', p. 18.
• Dr Yousef Hamad A Al-Maini, 'Delaying teacher development', p. 20 - 23.
• Bill Costello, 'Japanese lessons in learning strategies', p. 24 - 26.

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Journal of Multilingual and Multicultural Development – Vol. 30, No. 4, July 2009

• Anwei Feng, 'Identity, ‘acting interculturally’ and aims for bilingual education: an example from China', p. 283 – 296.
• Ulle Rannut, 'Circassian language maintenance in Jordan', p. 297 – 310.
• William Armour, 'Reconceptualising ‘identity slippage’: additional language learning and (L2) identity development', p. 311 – 326.
• Ivan Brown; Itesh Sachdev, 'Bilingual behaviour, attitudes, identity and vitality: some data from Japanese speakers in London, UK', p. 327 – 343.
• Moragh Isobel Jane Paxton, '‘It's easy to learn when you using your home language but with English you need to start learning language before you get to the concept’: bilingual concept development in an English medium university in South Africa', p. 345 – 359.

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Language Learning – Vol. 59, No. 2, June 2009

• Niclas Abrahamsson, Kenneth Hyltenstam, 'Age of onset and nativelikeness in a second language: listener perception versus linguistic scrutiny', p. 249 – 306.
• Scott Crossley, Tom Salsbury, Danielle McNamara, 'Measuring L2 lexical growth using hypernymic relationships', p. 307 – 334.
• Stuart Webb and Michael P H Rodgers, 'Vocabulary demands of television programs', p. 335 – 366.
• Aoju Chen, 'Perception of paralinguistic intonational meaning in a second language', p. 367 – 409.
• Hossein Nassaji, 'Effects of recasts and elicitations in dyadic interaction and the role of feedback explicitness', p. 411 – 452.
• Roy Lyster, Jesus Izquierdo, 'Prompts versus recasts in dyadic interaction', p. 453 – 498.

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Modern English Teacher – Vol. 18, No. 3, July 2009

• Keith Harding, 'CPD', p. 5-9.
  CPD = Continuing Professional Development
• Konrad Brodzinski, 'Zooming in on phrasal verbs', p. 12 - 15.
  (includes "A reply to Konrad Brodizinski")
• Nick Shepherd, 'Pronunciation: what is the ideal goal?', p. 16-17.
• Simon Andrewes, 'The grammar of word order', p. 18 - 19.
• Tim Thompson, 'Personal writing', p. 21 - 23.
  Describes how learning journals are an effective way of dealing with some of the problems in multi level EFL classroom.
• Carme Porcel, 'Using films in class', p. 24 - 29.
• Patrick Nohrden, 'Words count', p. 30 - 32.
  Integrating simple mathematical concepts can improve student’s writing
• Simon Mumford, 'Rethinking reading aloud', p. 33 - 34.
• Paul Bress, 'Memorable learning experiences', p. 35 - 36.
• Doug Evans, 'The end product', p. 37 - 39.
  Looks at performance assessment in the EFL classroom
• Biserka Drzic, Alemka Stih, 'The old and the new', p. 41 - 43.
  The authors describe how they brought elearning and traditional teaching models together in the ESP classroom
• Dale Brown, 'Discussing books online', p. 44 - 45.
  Using Librarything.com to encourage extensive reading
• Russell Stannard, 'Web 2.0 for ELT', p. 46 - 47.
  Looks at 5 of the best Web 2.0 sites for English teachers
• Michael Carrier, 'Webwatch: Moodle resources', p. 48 - 50.
• Michael Carrier, 'Techtips: Video', p. 51.
  Explains video file formats
• Dr Jonathan Newton, 'Listening in the language classroom', p. 52 - 58.
• Mike Chick, 'Teaching academic writing – a blended approach', p. 59 - 62.
  Integrating talk, feedback and technology into a writing course
• Simon Andrewes, 'Write right', p. 63 - 64.
  Asks whether academic writing should adhere to the standards and conventions of our British universities.
• Dan Humm Soriano, 'Why and how to change continuing professional development in ELT', p. 66 - 70.

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