07–341 Al-Kufaishi, Adil (Copenhagen U, Denmark; adil@hum.kd.uk), A pedagogic model of translating expository texts. Babel (John Benjamins) 52.1 (2006), 1–16.

07–342 Anderson, Wendy (U Glasgow, UK), ‘Absolutely, totally, filled to the brim with the Famous Grouse’. English Today (Cambridge University Press) 22.3 (2006), 10–16.

07–343 Boudreault, Patrick (California State U, Northridge, USA; patrick.boudreault@csun.edu) & Rachel I. Mayberry, Grammatical processing in American Sign Language: Age of first-language acquisition effects in relation to syntactic structure. Language and Cognitive Processes (Routledge/Taylor&Francis) 21.5 (2006), 608–635.

07–344 Charles, M. (U Oxford, UK), The construction of stance in reporting clauses: A cross-disciplinary study of theses. Applied Linguistics (Oxford University Press) 27.3 (2006), 492–518.

07–345 Frazier, Lyn (U Massachusetts, Amherst, USA; lyn@linguist.umass.edu), Katy Carlson & Charles Clifton Jr., Prosodic phrasing is central to language comprehension. Trends in Cognitive Sciences (Elsevier) 10.6 (2006), 244–249.

07–346 Goatly, Andrew (Lingnan U, Hong Kong, China), Ideology and metaphor. English Today (Cambridge University Press) 22.3 (2006), 25–39.

07–347 Goral, Mira (City U New York, USA; mgoral@bu.edu), Erika S. Levy, Loraine K. Obler & Eyal Cohen, Cross-language lexical connections in the mental lexicon: Evidence from a case of trilingual aphasia. Brain and Language (Elsevier) 98.2 (2006), 235–247.

07–348 Hellermann J. (Portland State U, USA), Classroom interactive practices for developing L2 literacy: A microethnographic study of two beginning adult learners of English. Applied Linguistics (Oxford University Press) 27.3 (2006), 377–404.

07–349 Joseph, John E. (U Edinburgh, UK), Linguistic identities: Double-edged swords. Language Problems & Language Planning (John Benjamins) 30.3 (2006), 261–267.

07–350 Kuo, I-Chun (Canterbury Christ Church U College, UK; ick1@cant.ac.uk), Addressing the issue of teaching English as a lingua franca. ELT Journal (Oxford University Press) 60.3 (2006), 213–221.

07–351 McDonald, Janet L. (Louisiana State U, Baton Rouge, USA; psmcdo@lsu.edu), Beyond the critical period: Processing-based explanations for poor grammaticality judgment performance by late second language learners. Journal of Memory and Language (Elsevier) 55.3 (2006), 381–401.

07–352 Mori, Junko & Makoto Hayashi (U Wisconsin-Maddison, USA), The achievement of intersubjectivity through embodied completions: A study of interactions between first and second language speakers. Applied Linguistics (Oxford University Press) 27.2 (2006), 195–219.

07–353 Oberlander, Jon (U Edinburgh, UK) & Alastair J. Gill, Language with character: A stratified corpus comparison of individual differences in e-mail communication. Discourse Processes (Erlbaum) 42.3 (2006), 239–270.

07–354 Rosenberger Shankar, Tara (Massachusetts Institute of Technology, USA), Speaking on the record: A theory of composition. Computers and Composition (Elsevier) 23.3 (2006), 374–373.

07–355 Sanford, Anthony J. (U Glasgow, UK) & Arthur C. Graesser, Shallow processing and underspecification. Discourse Processes (Erlbaum) 42.2 (2006), 99–108.

07–356 Sears, Christopher R. (U Calgary, Canada), Crystal R. Campbell & Stephen J. Lupker, Is there a neighborhood frequency effect in English? Evidence from reading and lexical decision. Journal of Experimental Psychology: Human Perception and Performance (American Psychological Association) 32.4 (2006), 1040–1062.

07–357 Sebastian-Gallés, Núria (GRNC, Parc Científic Universitat de Barcelona & Hospital Sant Joan de Déu, Spain; nsebastian@ub.edu), Antoni Rodríguez-Fornells, Ruth de Diego-Balaguer & Begoña Díaz, First- and second-language phonological representations in the mental lexicon. Journal of Cognitive Neuroscience (MIT Press) 18.8 (2006), 1277–1291.

07–358 Sebba, Mark (Lancaster U, UK), Ideology and alphabets in the former USSR. Language Problems & Language Planning (John Benjamins) 30.2 (2006), 99–125.

07–359 Valdois, Sylviane (Université Pierre Mendès France, Grenoble, France) & Sonia Kandel, French- and Spanish-speaking children use different visual and motor units during spelling acquisition. Language and Cognitive Processes (Routledge/Taylor & Francis) 21.5 (2006), 531–561.