Studies in Second Language Acquisition Contents of Volume 28, 2006 STUDIES IN SECOND LANGUAGE ACQUISITION Editor, Albert Valdman, /ndiana University Associate Editor, Susan Gass, Michigan State University Assistant to the Editor, Amanda Edmonds, /ndiana University Editorial Board Kathleen Bardovi-Harlig (/ndiana University, Bloomington), Rod Ellis (University of Auckland, New Zealand), Jan H. Hulstijn (University of Amsterdam, The Netherlands), Michael H. Long (University of Maryland, College Park), Jiirgen M. Meisel (University of Hamburg, Germany), Yasuhiro Shirai (Cornell University), Peter Skehan (The Chinese University of Hong Kong), Lydia White (McGill University, Canada), Richard F. Young (University of Wisconsin, Madison) Advisory Board John Archibald (University of Calgary, Canada), David Birdsong (University of Texas, Austin), Fred Eckman (University of Wisconsin, Milwaukee), James E. Flege (University of Alabama, Birmingham), Barbara F. Freed (Carnegie Mellon University), Michael Harrington (University of Queensland, Australia), Donna Lardiere (Georgetown University), Roy C. Major (Arizona State University), Raymond Mougeon (York University, Carada), Peter Robinson (Aoyama Gakuin University, Japan), Margaret Thomas (Boston College), Bill VanPatten (University of Illinois, Chicago) EDITORIAL POLICY Studies in Second Language Acquisition is a refereed journal devoted to problems and issues in second and foreign language acquisition of any language. Theoretically based articles reporting research studies are preferred. However, empirical investigations of the interface between SLA and language pedagogy, such as classroom interaction or the effects of instruction, will also be considered. Prospective authors should consult recent volumes of the journal as well as the “Notes for Contributors” published in each issue. 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Printed in the United States of America Studies in Second Language Acquisition in indexed in the Social Sciences Citation Index, Social SciSearch, and Current Contents/Social & Behavioral Sciences. Coverage began with Vol. 26(1), 2004. SSLA, 28, 673-677. Printed in the United States of America CONTENTS OF VOLUME 28 ARTICLES AMMAR, AHLEM, anp SPADA, NINA. One size fits all? Recasts, prompts, and L2 learning 543-574 CARPENTER, HELEN, JEON, K. SEON, MACGREGOR, DAVID, Anp MACKEY, ALISON. Learner's interpretations of recasts 209-236 ELLIS, ROD, LOEWEN, SHAWN, anp ERLAM, ROSEMARY. /mplicit and explicit corrective feedback and the acquisition of L2 grammar 339-368 ELLIS, ROD, ano SHEEN, YOUNGHEE. Reexamining the role of recasts in second language acquisition 975-600 HARADA, TETSUO. The acquisition of single and geminate stops by English-speaking children in a Japanese immersion program 601-632 LEE, BORIM, GUION, SUSAN G., ano HARADA, TETSUO. Acoustic analysis of the production of unstressed English vowels by early and late Korean and Japanese bilinguals LIEBERMAN, MOTI, AOSHIMA, SACHIKO, anp PHILLIPS, COLIN. Nativelike biases in generation of Wh-questions by nonnative speakers of Japanese 423-488 LYSTER, ROY, anb MORI, HIROHIDE. /nteractional feedhack and instructional counterbalance 269-300 MACKEY, ALISON. Epilogue: From introspections, brain scans, and memory tests to the role of social context: Advancing research on interaction and learning 369-379 MACKEY, ALISON, anp GASS, SUSAN. /ntroduction 169-178 MCDONOUGH, KIM. /nteraction and syntactic priming: English L2 speakers’ production of dative constructions 179-207 MORGAN-SHORT, KARA, ano BOWDEN, HARRIET WOOD. Processing instruction and meaningful output-based instruction: Effects on linguistic development © 2006 Cambridge University Press 0272-2631/06 $12.00 674 MUNRO, MURRAY J., DERWING, TRACEY M., anp MORTON, SUSAN L. The mutual intelligibility of L2 speech 111-131 PICA, TERESA, KANG, HYUN-SOOK, ano SAURO, SHANNON. Information gap tasks: Their multiple roles and contributions to interaction research methodology POLIO, CHARLENE, GASS, SUSAN, anp CHAPIN, LAURA. Using stimulated recall to investigate native speaker perceptions in native-nonnative speaker interaction 237-267 SUNDERMAN, GRETCHEN, anp KROLL, JUDITH F. First language activation during second language lexical processing: An investigation of lexical form, meaning, and grammatica! class 387-422 TROFIMOVICH, PAVEL, ano BAKER, WENDY. Learning second language suprasegmentals: Effect of L2 experience on prosody and fluency characteristics of L2 speech ZYZIK, EVE. Transitivity alternations and sequence learning: Insights from L2 spanish production data NOTES PARKVALL, MIKAEL. Brief note on Valdman (2005) VALDMAN, ALBERT. Response to Parkvall STATE OF THE ART LANTOLF, JAMES P. Sociocultural theory and L2 development: State of the art 67-109 REVIEWS ACHARD, M., & NIEMEIER, S. (Eds.). (2004). Cognitive linguistics, second language acquisition, and foreign language teaching. (Cheryl Eason) 633-634 ACHIBA, M. (2003). Learning to request in a second language: A study of child interlanguage pragmatics. (Noé| Houck) ASTON, G., BERNARDINI, S., & STEWART, D. (Eds.). (2004). Corpora and language learners. (Randi Reppen) 152-153 BHATIA, V. K. (2004). Worlds of written discourse: A genre-based view. (Betty Samraj) 651-653 BOGAARDS, P., & LAUFER, B. (Eds.). (2004). Vocabulary in a second language: Selection, acquisition, and testing. (Diana Pulido) 143-144 CALLAHAN, L. (2004). Spanish/English codeswitching in a written corpus. (Agnes Bolonyai) 144-146 CANAA.G S. (EAd.).R (200A5). RJeclaAimingH the, loca l in language policy and pract(Caindics eDri.ver ) 156-157 CONNOR, U., & UPTON, T. A. (2004). Discourse in the professions. Perspectives from corpus linguistics. (Ute R6mer) 646-648 CRUSE, A. (2004). Meaning in language: An introduction to semantics and pragmatics (2nd ed.). (Barbara Abbott) 657-658 EXTRA, G., & YAGMUR, K. (Eds.). (2004). Urban multiculturalism in Europe: Immigrant minority languages at home and school. (Jasone Cenoz) 137-138 FARLEY, A. P. (2005). Structured input: Grammar instruction for the acquisition-oriented classroom. (Pat Byrd) 635-636 FERRIS, D. R., & HEDGCOCK, J. S. (2005). Teaching ESL composition: Purpose, process, and practice (2nd ed.). (Seung Won Jun) 146-147 FLOOD, J., LAPP, D., SQUIRE, J. R., & JENSEN, J. M. (Eds.). (2005). Methods of research on teaching the English language arts: The methodology chapters from the handbook of research on teaching the English language arts (2nd ed.). (Jory Brass) 639-640 GIBBONS, J., & RAMIREZ, E. (2004). Maintaining a minority language: A case study of Hispanic teenagers. (Irma M. Olmedo) GONZALEZ DAVIES, M. (2004). Multiple voices in the translation classroom. (Sonia Colina) HAWKINS, M. R. (Ed.). (2004). Language learning and teacher education: A sociocultural approach. (Zena Moore) HINKEL, E. (Ed.). (2005). Handbook of research on second language teaching and learning. (Charlene Polio) HOUSE, J., & REHBEIN, J. (Eds.). (2004). Multilingual communic(Saigtriid oDenntl.er ) HOUSEN, A., & PIERRARD, M. (Eds.). (2005). /nvestigations in instructed second language acquisition. (Shannon Sauro) 656-657 HOWATT, A. P. R., with WIDDOWSON, H. G. (2004). A history of English language teaching. (2nd ed.). (Ali Shehadeh) 528-529 LEAVER, B. L., & WILLIS, J. R. (2004). Task-based instruction in foreign language education. (Loder Buechel) 930-532 LEFEBVRE, C. (2004). Issues in the study of pidgin and creole languages. (Peter Snow) 638-639 LYNCH, B. K. (2003). Language assessment and programme evaluation. (John M. Norris) 648-649 MATSUDA, P. K., & SILVA, T. (2005). Second language writing research: Perspectives on the process of knowledge construction. (Kim Lewis) 645-646 676 MCCARTY, T. L. (Ed.). (2005). Language, literacy, and power in schooling. (Elsa Auerbach) MITCHELL, R., & MYLES, F. (2004). Second language learning theories (2nd ed.). (H. D. Adamson) MOLLERING, M. (2004). The acquisition of German modal particles: A corpus-based approach. (Heidi Byrnes) MONTRUL, S. A. (2005). The acquisition of Spanish: Morphosyntactic development in monolingual and bilingual L1 acquisition and adult L2 acquisition. (Miren Hodgson) PARADIS, M. (2004). A neurolinguistic theory of bilingualism. (Alan Beretta) PASTOR CESTEROS, S. (2004). Aprendizaje de segundas lenguas: Linguistica aplicada a la ensenanza de idiomas. (Mar Galindo Merino) PORTNER, P. (2005). What is meaning? Fundamentals of formal semantics. (Roumyana Slabakova) PREVOST, P., & PARADIS, J. (Eds.). (2004). The acquisition of French in different contexts: Focus on functional categories. (Lawrence Kuiper) 636-637 SAFONT JORDA, M. P. (2005). Third language learners: Pragmatic production and awareness. (Marta Gonzalez-Lloret) 654-656 SCHILLER, N. O., & MEYER, A. S. (Eds.). (2003). Phonetics and phonology in language comprehension and production: Differences and similarities. (Debra M. Hardison) 138-140 SCHUMANN, J. H., CROWELL, S. E., JONES, N. E., LEE, N., SCHUCHERT, S. A., & WOOD, L. A. (2004). The neurobiology of learning: Perspectives from second language acquisition. (Robin Roots) 643-645 SINCLAIR, J. McH. (Ed.). (2004). How to use corpora in language teaching. (John M. Swales) 141-143 SWANN, J., DEUMERT, A., LILLIS, T., & MESTHRIE, R. (2004). A dictionary of sociolinguistics. (Tara Sanchez) 155-156 TEDICK, D. J. (2005). Second language teacher education: International perspectives. (Timothy Reagan) THOMAS, M. (2004). Universal grammar in second language acquisition: A history (Silvina Montrul) 642-643 VAN ESCH, K., & ST. JOHN, O. (Eds.). (2004). New insights into foreign language learning and teaching. (Betsy Kerr) 653-654 VANPATTEN, B. (2004). Processing instruction: Theory, research, and commentary. (Norman Segalowitz) 135-137 WILLIAMS, J. (2005). Teaching writing in second and foreign language classrooms. (John Hedgcock) WONG, W. (2005). Input enhancement: From theory and research to the classroom. (Sufumi So) BOOK NOTICES ARONOFF, M., & FUDEMAN, K. (2005). What is morphology? (Malcolm A. Finney) BERMAN, R. A. (Ed.). (2004). Language development across childhood and adolescence. (B. W. Sarnecka) FOLEY, J. A. (Ed.). (2004). Language, education, and discourse. (Marianne Celce-Murcia) 160-161 PRANDI, M. (2004). The building blocks of meaning: Ideas for a philosophical grammar. (Barbara Abbott) 659 PRINCE, A., & SMOLENSKY, P. (2004). Optimality theory: Constraint interaction in generative grammar. (Anne Violin-Wigent) 160 REAGAN, T. (2005). Non-Western educational traditions: Indigenous approaches to educational thought and practice. (Jim Cummins) 660-661 RICE, M. L., & WARREN, S. F. (2004). Developmental language disorders: From phenotypes to etiologies. (Raquel T. Anderson) 161-162 ROGERS, R. (2003). A critical discourse analysis of family literacy practices. (Rachel Hodge) 936-537 TOMASELLO, M., & SLOBIN, D. (Eds.). (2005). Beyond nature-nurture: Essays in honor of Elizabeth Bates. (Susan Foster-Cohen) 659-660 VAN HERREVEGHE, M., & VERMEERBERGEN, M. (Eds.). (2004). To the lexicon and beyond: Sociolinguistics in European deaf communities. (Timothy Reagan)