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"The EUROCALL Review" is EUROCALL's open access online scientific journal. Regular sections include: (1) Reports on EUROCALL Special Interest Groups: up-to-date information on SIG activities; (2) Projects: reports on on-going CALL or CALL-related R&D projects; (3) Recommended websites: reports and reviews of examples of good practice in language learning website development; (4) Research papers on CALL related topics; (5) Research and Development papers on CALL related topics; (6) Reflective Practice papers on CALL related topics; and (7) Reviews of new books, CALL software, etc. Articles in this issue include: (1) Sustainability in CALL Learning Environments: A Systemic Functional Grammar Approach (Peter McDonald); (2) Lessons Learned in Designing and Implementing a Computer-Adaptive Test for English (Jack Burston and Maro Neophytou; (3) How EFL Students Can Use Google to Correct Their "Untreatable" Written Errors (Luc Geiller); (4) Constructing an Evidence-Base for Future CALL Design with "Engineering Power": The Need for More Basic Research and Instrumental Replication (Zöe Handley); and (5) Podcasts for Learning English Pronunciation in Igboland: Students' Experiences and Expectations (E. E. Mbah, B. M. Mbah, M. I. Iloene and G. Iloene). Individual articles contain references.

This discussion constructs a survey data quality strategy for institutional researchers in higher education in light of total survey error theory. It starts with describing the characteristics of institutional research and identifying the gaps in literature regarding survey data quality issues in institutional research and then introduces the quality perspective of a survey process and the major components of total survey error. A proposed strategy for inspecting survey data quality is presented on the basis of five types of survey error and the characteristics of typical institutional research survey projects. The strategy consists of identifying "quality measures" for each type of survey error, and then identifying "quality control" and "quality assurance" procedures for each of the quality measures. The discussion concludes with the implications of the strategy for institutional researchers and some closing thoughts. A checklist for inspecting survey data quality is provided in the appendix.

This is the second of two issues focused on teaching beginning reading skills to adults--both native and non-native English speakers. According to the latest research in reading, one of the best strategies for improving reading skills is systematic, explicit instruction in decoding skills or phonics. Although many critics have argued that the English language is too irregular for phonics instruction to be of significant help to new readers, this argument has been refuted in an extensive review of research conducted by the National Reading Panel. It is also contrary to what ESL researchers are finding. When learners have good decoding skills, they read more fluently and comprehend more of what they read. Phonics instruction works because it teaches readers the predictable patterns of sounds and symbols produced in the English language. Learning the "code" reduces a reader's reliance on whole word recognition or sight reading, a strategy that can cause a delay in reading proficiency. The following topics are discussed in this issue: (1) decoding skills; (2) sample phonics assessment; (3) common mistakes; (4) phonics instruction; and (5) curriculum and software.

Just as learning a first language is sometimes compared to existence within the relatively sheltered world of the Garden of Eden, the process of learning a second language is viewed as analogous to survival after expulsion from the Garden into a relatively harsh world, in which the learner must come to a conscious understanding of form and meaning through his errors. The problem of partial attainment among second language learners has been explained generally in two ways, both interpretable through the Garden of Eden phenomenon. The dichotomy between conscious analysis on one hand and intuitive "noticing" on the other is common in research and theory on second language learning. It is suggested that these processes can be linked in second language learning by the individual's exercising his metalinguistic knowledge to test unfamiliar constructions. In this way, focus on form can be used to facilitate language learning. (MSE)

The bilingual (Chinese/English) journal published annually for Hong Kong educators contains articles in a wide range of areas and at all levels of education. Articles include: "Micropolitics in Managing Bi-Sessional Primary Schools: A Case Study of the Interactions between Partner School Heads" (Cheung Wing-ming); "On Features of Implementation of the Whole School Approach to Guidance" (Xiaodong Yue); "Quality Distance Education--The OLI Model" (James Y. W. Tong); "Team Development: A Multidimensional Approach" (Allan Walker, Kenneth Stott); "The Investigation of the Management Technique and Leadership Strategy a Primary Headteacher Should Possess Through Historical Events of the Ancient China During the Second Century" (in Chinese) (Chan Ling Hay); "Change in Education and Social Involvement--Hong Kong Experience" (in Chinese) (Au Yeung Chi); "Managing Tutors in Distance Education: Further Issues for Consideration" (Kenneth Chee-kwong Chao); "Review of Cycle Timetabling System" (in Chinese) (Ho Kwok Keung; Wong Wai Keung); "Students' Misconceptions in Solving Mechanics Problems" (Lo Lam Fat and Au Yeung Po See); "Environmental Education in Hong Kong Secondary School: State of the Art" (John Chi-kin Lee); "Promoting Teachers Use of Instructional Technology in Hong Kong" (Sabrina Su-fen Chin); "Chinese Language Teachers' Self Evaluation on Their Professional Knowledge" (in Chinese) (Ho Man-koon); "Fieldwork in Geography: A Review of Purpose and Practice" (Philip Stimpson); "Preparing 'Small' Environmentalists Through Activity-based and Interdisciplinary Environmental Teaching" (Tammy Kwan); "Common Errors of Using Chinese Words Among Junior Secondary Students" (in Chinese) (Tse-Shek Kam; and others). (MSE)

Monographs on pragmatics and language learning include: "Do We All Apologize the Same?--An Empirical Study on the Act of Apologizing by Spanish Speakers Learning English" (Montserrat Mir); "Conversational Openings in Kiswahili: The Pragmatic Performance of Native and Non-Native Speakers" (Alwiya S. Omar); "Experimental and Observational Data in the Study of Interlanguage Pragmatics" (Beverly S. Hartford, Kathleen Bardovi-Harlig); "The Interpretation of Implicature in English by NNS: Does It Come Automatically--Without Being Explicitly Taught?" (Lawrence F. Bouton); "Linguistic and Pragmatic Competence: Their Relationship in the Overall Competence of the Language Learner" (Sheila Hoffman-Hicks); "Discourse Domains Revisited: Expertise and Investment in Conversation" (Shona Whyte);"Politeness Phenomena in South African Black English" (Elizabeth de Kadt); "Gender and Function of Language Use: Quantitative and Qualitative Evidence from Japanese" (Sachiko Ide); "Seeking a Pedagogically Useful Understanding of Given-New: An Analysis of Native-Speaker Errors in Written Discourse" (Asha Tickoo); "The Telling of a Tale: Discourse Structure and Tense Use in Learners' Narratives" (Bardovi-Harlig); "Pragmatics of Elusive Languages" (Salikoko S. Mufwene); "The Pragmatics of Codeswitching in Mexican Political, Literary, and News Magazines" (Erica McClure); "Modality as a Strategy in Interaction: Epistemic Modality in the Language of Native and Non-Native Speakers of English" (Elise Karkainen); and "Pragmatics of the Use of Nominals in Academic and Professional Genres" (Vijay K. Bhatia). (MSE)

The 12 issues of the second language teaching and research journal, spanning 1988-1993 contain articles on a variety of language teaching and learning issues. A substantial proportion concern English-as-a-Second-Language instruction, both general and academic, in a number of Southeast Asian cultural contexts. Regional variations of English are also discussed in several articles. Other topics, relating to both English language teaching and language instruction in general, include development and assessment of specific language skills (reading, writing, listening, vocabulary), instruction in grammatical structures and concepts, selection of appropriate instructional materials, language and educational attitudes within specific cultures or groups, peer evaluation, language test types and formats, classroom instructional techniques, cognitive style, language styles, issues in the development of comprehension, teacher interpretation of curricula, class size, feedback, and bilingual education. Most issues contain a review of recent language research in Southeast Asia. In addition, book reviews and new publications lists are included in each issue. (MSE)

Papers on linguistics and language teaching in this volume are the following: "Language in Education: Hard Choices for Hong Kong" (Jo Lewkowicz); "EL2--Medium Education in a Largely Monolingual Society: The Case of Hong Kong" (Nigel Bruce); "A Programme for Semantics" (Laurence Goldstein); "Semantics and Its Critics (A Comment)" (Roy Harris); "Semantic Shamantics (A Reply)" (Laurence Goldstein); "Reading-Aloud Speed as a Factor in Oral Fluency and General Language Proficiency" (David Coniam); "Notions of 'Error' and Appropriate Corrective Treatment" (Nancy Lee); and "Errors in Focus? Native and Non-Native Perceptions of Error Salience in Hong Kong Student English--A Case Study" (Mark Newbrook). Editorial policy, a style sheet, notes on contributors, and an index to papers in volumes 1-12 are also included. (MSE)

This issue contains abstracts and critical comments on 11 articles, plus an editorial comment entitled "A Teacher Shortage?". Studies included concern solution processes on addition and subtraction examples; numerical rule induction; individual differences in performance on manipulative, pictorial, and symbolic tasks; the effect of a calculator curriculum; proportionality rules in judgments of area; van Hiele levels of geometric thought; interaction patterns and attitudes; word problems with ratios; incremental development in algebra; instruction with two types of calculators; and errors in translation from sentence to equation. Research studies reported in "Resources in Education" from July to September 1983 are listed. (MNS)

Papers on linguistics and language teaching in this volume are the following: "The Revision Process in Academic Writing: From Pen and Paper to Word Processor" (Stephen Chadwick, Nigel Bruce); "Sentence Sequence and Coherence: In Search of Readers' Problems in Academic Discourse" (Desmond Allison); "Plural Marking in Hong Kong English" (Carol Budge); "A Reading Experiment with L2 Readers of English in Hong Kong--Effects of Rhetorical Structure of Expository Texts on Reading Comprehension" (Rebecca W. K. Foo); "Quis Custodiet...? Errors in Guides to English Usage for Hong Kong Students" (Mark Newbrook); and "Review of 'Code-Mixing and Code Choice: A Hong Kong Case Study' by John Gibbons" (Mark Newbrook). Editorial policy, a style sheet, notes on contributors, and an index to papers in volumes 1-11 are also included. (MSE)

This issue contains abstracts and critical comments for 11 articles. Three articles focus on problem solving; the remainder concern understanding of the equals sign, mathematical structure, mathematical abilities, the role of language in tasks involving sets, sex differences in mathematical errors, subtraction, algorithms as schemes, and mathematical achievement and attitudes in junior high school. An editorial on current educational reform is also included, as well as references to mathematics education research located in RIE and CIJE from April through June 1984. (MNS)

Students come to the classroom with theories that they have actively constructed from their everyday experiences. However, some of these theories are incomplete half-truths. Although such misconceptions interfere with new learning, students are often emotionally and intellectually attached to them. Some common mathematical misconceptions involve: (1) confusion between variables and labels, with failure to understand that variables stand for numerical expressions; (2) mistakes about the way that an original price and a sale price reflect one another; (3) misconceptions about the independent nature of chance events; and (4) reluctance to multiply fractions. Hispanic students display some unique mathematical error patterns resulting from differences in language or culture. In addition, linguistic difficulties increase the frequency with which Hispanic students commit the same errors as Anglo students. Since students will not easily give up their misconceptions, lecturing them on a particular topic has little effect. Instead, teachers must help students to dismantle their own misconceptions. One effective technique induces conflict by drawing out the contradictions in students' misconceptions. In the three steps of this technique, the teacher probes for qualitative, quantitative, and conceptual understanding, asking questions rather than telling students the right answer. In the process of resolving the conflicts that arise, students actively reconstruct the concept in question and truly overcome their misconceptions. This digest contains 10 references. (SV)

This document consists of the two volume 8 issues of "The JALT Journal," containing the following articles: "The Acquisition of English Interrogatives by a Japanese Speaker" (Yoko Shimada); "Evaluating Teachers' Guides: Do Teachers' Guides Guide Teachers?" (Hywel Coleman); "Teaching and Learning Styles of ESL Student Teachers" (Christine Uber Grosse); "Teaching Writing as a Process of Communication at the Tertiary Level" (Michele Chan); "Second Language Learning Errors: Their Types, Causes and Treatment" (Hanna Touchie); "Response Styles of Japanese and American College Students" (Frances Horler, Junichi Yamazaki); "A Study of Nonverbal Intercultural Communication between Japanese and Americans--Focusing on the Use of the Eyes" (Takahiko Hattori); "Sources of Error: The Third Person Singular Present in Japanese Learner English" (Neville Saunders); "Development of Pragmatic Competence by Japanese Learners of English" (Tomoko Takahashi, Leslie Beebe); and "English as an International Language (EIL): Smith's Philosophy of English for Intercultural Communication" (Yukihiro Nakayama). Book reviews and proceedings from a November 1986 JALT conference held in Hamamatsu (Japan) are also included. (MSE)