Tabla de contenidos provista por Syndetics

• Welcoming remarks(p. 1)
• Opening remarks(p. 5)
• Presentation of the Dean's Medal to John Bissell Carroll (University of North Carolina at Chapel Hill, emeritus)(p. 7)
• Sir John Lyons: An introduction(p. 9)
• Linguistics: Theory, practice and research(p. 11)
• In memoriam: Peter Strevens S. Pitt Corder(p. 31)
• Discourses of enquiry and conditions of relevance(p. 37)
• Mental representations and language in action(p. 49)
• Semiotic theory and L2 practice(p. 65)
• Cognitive and social correlates and consequences of additive bilingualism(p. 90)
• A citation analysis of the diffusion of linguistic and language acquisition theory and research to the English language learning community(p. 102)
• Theory, practice and research: Strange or blissful bedfellows?(p. 112)
• Mountains are not cones: What can we learn from chaos?(p. 123)
• Reframing contrastive analysis(p. 137)
• Classroom shock(p. 144)
• Nativized English and interlanguages: Another look(p. 157)
• The role of the amygdala as a mediator of acculturation and cognition in second language acquisition(p. 169)
• A situational analysis of the semantics of can(p. 177)
• Natural vs. classroom input: Advantages and disadvantages for beginning language students(p. 193)
• Communicative language teaching: Definitions and directions(p. 207)
• Integrating theory and practice in second language teacher education: The role of action research(p. 218)
• An evaluation of semi-direct speaking tests as measures of oral proficiency(p. 228)
• Fossils or forests? The challenge of teaching for proficiency in the secondary schools(p. 235)
• Data-based language analysis and TESL(p. 245)
• On the need for a theory of language teaching(p. 261)
• Knowledge-based inferencing in second language comprehension(p. 271)
• Bringing cultural literacy into the foreign language classroom through video(p. 285)
• Personal perceptions: Error feedback in language acquisition(p. 293)
• Linguistic hypothesis testing in neural networks(p. 294)
• Improving foreign language listening comprehension(p. 309)
• Trends and developments in listening comprehension: Theory and practice(p. 317)
• Theory, practice, research, and professionalization of the field of teaching English to speakers of other languages(p. 338)
• Analyzing register variation among written texts: A second language teaching method(p. 345)
• Paving the way for proficiency(p. 360)
• Reading, writing, form, and content(p. 364)
• Why teach grammar?(p. 377)
• M and Ms for language classrooms: Another look at motivation(p. 383)
• Research: teaching / Sin: Confession--An analogy for the times(p. 394)
• The language of French immersion students: Implications for theory and practice(p. 401)
• Owls and doves: Cognition, personality and learning success(p. 413)
• Missing link: Evidence from research on language learning styles and strategies(p. 438)
• Language learning in a study abroad context: The effects of interactive and non-interactive out-of-class contact on grammatical achievement and oral proficiency(p. 459)
• The cognitive basis for second language instruction(p. 478)
• Cognitive instruction in the second language classroom(p. 496)
• What kind of theory? What kind of practice? What kind of research?(p. 514)