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Journal Title: The Modern Language Journal
Volume/Issue:   97 / 3
Date: 2013
Table of Contents: To read Volume 97 Issue 3 of The Modern Language Journal, visit

Form-focused instruction and learner investment in L2 communication (pages 591–610)
Yasuyo Tomita and Nina Spada

Beliefs about peer interaction and peer corrective feedback: Efficacy of classroom intervention (pages 611–633)
Masatoshi Sato

The interactions between the effects of implicit and explicit feedback and individual differences in language analytic ability and working memory (pages 634–654)
Shaofeng Li

‘Zip your lips’ or ‘Keep quiet’: Main teachers' and language assistants' classroom discourse in CLIL settings (pages 655–669)
Emma Dafouz and Abbie Hibler

The link between foreign language classroom anxiety and psychoticism, extraversion, and neuroticism among adult Bi- and multilinguals (pages 670–684)
Jean–Marc Dewaele

The interface of language aptitude and multilingualism: Reconsidering the bilingual/multilingual dichotomy (pages 685–701)
Amy S. Thompson

Language and literacy development in a Canadian native community: Halq'eméylem revitalization in a Stó:lō head start program in British Columbia (pages 702–719)
Danièle Moore and Margaret Macdonald

Teaching pronunciation: Is explicit phonetics instruction beneficial for FL learners? (pages 720–744)
Elizabeth M. Kissling

Kurdish adolescents acquiring Turkish: Their self-determined motivation and identification with L1 and L2 communities as predictors of L2 accent attainment (pages 745–763)
Nihat Polat and Diane L. Schallert

Foreign language reading anxiety: Chinese as a foreign language in the United States (pages 764–778)
Aiping Zhao, Ying Guo and Jaclyn Dynia

Materials in the classroom ecology (pages 779–796)
Anne Marie Guerrettaz and Bill Johnston
Publisher: Wiley-Blackwell
Linguistic Field(s): Applied Linguistics
Discourse Analysis
Cognitive Science
Language Acquisition
Subject Language(s): Chinese, Mandarin
Kurdish, Northern
Kurdish, Central
Kurdish, Southern
LL Issue: 24.3350