CALICO Journal

Vol. 20, No. 3,  2003

[Articles]
Heift, Trude & Shulze, Mathis. Error diagnosis and error correction in CALL, 433-436.
Shulze, Mathis. Grammatical errors and feedback: Some theoretical insights, 437-450.
Cowan, Ron et al. Four questions for error diagnosis and correction in CALL, 451-464.
Granger, Sylviane. Error-tagged learner corpora and CALL: A promising synergy, 465-480.
L'Haire, Sebastien & Faltin, Anne V. Error diagnois in the freetext project, 481-496.
Reuer, Veit. Error recognition and feedback with lexical functional grammar, 497-512.
Delmonte, Rodolfo. Linguistic knowledge and reasoning for error diagnosis and feedback generation, 513-532.
Heift, Trude. Multiple learner errors and feedback: A challenge for ICALL systems, 533-548.
Tschichold, Cornelia. Lexically driven error detection and correction, 549-560.
Chen, Liang & Tokuda, Naoyuki. A new template - template-enhanced ICALL system for a second language composition course, 561-578.
[Software Review]
Hemard, Dominique et al. Arabic Made Easy, 580-591.
Turel, Vehbi. Beginning Turkish, 592-602.
Darhower, Mark. Connected Speech, 603-612.
Ebsworth, Miriam E. & McDonnell, Tommy B. The Language and Reading Companion (LaRC), 613-620.
Corsbie, Chris & Gore, Jada. Pronunciacion y Fonetica, 621-631.
Ullom, Carine. Cantare, 632-643.
Labrie, Gilles. Webgen 2000, 644-655.

Vol. 20, No. 2,  2003

[Articles]
Payne, J. Scot & Whitney, Paul J. Developing L2 oral proficiency through synchronous CMC: Output, working memory, and interlanguage development,, 7-32.
Yoshii, Makoto & Flaitz, Jeffra. Second language incidental vocabulary retention* The effect of picture and annotation types, 33-58.
Johnson, E. Maricia. The role oc computer-supported discussion for language teacher education: What do the students say?, 59-80.
Chang, Mei-Mei & Lehman, James D. Learning foreign language through an interactive multimedia program: An experimental study on the effects of the relevance component of the ARCS model, 81-98.
Forester, Lee. Implications of research on human memory for CALL design, 99-126.
Son, Jeong-Bae. Online discussion in a CALL course for distance language teachers, 127-144.

[Software Review]
Coll, J.F. WinFriends: Building your English knowldge-base, Ver. 5.02, 146-160.
Wildner, Siegrun. Learn German Now! Version 8, 161-174.
Alvarez-Torres, Maria Jose. Encuentros en espanol 1, 175-183.
Gerrity, Scott. Netquiz and Dialogos, 184-196.
Goulding, Christine M. Interactive Language Learning: The Authoring System, 197-208.

Vol. 20, No. 1,  2002

[Articles]
Burston, Jack. Proving IT works, 219-226.
Chen, Liang & Tokuda, Naoyuki. Bug diagnosis by string matching: Applications to ILTS for translation, 227-244.
Abrams, Zsuzsanna Ittzes. Flaming in CMC: Prometheus' fire or infelno's?, 245-260.
Ercetin, Gulcan. Exploring ESL learners' use of Hypermedia reading glosses, 261-284.
Chenoweth, N. Ann & Murday, Kimmaree. Measuring student learning in an online French course, 285-314.
Weiburg, Alysse & Knoerr, Helene. Learning French pronunciation: Audiocassettes or Multimedia?, 315-332.
Stockwell, Glenn & Harrington, Michael. The incidental development of L2 proficiency in NS-NNS e-mail interactions, 337-359.

[Software Review]
Peterson, Ken. Beginning Kazakh, 362-370.
Camey, Valeriane & Fedrigo, Niedja. Beginning Brazilian Portuguese, 371-379.
Al-Seghayer, Khalid, Active English, 380-392.
Krajka, Jaroslaw. English + Kids, 393-404.
Lafford, Peter. Tesoros: Curso Multimedia Interactivo de Espanol, 405-418.
Nutta, Joyce W. La neve nel bicchiere: A Multimedia CD-ROM for Students of Italian, 419-430.