Front Matter
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Editor's Note
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In This Issue
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Discursive Construction of the Images of U.S. Classrooms
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"A Narrow Thinking System": Nonnative-English-Speaking Students in Group Projects across the Curriculum
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Two Types of Input Modification and EFL Reading Comprehension: Simplification versus Elaboration
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Predictors of Mainstream Teachers' Attitudes toward ESL Students
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Attitudes of Journal Editors to Nonnative Speaker Contributions
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Comments on Stefka H. Marinova-Todd, D. Bradford Marshall, and Catherine E. Snow's "Three Misconceptions about Age and L2 Learning": Age and L2 Learning: The Hazards of Matching Practical "Implications" with Theoretical "Facts"
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Missing the Point: A Response to Hyltenstam and Abrahamsson
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Comments on Shinichi Izumi and Martha Bigelow's "Does Output Promote Noticing in Second Language Acquisition?": Some Methodological and Theoretical Considerations
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Methodological and Theoretical Issues in Testing the Effects of Focus on Form
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English Language Teaching in China: Trends and Challenges
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Communicative Language Teaching in China: Progress and Resistance
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Book Notices
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Back Matter
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