Norris, J., M. Bygate and K. Van den Branden. 2009. ‘Introducing task-based language teaching’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 15-19.
Type of entry: Book chapter
Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
ISBN: 978-90-272-0717-3
Descriptor(s): Curriculum/syllabus, Materials, Methodology
Entered by: Lancaster University (Linguistics and English Language)

Blackledge, A.J. 2009. ‘Inventing English as convenient fiction: language testing regimes in the United Kingdom’ in Language Testing, Migration and Citizenship: Cross-National Perspectives. London: Continuum, pp. 65-85.
Type of entry: Book chapter
Book editor(s): Extra, G., M. Spotti and P. Van Avermaet.
ISBN: 978-1847063458
Entered by: University of Birmingham (School of Education)

Saville, N. and P. Van Avermaet. 2008. ‘Language testing for migration and citizenship: Contexts and issues’ in Studies in Language Testing Vol 27: Multilingualism and Assessment: Achieving Transparency, Assuring quality, Sustaining Diversity - Proceedings of the ALTE Berlin Conference, May 2005. Cambridge: UCLES/CUP.
Type of entry: Book chapter
Book editor(s): Taylor, L. and C.J. Weir.
ISBN: 9780521711920
Entered by: University of Cambridge ESOL Examinations

Alderson, J.C. 2010. ‘Language testing-informed SLA? SLA-informed language testing?’ in Communicative Proficiency and Linguistic Development: Intersections between SLA and Language Testing Research. Rome: EUROSLA Monographs, pp. 239-248.
Type of entry: Book chapter
Book editor(s): Bartning, I., M. Martin and I. Vedder.
URL: http://eurosla.org/monographs/EM01/239-248Alderson.pdf
ISBN: 978-1-4466-6993-8
Descriptor(s): Assessment
Entered by: Lancaster University (Linguistics and English Language)

Thompson, G. 2009. ‘Linguists would argue – biochemists conclude: a cross-disciplinary comparison of discourse act labeling in research articles’ in From Will to Well: Studies in Linguistics Offered to Anne-Marie Simon-Vandenbergen. Ghent: Academia Press, pp. 405-414.
Type of entry: Book chapter
Book editor(s): Slembrouck, S., M. Taverniers and M. Van Herreweghe.
ISBN: 978 90 382 1496 2
Descriptor(s): English language, ESOL/EAL, ESP, Writing
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Liverpool (School of English)

Macaro, E., S. Graham and R. Vanderplank. 2007. ‘Listening strategies’ in Language Learner Strategies: 30 Years of Research and Practice. Oxford: Oxford University Press.
Type of entry: Book chapter
Book editor(s): Cohen, A.D. and E. Macaro.
ISBN: 978-0194422543
Descriptor(s): Learner autonomy/strategies
Entered by: University of Oxford (Department of Education)

Gardner, S.F. 2008. ‘Mapping ideational meaning in a corpus of student writing’ in New Developments in the Study of Ideational Meaning: From Language to Multimodality. London: Equinox Publishing.
Type of entry: Book chapter
Book editor(s): Jones, C. and E. Ventola.
ISBN: 978-1-84553-347-2
Country of research: United Kingdom
Learners' background: United Kingdom
Institutional level: adult
Entered by: University of Birmingham (School of Education)

Macaro, E., S. Graham and R. Vanderplank. 2007. ‘A review of listening strategies: Focus on sources of knowledge and success’ in Language Learner Strategies: 30 years of Research and Practice. Oxford: Oxford University Press.
Type of entry: Book chapter
Book editor(s): Cohen, A. and E. Macaro.
ISBN: 978-0-19-442254-3
Descriptor(s): Learner autonomy/strategies, Listening
Entered by: University of Oxford (Language Centre)

Harsch, C. 2010. ‘Schreibbewertung im Zuge der Normierung der KMK-Bildungsstandards [Writing assessment in the context of evaluating the German Educational Standards]’ in Fremdsprachliches Handeln beobachten, messen und evaluieren [Observing, Assessing and Evaluating Foreign-language Usage]. Frankfurt am Main: Lang, pp. 99-117.
Type of entry: Book chapter
Book editor(s): Aguado, K., H. Vollmer and K. Schramm.
ISBN: 978-3-631-59503-9
Descriptor(s): Assessment, Management/Innovation, Writing
Country of research: Germany
Learners' background: Germany
Institutional level: secondary
Entered by: University of Warwick (Centre for Applied Linguistics)

Tonkyn, A. 2007. ‘Short-term changes in complexity, accuracy and fluency: Developing progress-sensitive proficiency tests’ in Fluency in Second Language Use, Learning and Teaching. Brussels: KVAB, pp. 263-284.
Type of entry: Book chapter
Book editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
ISBN: D/2007/0455/19
Summary: This paper reports an extended case study of the development of the oral L2 skills (grammatical / lexical complexity and accuracy, and fluency) of a group of 24 learners on a 10-week intensive university course in English for Academic Purposes, and how that development was perceived by trained raters
Descriptor(s): Assessment, English language, Speaking
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Reading (Department of Applied Linguistics)

Hyland, K. 2007. ‘Stance and engagement: A model of interaction in academic discourse’ in Benchmarks in Discourse Studies, Vol. 3. Thousand Oaks, CA: Sage, pp. 102 -121.
Type of entry: Book chapter
Book editor(s): Van Dijk, T.A.
ISBN: 9781412936170 (for 5 volume set)
Descriptor(s): ESP, Writing
Institutional level: tertiary
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Van den Branden, K., M. Bygate and J. Norris. 2009. ‘Task-based language teaching: introducing the reader’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 1-13.
Type of entry: Book chapter
Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
ISBN: 978-90-272-0717-3
Descriptor(s): Curriculum/syllabus, Materials, Methodology
Entered by: Lancaster University (Linguistics and English Language)

Franson, C. and E. Vasquez. 2006. ‘Teaching history to EAL learners in the mainstream classroom: Adaptation and contingency’ in Planning and Teaching Creatively Within a Required Curriculum for School Age Learners. Alexandra, Virginia: TESOL, pp. 81-89.
Type of entry: Book chapter
Book editor(s): McKay, P.
ISBN: 1-9311-8530-1
Descriptor(s): ESOL/EAL
Entered by: Canterbury Christ Church University (Department of English and Language Studies)

Filipovic, L. and I. Vidakovic. 2010. ‘Typology in the L2 classroom: second language acquisition from a typological perspective’ in Cognitive Processing in Second Language Acquisition: Inside the Learner's Mind. Amsterdam: John Benjamins, pp. 269-263.
Type of entry: Book chapter
Book editor(s): Pütz, M. and L. Sicola.
ISBN: 9027239029
Descriptor(s): English language, Learner cognition, Teacher education
Country of research: United Kingdom
Learners' background: Serbia
Entered by: University of Cambridge ESOL Examinations

Bygate, M., J. Norris and K. Van den Branden. 2009. ‘Understanding TBLT at the interface between research and pedagogy’ in Task-based Language Teaching: A Reader. Amsterdam: Benjamins, pp. 496-499.
Type of entry: Book chapter
Book editor(s): Van den Branden, K., M. Bygate and J. Norris.
ISBN: 978-90-272-0717-3
Descriptor(s): Curriculum/syllabus, Materials, Methodology
Entered by: Lancaster University (Linguistics and English Language)

Pinter, A. 2007. ‘What children say: Benefits of task repetition’ in Tasks in Action: Task-Based Language Education for a Classroom Based Perspective. Newcastle, UK: Cambridge Scholars Publishing, pp. 131- 158.
Type of entry: Book chapter
Book editor(s): Van den Branden, K., K. Van Gorp and M. Verhelst.
ISBN: 9 781847 182432
Summary: 10-year-old Hungarian children's views and opinions about task-based learning
Descriptor(s): Classroom interaction, English language, Learner autonomy/strategies, Materials, Speaking
Country of research: Hungary
Learners' background: Hungary
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)

Rupp, A., M. Vock, C. Harsch and O. Köller. 2008. Developing Standards-based Assessment Tasks for English as a First Foreign Language: Context, Processes and Outcomes in Germany. Münster, Germany: Waxmann.
ISBN: 9783830919
Type of entry: Authored book
Descriptor(s): Assessment
Entered by: University of Warwick (Centre for Applied Linguistics)

Macaro, E., R. Vanderplank and S. Graham. 2005. A Systematic Review of the Role of Prior Knowledge in Unidirectional Listening Comprehension. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
ISBN: None. Available online: http://eppi.ioe.ac.uk/cms/LinkClick.aspx?fileticket=cRyM1w3AGg8%3d&tabid=299&mid=1149&language=en-US
Type of entry: Authored book
Descriptor(s): Assessment, Learner autonomy/strategies, Listening, Methodology
Entered by: University of Oxford (Language Centre)