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      Salamoura, A. and N. Saville. 2010. ‘Exemplifying the CEFR: criterial features of written learner English from the English Profile Programme’ in Communicative Proficiency and Linguistic Development: Intersections between SLA and Language Testing Research. eurosla.org: Eurosla, pp. 101-132
      Book editor(s): Bartning, I., M. Martin and I. Vedder.
      URL: http://eurosla.org/monographs/EM01/101-132Salamoura_Saville.pdf
      ISBN: 9781446669938
      Summary: This chapter summarises work and outcomes to date from one of the English Profile strands which focuses on corpus linguistics, second language acquisition, psycholinguistics and computational linguistics.
      Country of research: various
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Milton, J. 2010. ‘The development of vocabulary breadth across the CEFR levels’ in Second Language Acquisition and Testing in Europe. Online: Eurosla, pp. 211-232
      Book editor(s): Bartning, I., M. Martin and I. Vedder.
      URL: http://eurosla.org/monographs/EM01/EM01home.html
      ISBN: 978-1-84769-289-4
      Summary: This chapter links vocabulary sizes in EFL to the 6 CEFR levels and provides a justification as to why these vocabulary sizes are relatively fixed in relation to language level.
      Country of research: various
      Learners' background: various
      Entered by: Swansea University (Department of Applied Linguistics)
      Hulstijn, J.H., J.C. Alderson and R. Schoonen. 2010. ‘Developmental stages in second-language acquisition and levels of second-language proficiency. Are there links between them?’ in Communicative Proficiency and Linguistic Development. Rome: EUROSLA Monographs, pp. 11-20
      Book editor(s): Bartning, I., M. Martin and I. Vedder.
      URL: http://eurosla.org/monographs/EM01/11-20Hulstijjn_et_al.pdf
      ISBN: 978-1-4466-6993-8
      Entered by: Lancaster University (Linguistics and English Language)
      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
      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
      Entered by: Lancaster University (Linguistics and English Language)
      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
      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
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Reading (Department of Applied Linguistics)
      Skehan, P. and P. Foster. 2007. ‘Complexity, accuracy, fluency and lexis in task-based performance: A meta-analysis of the Ealing research’ in Complexity, Fluency and Accuracy and Fluency in Second Language Use, Learning and Teaching. Brussels: VWK, pp. 207-226
      Editor(s): Van Daele, S., A.F. Housen, F.M. Kuiken, M. Pierrard and I. Vedder.
      Summary: This chapter provides a meta-analysis of the results of six studies undertaken by the authors over a number of years into L2 task design and implementation conditions
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: adult
      Entered by: St. Mary's University College, Twickenham, London (School of Communication, Culture and Creative Arts)