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      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
      Book editor(s): Pütz, M. and L. Sicola.
      ISBN: 9027239029
      Country of research: United Kingdom
      Learners' background: Serbia
      Entered by: University of Cambridge ESOL Examinations
      Galaczi, E.D. and I. Vidakovic. 2010. ‘Testing Legal English: insights from International Legal English Test’. Professional and Academic English Journal 35: 4-10
      Summary: This paper provides an overview of the International Legal English Certificate (ILEC), with a specific focus on its speaking component. The purpose of this paper is to provide validity evidence to support claims about the ESP nature of the ILEC speaking tasks. The tasks are analysed using Weir’s (2005) socio-cognitive framework and the discussion is based on three key issues in ESP testing: authenticity, specificity and subject matter knowledge.
      Entered by: University of Cambridge ESOL Examinations
      Vidakovic, I. and F. Barker. 2010. ‘Use of words and multi-word units in Skills for Life Writing examinations’. Cambridge ESOL: Research Notes 41: 7-14
      URL: http://cambridgeesol.org/rs_notes/rs_nts41.pdf
      Summary: The authors investigate the lexical development of L2 learners of English using written responses to Skills for Life writing examinations across five proficiency levels.
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Vidakovic, I. 2010. ‘Second language acquisition of dynamic spatial relations’. Cambridge ESOL: Research Notes 42: 23-24
      URL: http://cambridgeesol.org/rs_notes/rs_nts42.pdf
      Summary: The author provides a summary of the main findings from her PhD thesis which explores: a) how learners learn to express motion in a second language and b) the factors affecting second language acquisition.
      Country of research: United Kingdom
      Learners' background: Serbia, England, USA
      Entered by: University of Cambridge ESOL Examinations
      Vidakovic, I. and F. Barker. 2010. ‘Lexical development across second language proficiency levels: a corpus-informed study’ in Language, Learning & Context: Proceedings of the 42nd Annual Meeting of the British Association for Applied Linguistics. London, UK: Scitsiugnil Press, pp. 143–146
      Editor(s): Harris, A. and A. Brandt.
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Vidakovic, I. and E. Galaczi. 2009. ‘ILEC Speaking: revising assessment criteria and scales’. Cambridge ESOL: Research Notes 35: 29-34
      URL: http://cambridgeesol.org/rs_notes/rs_nts35.pdf
      Summary: The authors explore how the rating scale for the International Legal English Certificate (ILEC) speaking test was revised to ensure raters used the whole scale, thereby promoting fairness to all test takers and better rater practice.
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Vidakovic, I. 2009. ‘Profile of Skills for Life candidature in 2007-8’. Cambridge ESOL: Research Notes 36: 28-30
      URL: http://cambridgeesol.org/rs_notes/rs_nts36.pdf
      Summary: The author presents information on the profile of Skills for Life candidature 2007-8.
      Country of research: various
      Learners' background: various
      Entered by: University of Cambridge ESOL Examinations
      Barker, F., S. McKenna, S. Murray and I. Vidakovic. 2007. ‘Overview of FCE and CAE review project research’. Cambridge ESOL: Research Notes 30: 31-34
      URL: http://www.cambridgeesol.org/rs_notes/rs_nts30.pdf
      Summary: Fiona Barker, Steve Murray, Stephen McKenna and Ivana Vidakovic outline a range of other research and stakeholder projects undertaken within the FCE and CAE Review Project.
      Entered by: University of Cambridge ESOL Examinations