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      Seedhouse, P. 2010. ‘A framework for conceptualising learning in applied linguistics’ in Conceptualising Learning in Applied Linguistics. London: Palgrave Macmillan, pp. 240-256
      Book editor(s): Seedhouse, P., S. Walsh and C. Jenks.
      ISBN: 9780230232549
      Entered by: Newcastle University (School of Education, Communication and Language Sciences)
      Leung, C. 2010. ‘Language teaching and language assessment’ in The Sage Handbook of Sociolinguistics. London: Sage, pp. 545-564
      Book editor(s): Wodak, R., B. Johnstone and P. Kerswill.
      ISBN: 978-1847870957
      Summary: An account of the influence of some of the key concepts in Sociolinguistics (e.g. communicative competence) on second / foreign language teaching pedagogy and assessment to date, with some comments on emerging issues to be addressed.
      Entered by: King's College London (Department of Education and Professional Studies)
      Evison, J. 2010. ‘What are the basics of analysing a corpus?’ in Routledge Handbook of Corpus Linguistics. Oxford: Routledge, pp. 122-135
      Book editor(s): O'Keeffe, A. and M. McCarthy.
      ISBN: 978-0-415-49067-2
      Summary: This book is an introduction and reference point to key areas in applied linguistics. The forty-seven chapters connect knowledge about language to decision-making in the real world. This chapter focuses on the basics of corpus analysis and draws on research into a range of data including university interactions.
      Country of research: various
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Nottingham (School of Education)
      Batziakas, B. 2010. ‘Greek-L1 learners of English’ in Teaching the Pronunciation of English as a Lingua Franca. Oxford: Oxford University Press, pp. 110-114
      Book editor(s): Walker, R.
      ISBN: 978-0194422000
      Country of research: Greece
      Learners' background: Greece
      Entered by: King's College London (Department of Education and Professional Studies)
      Jones, M. and P. Durrant. 2010. ‘What can a corpus tell us about vocabulary teaching materials?’ in The Routledge Handbook of Corpus Linguistics. London: Routledge
      Book editor(s): O'Keeffe, A. and M. McCarthy.
      ISBN: 9780415464895
      Entered by: University of Nottingham (School of English Studies)
      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
      Timmis, I. 2010. ‘Teachers telling tales: exploring materials for teaching spoken language’ in Perspectives on Language Learning Materials Development. Bern: Peter Lang
      Book editor(s): Chambers, A. and F. Mishan.
      ISBN: 9783039118632
      Summary: The chapter argues that teachers' own stories offer a promising context for exploring aspects of spoken language with students. The debate about the desirability and feasibility of teaching spoken language is reviewed and examples of practical awareness-raising tasks are given.
      Entered by: Leeds Metropolitan University
      Edge, J. 2010. ‘Elaborating the monolingual deficit’ in Language and Culture: Reflective Narratives and the Emergence of Identity. London: Routledge, pp. 89-96
      Book editor(s): Nunan, D. and J. Choi.
      ISBN: 978-0-415-87165-5
      Entered by: University of Manchester (School of Education)
      Motteram, G. and M. Thomas. 2010. ‘Future directions in TBLT and Technology’ in Task-Based Language Teaching and Technology. London & New York: Continuum
      Book editor(s): Thomas, M. and H. Reinders.
      ISBN: 978-1441101532
      Summary: Looks at the future for the theoretical perspectives of Task-Based Learning in relation to technology in language classes.
      Country of research: various
      Learners' background: various
      Entered by: University of Manchester (School of Education)
      Almond, M. 2010. ‘La actuación en la enseñanza de los idiomas: el oficio del actor no simplificado para el salón de clases’ in Didactica de las Lenguasculturas. Nuevas Perspectivas. Buenos Aires-Florence: SB International-Alma, pp. 177-186
      Book editor(s): Derosas, M. and P. Torresan.
      ISBN: 978-987-1256-79-2
      Summary: This chapter details how the work of Constantin Stanislavski and Keith Johnstone, two eminent, influential theatre practitioners, can inform the practice of communicative language teaching to meet the communicative needs of today's language learners.
      Entered by: Canterbury Christ Church University (Department of English and Language Studies)