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
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
2009. ‘Responding to learners' perceptions of feedback: the use of comparators in second language speaking courses’.
Innovation in Language Learning and Teaching 3/1: 1-13
Summary: A report on the findings of a survey of international students, who were asked to comment on a range of feedback activities and materials. A practical pedagogic framework is proposed in which to address divergent learner preferences for the nature and timing of feedback.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
Summary: A report on the findings of a survey of international students, who were asked to comment on a range of feedback activities and materials. A practical pedagogic framework is proposed in which to address divergent learner preferences for the nature and timing of feedback.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Edinburgh (English Language Teaching Centre)
2009. ‘Native speakers and task performance: comparing effects on complexity, fluency and lexical diversity’.
Language Learning 59/4: 866-896
Summary: This article argues that a native-speaker baseline is a neglected dimension of studies into second language (L2) performance. If we investigate how learners perform language tasks, we should distinguish what performance features are due to their processing an L2 and which are due to their performing a particular task.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Summary: This article argues that a native-speaker baseline is a neglected dimension of studies into second language (L2) performance. If we investigate how learners perform language tasks, we should distinguish what performance features are due to their processing an L2 and which are due to their performing a particular task.
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2009. ‘Criterial features of English across the CEFR levels: evidence from the English Profile Programme’.
Cambridge ESOL: Research Notes 37: 34-40
URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
Summary: The authors, referring to one of the aims of the English Profile Programme, namely, the identification of criterial features for each CEFR level, provide some criterial features of English across the CEFR levels.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
URL: http://cambridgeesol.org/rs_notes/rs_nts37.pdf
Summary: The authors, referring to one of the aims of the English Profile Programme, namely, the identification of criterial features for each CEFR level, provide some criterial features of English across the CEFR levels.
Country of research: various
Learners' background: various
Entered by: University of Cambridge ESOL Examinations
2009. ‘TESOL Talk from Nottingham: Using Podcasts to Develop Criticality Amongst Postgraduate TESOL (Teaching English to Speakers of Other Languages) Students’.
Summary: This article reports on the success of using recordings of unscripted academic conversations as part of an integrated approach to the development of critical thinking skills amongst MA TESOL students at a UK university, the majority of whom are studying in a second language.
URL: http://www.nottingham.ac.uk/integrativelearning//images/File/Case_Studies_Volume_2/CS_Evison_Pemberton.pdf
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
Summary: This article reports on the success of using recordings of unscripted academic conversations as part of an integrated approach to the development of critical thinking skills amongst MA TESOL students at a UK university, the majority of whom are studying in a second language.
URL: http://www.nottingham.ac.uk/integrativelearning//images/File/Case_Studies_Volume_2/CS_Evison_Pemberton.pdf
Country of research: United Kingdom
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)
2008. An Introduction to Foreign Language Learning and Teaching; second edition. London: Pearson Education.
ISBN: 978-1-4058-3617-3
Summary: Describing research and developments in the fields of language learning and teaching.
Entered by: Lancaster University (Linguistics and English Language)
ISBN: 978-1-4058-3617-3
Summary: Describing research and developments in the fields of language learning and teaching.
Entered by: Lancaster University (Linguistics and English Language)
2008. ‘Getting better in getting what you want: Language learners' pragmatic development in requests during study abroad sojourns’ in
Developing Contrastive Pragmatics: Interlanguage and Cross-cultural Perspectives. Berlin: Mouton de Gruyter, pp. 399-426
Book editor(s): Puetz, M. and J. Neff-van Aertselaer.
ISBN: 978-3-11-019670-2
Summary: This chapter investigates the impact of the study abroad context on language learners’ pragmatic development by focusing on request strategies. Requests were selected as the focus of the investigation, since being able to appropriately ask for their interlocutor’s help or cooperation is an essential skill for language learners.
Country of research: various
Learners' background: Germany
Institutional level: tertiary
Entered by: Lancaster University (Linguistics and English Language)
Book editor(s): Puetz, M. and J. Neff-van Aertselaer.
ISBN: 978-3-11-019670-2
Summary: This chapter investigates the impact of the study abroad context on language learners’ pragmatic development by focusing on request strategies. Requests were selected as the focus of the investigation, since being able to appropriately ask for their interlocutor’s help or cooperation is an essential skill for language learners.
Country of research: various
Learners' background: Germany
Institutional level: tertiary
Entered by: Lancaster University (Linguistics and English Language)
2008. ‘Going outside the classroom’ in
Professional Encounters in TESOL. Basingstoke: Palgrave Macmillan, pp. 105-122
Book editor(s): Garton, S. and K. Richards.
ISBN: 978-0-230-55351-4
Summary: The chapter looks at topic management strategies employed by learners during informal interactions with native English speaking peers.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Aston University (School of Languages and Social Sciences)
Book editor(s): Garton, S. and K. Richards.
ISBN: 978-0-230-55351-4
Summary: The chapter looks at topic management strategies employed by learners during informal interactions with native English speaking peers.
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: Aston University (School of Languages and Social Sciences)
2008. ‘Materials for teaching English to young learners’ in
English Language Learning Materials: A Critical Review. London: Continuum, pp. 38-58
Book editor(s): Tomlinson, B.
ISBN: 978-0-8264-9350-7
Summary: A review of the state of the art in Young Learners materials design world wide, taking in nearly 100 different sets of course materials. Current trends such as the move towards cross curricular content are highlighted, as is the continuing need for systematic development of literacy in English.
Learners' background: various
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)
Book editor(s): Tomlinson, B.
ISBN: 978-0-8264-9350-7
Summary: A review of the state of the art in Young Learners materials design world wide, taking in nearly 100 different sets of course materials. Current trends such as the move towards cross curricular content are highlighted, as is the continuing need for systematic development of literacy in English.
Learners' background: various
Institutional level: primary
Entered by: University of Warwick (Centre for Applied Linguistics)
2008. English for Korean Postgraduate Engineering Students in the Global Academic Community: Perceptions of the Importance of English, Skills-Based Needs and Sociocultural Behaviours.
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study offers a needs analysis of tertiary level ESP education in Korea and the UK, by comparing two EAP settings: a Korean Insitute of Engineering in Korea and a comparable institutional setting in London.
Thesis type: PhD
Country of research: Korea, Republic of (South Korea)
Learners' background: Korea, Republic of (South Korea)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
Supervisor(s): Wallace, C.
Awarding institution: Institute of Education, University of London
Summary: The study offers a needs analysis of tertiary level ESP education in Korea and the UK, by comparing two EAP settings: a Korean Insitute of Engineering in Korea and a comparable institutional setting in London.
Thesis type: PhD
Country of research: Korea, Republic of (South Korea)
Learners' background: Korea, Republic of (South Korea)
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
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