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      Cutting, J. 2007. ‘Introduction’ in Vague Language Explored. Basingstoke, England: Palgrave Macmillan
      Book editor(s): Cutting, J.
      ISBN: 9781403988171
      Summary: Vague Language (VL) is a central feature of daily language, spoken and written. Gathering descriptions from a variety of specialisms, this book examines the function of VL in a range of social contexts. It then suggests applications to language teaching, and directions that research could take next.
      Entered by: University of Edinburgh (School of Education)
      Cutting, J. 2007. ‘Doing more stuff - Where’s it going? Exploring vague language further’ in Vague Language Explored. Basingstoke: Palgrave Macmillan
      Book editor(s): Cutting, J.
      ISBN: 9781403988171
      Summary: I describe my model of Vague Language (VL) and discuss studies on the influence of social factors, such as function, depth of relationship and gender. The chapter also explores applications of findings to TEFL and describes an experiment on the teachability of VL.
      Entered by: University of Edinburgh (School of Education)
      Kiely, R., P. Rea-Dickins and G. Yu. 2007. ‘Student Identity, Learning and Progression (SILP): The affective and academic impact of IELTS on "successful" candidates’ in IELTS Research Reports Volume 7. Canberra, Australia: IELTS Australia Pty and British Council, pp. 59-136
      ISBN: 978 0 977 5875 2 0
      Country of research: United Kingdom
      Learners' background: various
      Entered by: University of Bristol (Graduate 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
      Book editor(s): Cohen, A. and E. Macaro.
      ISBN: 978-0-19-442254-3
      Entered by: University of Oxford (Language Centre)
      Enever, J., C. Munoz, M. Szpotowicz, L. Lopriore, E. Lindgren, R. Damhuis and J M. Djigunovic. 2007-2010. ‘Early Language Learning in Europe (ELLiE)’.
      Funding body: European Commission, Lifelong Learning Programme
      Summary: The research aims to clarify what can realistically be achieved through making an early start to foreign/second language learning in state schools where relatively limited amounts of class time are available for foreign language learning. See website for further details.
      URL: http://www.ellieresearch.eu
      Country of research: various
      Learners' background: various
      Institutional level: primary
      Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
      Lynch, T. 2007. ‘Learning from the transcripts of an oral communication task’. ELT Journal 61/4: 311-320
      Summary: A classroom study comparing alternative feedback techniques on spoken task performance.
      Entered by: University of Edinburgh (Institute for Applied Language Studies/Office of Lifelong Learning)
      Carter, R.A. and L. Fung. 2007. ‘Discourse markers and spoken english: Native and non-native use in pedagogic settings’. Applied Linguistics 28/3: 410-439
      Entered by: University of Nottingham (School of English Studies)
      Field, J. 2007. ‘Looking outwards, not inwards’. ELT Journal 61/1: 30-38
      Summary: A call for second language teachers to prioritise the teaching of listening skills and compensatory strategies so as to enable learners to take full advantage of the rich linguistic resources which are now available outside the classroom
      Entered by: University of Reading (Department of Applied Linguistics)
      Geranpayeh, A. 2007. ‘Differential Item Functioning in terms of age in the Certificate in Advanced English examination’. Language Assessment Quarterly 4/2: 190-222
      Learners' background: various
      Institutional level: tertiary
      Entered by: University of Cambridge ESOL Examinations
      Carter, R.A. and M.J. McCarthy. 2006. Cambridge Grammar of English: A Comprehensive Guide to Spoken and Written Grammar and Usage. Cambridge: Cambridge University Press.
      ISBN: 978-0521674393
      Summary: Book and CD Rom Versions
      Entered by: University of Nottingham (School of English Studies)