2010. Discourse and Genre: Using Language in Context. London: Palgrave Macmillan.
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
ISBN: 9780230217973
Summary: This book sets out an innovative approach to the study of discourse and genre, based on authentic texts approached inductively. It offers a revised perspective on the nature of discourse, placing greater emphasis on genre and intertextuality, and in addition demonstrates analytical procedures across a variety of genres, spoken and written.
Institutional level: tertiary
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)
2010. Role of Working Memory in SLA: Factors Affecting Development in L2 English Wh-questions. Saarbrucken: VDM Verlag Dr. Müller.
ISBN: 978-3639264678
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
ISBN: 978-3639264678
Entered by: Newcastle University (School of Education, Communication and Language Sciences)
2010. ‘Assessing non-native speaking detainees' English language proficiency’ in
The Routledge Handbook of Forensic Linguistics. London & New York: Routledge, pp. 423-439
Book editor(s): Coulthard, M. and A. Johnson.
ISBN: 415463092
Summary: The chapter discusses the work of an English language expert in providing evidence of non-native speaking detainees' language proficiency. Using task based assessment procedures the chapter exemplifies an approach to language assessment based on descriptions of performance which enable a linguistic profile to be drawn and matched against performance data from the police interviews themselves.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
Book editor(s): Coulthard, M. and A. Johnson.
ISBN: 415463092
Summary: The chapter discusses the work of an English language expert in providing evidence of non-native speaking detainees' language proficiency. Using task based assessment procedures the chapter exemplifies an approach to language assessment based on descriptions of performance which enable a linguistic profile to be drawn and matched against performance data from the police interviews themselves.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)
2010. ‘Listening’ in
Introduction to Applied Linguistics. 2nd edition. London: Arnold, pp. 180-196
Book editor(s): Schmitt, N.
ISBN: 978-034098447-5
Summary: A survey article exploring different models and types of listening, the distinction between skills and strategies, the investigation of listening processes, and factors affecting successful listening instruction.
Country of research: various
Learners' background: various
Entered by: University of Edinburgh (English Language Teaching Centre)
Book editor(s): Schmitt, N.
ISBN: 978-034098447-5
Summary: A survey article exploring different models and types of listening, the distinction between skills and strategies, the investigation of listening processes, and factors affecting successful listening instruction.
Country of research: various
Learners' background: various
Entered by: University of Edinburgh (English Language Teaching Centre)
2010. ‘Listening: sources, skills and strategies’ in
Oxford Handbook of Applied Linguistics. 2nd edition. Oxford: Oxford University Press, pp. 74-87
Book editor(s): Kaplan, R.
ISBN: 978-019538425-3
Summary: A review article focusing on sources of listening experience and of comprehension difficulty, on the role of skills and listening strategies, and the implications of comprehension research for listening instruction.
Entered by: University of Edinburgh (English Language Teaching Centre)
Book editor(s): Kaplan, R.
ISBN: 978-019538425-3
Summary: A review article focusing on sources of listening experience and of comprehension difficulty, on the role of skills and listening strategies, and the implications of comprehension research for listening instruction.
Entered by: University of Edinburgh (English Language Teaching Centre)
2010. ‘Déjà vu? A decade of research on language laboratories, television and video in language learning’.
Language Teaching 43/1: 1-37
Summary: Article surveys research using DVD, streaming video, video on demand, interactive television and digital language laboratories since 1999, mapping out pointers for future research. Evidence suggests that research on DVD and other recent technologies is well-established but research-led implementation of enhanced functionality of digital labs is hardly in its infancy; much language lab use is marginal at best.
Country of research: various
Learners' background: various
Entered by: University of Oxford (Language Centre)
Summary: Article surveys research using DVD, streaming video, video on demand, interactive television and digital language laboratories since 1999, mapping out pointers for future research. Evidence suggests that research on DVD and other recent technologies is well-established but research-led implementation of enhanced functionality of digital labs is hardly in its infancy; much language lab use is marginal at best.
Country of research: various
Learners' background: various
Entered by: University of Oxford (Language Centre)
2010. ‘The adoption of international certification in the French state school sector’.
Cambridge ESOL: Research Notes 40: 7-9
URL: http://cambridgeesol.org/rs_notes/rs_nts40.pdf
Summary: The authors explain the development of the Cambridge English Certificate (CEC) that was designed specifically for the French national education system.
Country of research: France
Learners' background: France
Institutional level: secondary
Entered by: University of Cambridge ESOL Examinations
URL: http://cambridgeesol.org/rs_notes/rs_nts40.pdf
Summary: The authors explain the development of the Cambridge English Certificate (CEC) that was designed specifically for the French national education system.
Country of research: France
Learners' background: France
Institutional level: secondary
Entered by: University of Cambridge ESOL Examinations
2010. ‘Evaluating the intonation of non-native speakers of English using a computerised test battery’.
International Journal of Applied Linguistics 20/3: 368-385
Summary: This study investigates the intonation of Chinese and Arabic learners of English using the computerised test battery Profiling Elements of Prosody for Speech and Communication (PEPS-C) to ascertain which aspects of intonation are difficult for these learners, and whether PEPS-C can be used to assess the intonation of adult learners.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Reading (Department of English Language and Literature)
Summary: This study investigates the intonation of Chinese and Arabic learners of English using the computerised test battery Profiling Elements of Prosody for Speech and Communication (PEPS-C) to ascertain which aspects of intonation are difficult for these learners, and whether PEPS-C can be used to assess the intonation of adult learners.
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Reading (Department of English Language and Literature)
2010. ‘Making it real: authenticity, process and pedagogy’.
Applied Linguistics 31/4: 578-582
Summary: This article argues for a process view of authenticity on the grounds that texts only come into existence when they are read or listened to. This means that authenticity is a feature of the interaction between a reader or listener and marks on paper on sound waves in the air.
Country of research: United Kingdom
Learners' background: various
Entered by: University of Warwick (Centre for Applied Linguistics)
Summary: This article argues for a process view of authenticity on the grounds that texts only come into existence when they are read or listened to. This means that authenticity is a feature of the interaction between a reader or listener and marks on paper on sound waves in the air.
Country of research: United Kingdom
Learners' background: various
Entered by: University of Warwick (Centre for Applied Linguistics)
2010. ‘Falling on sensitive ears? The influence of musical ability on extreme raters’ judgments of L2 pronunciation’.
TESOL Quarterly 44/2: 375–386
Summary: The goal of the study was to determine whether listeners’ musical ability (musical aptitude) influences their ratings of second language (L2) pronunciation. Overall, raters with a high level of musical ability were found to be more sensitive to certain aspects of L2 pronunciation than raters with lower musical ability.
Country of research: Canada
Learners' background: Canada
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
Summary: The goal of the study was to determine whether listeners’ musical ability (musical aptitude) influences their ratings of second language (L2) pronunciation. Overall, raters with a high level of musical ability were found to be more sensitive to certain aspects of L2 pronunciation than raters with lower musical ability.
Country of research: Canada
Learners' background: Canada
Institutional level: tertiary
Entered by: University of Bristol (Graduate School of Education)
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