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      Lamb, M. 2010. ‘Participant motivation on the BA programme: a self-determination perspective’ in International Collaboration for Educational Change: The BA Project. Muscat, Sultanate of Oman: Ministry of Education, pp. 35-47
      Book editor(s): Atkins, J., M. Lamb and M. Wedell.
      ISBN: 978-9948-15-342-9
      Summary: Self-determination theory posits that learners who have internalized motives for studying will tend to make better progress. This chapter reports on research testing this hypothesis with Omani students taking a BA degree in TESOL at the University of Leeds, UK.
      Country of research: United Kingdom
      Learners' background: Oman
      Institutional level: tertiary
      Entered by: University of Leeds (School of Education)
      Lynch, T. 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)
      Harsch, C. 2010. ‘Fremdsprachenzertifikate [Foreign Language Certificates]’ in Lexikon Fremdsprachendidaktik. Stuttgart/Weimar: J.B. Metzler, pp. 337-339
      Book editor(s): Surkamp, C.
      ISBN: 978-3-476-02301-8
      Country of research: Germany
      Entered by: University of Warwick (Centre for Applied Linguistics)
      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
      Harsch, C. 2010. ‘Der Kompetenzbegriff in der bildungspolitischen Diskussion [The concept of competence in educational policies]’ in Lexikon Fremdsprachendidaktik. Stuttgart: Metzler, pp. 140-142
      Book editor(s): Surkamp, C.
      ISBN: 978-3-476-02301-8
      Entered by: University of Warwick (Centre for Applied Linguistics)
      Preece, S. 2010. ‘The positioning of learners and educators in discourses associated with academic literacy’ in Developing Academic Literacy. Oxford: Peter Lang, pp. 25-38
      Book editor(s): Blue, G.
      ISBN: 978-3-03911-545-7
      Summary: This chapter examines discourses that underpin approaches to academic literacy in the field of EAP and how these position teachers and students on EAP programmes.
      Country of research: United Kingdom
      Learners' background: various
      Institutional level: tertiary
      Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)
      Hewings, A. and S. North. 2010. ‘Texts and practices’ in Companion to English Language Studies. London: Routledge, pp. 42 – 75
      Book editor(s): Maybin, J. Swann, J. and J. Swann.
      ISBN: 978-0-415-40338-2
      Institutional level: tertiary
      Entered by: The Open University (Faculty of Education and Languages)
      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)
      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
      Orsini-Jones, M. 2010. ‘Troublesome grammar knowledge and action-research-led assessment design: learning from liminality’ in Threshold Concepts and Transformational Learning. Rotterdam: Sense, pp. 281-299
      Book editor(s): Meyer, J.F.H., R. Land and C. Baille.
      ISBN: 978-94-6091-206-1
      Summary: The threshold concept of the rank scale requires students to master a number of fundamental grammar ‘milestones’. This chapter investigates this process, finding that many aspiring EFL teachers experience ‘grammar anxiety’ when faced with the task of explaining grammar to their students.
      Country of research: United Kingdom
      Learners' background: United Kingdom
      Institutional level: tertiary
      Entered by: Coventry University