Evison, J. 2010. ‘What are the basics of analysing a corpus?’ in Routledge Handbook of Corpus Linguistics. Oxford: Routledge, pp. 122-135.
Type of entry: Book chapter
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.
Descriptor(s): Classroom interaction, English language, Methodology
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: University of Nottingham (School of Education)

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.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Descriptor(s): Assessment, English language, Materials, Methodology
Entered by: University of Nottingham (School of English 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.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 9780415464895
Descriptor(s): Assessment, English language, Materials, Methodology
Entered by: University of Nottingham (School of Education)

Liu, Y. and L. Fisher. 2010. ‘What have we learnt after we had fun: An activity theory perspective on the cultures of learning in pedagogical reforms’ in Cultural-Historical Perspectives on Teacher Education and Development: Learning Teaching. London: Routledge, pp. 180-195.
Type of entry: Book chapter
Book editor(s): Ellis, V., A. Edwards and P. Smagorinsky.
ISBN: 978-0-415-49759-6
Entered by: University of Exeter (School of Education and Lifelong Learning)

Stelma, J. 2010. ‘What is communicative language teaching?’ in Introducing Applied Linguistics. Abingdon, Oxon: Routledge, pp. 53-59.
Type of entry: Book chapter
Book editor(s): Hunston, S. and D. Oakey.
ISBN: 978-0415447676
Summary: Looks at CLT from the three perspectives of competence, process and context.
Descriptor(s): Classroom interaction, Cultural issues, Curriculum/syllabus, English language, Learner autonomy/strategies, Methodology
Entered by: University of Manchester (School of Education)

Thuc Anh Vo, A. and R. Carter. 2010. ‘What can a corpus tell us about creativity?’ in The Routledge Handbook of Corpus Linguistics. London: Routledge, pp. 302-316.
Type of entry: Book chapter
Book editor(s): O'Keeffe, A. and M. McCarthy.
ISBN: 978-0-415-46489-5
Descriptor(s): English language
Entered by: University of Nottingham (School of English Studies)

Hewings, A., T. Lillis and D. Vladimirou. 2010. ‘Who's citing whose writings? A corpus-based study of citations as interpersonal resource in English medium national and English medium international journals’. Journal of English for Academic Purposes 9: 102-115.
Type of entry: Journal article
Summary: The paper draws on a 1.5 million word corpus of published psychology articles and uses quantitative and qualitative analysis to explore the citation practices in English medium articles of scholars working in non-Anglophone contexts.
Descriptor(s): Cultural issues, English language, ESOL/EAL, ESP, Methodology, Writing
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: The Open University (Faculty of Education and Languages)

Khalifa, H., M. Robinson and S. Harvey. 2010. ‘Working together: the case of the English Diagnostic Test and the Chilean Ministry of Education’. Cambridge ESOL: Research Notes 40: 22-26.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts40.pdf
Summary: The authors report on the different phases of a collaborative test development project carried out with the Chilean Ministry of Education.
Descriptor(s): Assessment, ESOL/EAL, Teacher education
Country of research: Chile
Learners' background: Chile
Entered by: University of Cambridge ESOL Examinations

McCauley, C. and D. Collett. 2010. ‘Working with examination centres to encourage continuous high standards: the centre inspections programme’. Cambridge ESOL: Research Notes 39: 20-23.
Type of entry: Journal article
URL: http://cambridgeesol.org/rs_notes/rs_nts39.pdf
Descriptor(s): Assessment, ESOL/EAL, ESP
Entered by: University of Cambridge ESOL Examinations

Woodfield, H. 2010. ‘What lies beneath? Verbal report in interlanguage requests in English’. Multilingua 29: 1-27.
Type of entry: Journal article
Summary: The study investigates the role of concurrent and retrospective verbal report in exploring the cognitive processes of advanced ESL learners engaged on a written discourse completion task eliciting status-unequal requests in English.
Descriptor(s): English language, Learner cognition
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: University of Bristol (Graduate School of Education)

Enever, J. 2009. ‘Why applied linguistics is not enough. Contemporary early foreign language learning policy in Europe: a critical analysis’ in Proceedings of the BAAL Annual Conference 2008 - Taking the Measure of Applied Linguistics. London: BAAL, pp. 37-38.
Type of entry: Paper in conference proceedings
Editor(s): Edwardes, M.
Principal format: CD-ROM
Summary: This paper questions why research in applied linguistics appears to have substantially failed to influence the growth of state policies for early language learning (ELL) across Europe. It is proposed that a bottom-up process of societal pressure has found a willing partner in a top-down initiative to implement ELL.
Descriptor(s): Cultural issues, English language, Management/Innovation
Country of research: various
Learners' background: various
Institutional level: primary
Entered by: London Metropolitan University (Faculty of Humanities, Arts, Languages and Education)

Fitzpatrick, T. 2009. ‘Word association profiles in a first and second language: puzzles and problems’ in Lexical Processing in Second Language Learners. Bristol: Multilingual Matters, pp. 38-52.
Type of entry: Book chapter
Book editor(s): Fitzpatrick, T. and A. Barfield.
ISBN: 978-1-84769-152-1
Descriptor(s): Learner cognition
Country of research: United Kingdom
Learners' background: United Kingdom
Entered by: Swansea University (Department of Applied Linguistics)

Hoey, M. 2009. ‘What can linguistics tell us about writing skills?’ in Text Type and Texture. London: Equinox.
Type of entry: Book chapter
Book editor(s): Forey, G. Thompson, G. and G. Thompson.
ISBN: 978-1845532147
Descriptor(s): English language, ESOL/EAL, ESP, Writing
Country of research: United Kingdom
Learners' background: various
Institutional level: tertiary
Entered by: University of Liverpool (School of English)

Dewaele, J.-M. and H. Thirtle. 2009. ‘Why do some young learners drop foreign languages? A focus on learner-internal variables’. International Journal of Bilingual Education and Bilingualism 12/6: 635-649.
Type of entry: Journal article
Summary: The effect of foreign language anxiety on the decision to pursue foreign languages at age 14.
Descriptor(s): Learner cognition
Country of research: United Kingdom
Entered by: Birkbeck College, University of London (Department of Applied Linguistics and Communication)

Hamp-Lyons, L. and J. Lockwood. 2009. ‘The workplace, the society, and the wider world: the offshoring and outsourcing industry’. Annual Review of Applied Linguistics 29: 145-167.
Type of entry: Journal article
Entered by: University of Bedfordshire (Centre for Research in English Language Learning and Assessment)

Andon, N. 2009. What Roles Do Theory and Research Play in Language Teaching? A Case Study on the Task-based Approach in Language Teaching.
Type of entry: Doctoral thesis
Supervisor(s): Leung, C. and B. Street
Awarding institution: King's College London
Summary: Task-based language teaching as an approach to English language teaching and learning is explored in the form of multiple case studies in order to examine the ways that language teachers make use of theory and research presented to them in the professional literature and on training courses.
Thesis type: PhD
Descriptor(s): Methodology, Teacher cognition, Teacher education
Country of research: United Kingdom
Learners' background: various
Institutional level: adult
Entered by: King's College London (Department of Education and Professional Studies)

Habke, A.L. 2009. Writing about Research Limitations: Writer Visibility and Evaluation in Geology Theses.
Type of entry: Doctoral thesis
Supervisor(s): Hyland, K. and D. Block
Awarding institution: Institute of Education, University of London
Thesis type: PhD
Descriptor(s): ESP
Entered by: Institute of Education, London (Department of Learning, Curriculum and Communication)

Fulcher, G. 2009. ‘When is test preparation questionable?’.
Type of entry: Unpublished
Summary: A consideration of test preparation practices in the light of media reports regarding GCSE modern language preparation in the United Kingdom.
URL: http://languagetesting.info/features/testprep/testprep.html
Descriptor(s): Assessment, Curriculum/syllabus
Entered by: University of Leicester (English Language Teaching and Applied Linguistics, School of Education)

Smith, R. 2009. ‘The Warwick ELT Archive Catalogue’.
Type of entry: Unpublished
Summary: Part 1: Published materials (up to 1979); Part 2: Unpublished / Archival items. 2nd, updated edition.
URL: http://www2.warwick.ac.uk/fac/soc/al/research/collect/elt_archive/catalogue
Entered by: University of Warwick (Centre for Applied Linguistics)

Ferguson, G. 2009. ‘What next? Towards an agenda for classroom codeswitching research’. International Journal of Bilingual Education and Bilingualism 12/2: 231-241.
Type of entry: Journal article
Descriptor(s): Classroom interaction, Teacher education
Entered by: University of Sheffield (School of English)

Tribble, C. 2009. ‘Writing Academic English - a survey review of current published resources’. ELT Journal 63/4: 400-417.
Type of entry: Journal article
Summary: This article surveys 27 recent books that directly or indirectly are of relevance to teachers of writing for academic purposes. Each coursebook is allocated to one of three major trends in EAP writing and discussed in terms of main features and possible contexts of use.
Descriptor(s): ESP, Materials, Writing
Country of research: various
Learners' background: various
Institutional level: tertiary
Entered by: King's College London (Department of Education and Professional Studies)

Fakhra, A. 2009. Writing in English Relative Clauses and Conjunctive Adjuncts in Syrian University Students.
Type of entry: Doctoral thesis
Supervisor(s): Gardner, S.
Awarding institution: University of Warwick
Thesis type: PhD
Entered by: University of Warwick (Centre for Applied Linguistics)

Huang, L. 2009. Washback on Teacher Beliefs and Behaviour: Investigating the Process from a Social Psychology Perspective.
Type of entry: Doctoral thesis
Supervisor(s): Wall, D.
Awarding institution: Lancaster University
Summary: This thesis investigates the washback of the English oral test component of the Senior Secondary School Entrance Examination in Guangzhou (introduced in 2004). The author applies Ajzen's Theory of Planned Behaviour to teacher explanations of their responses to the changes in teaching intended by policy-makers and the test designers.
Thesis type: PhD
Descriptor(s): Assessment, English language, Management/Innovation
Country of research: China
Learners' background: China
Institutional level: tertiary
Entered by: Lancaster University (Linguistics and English Language)

González-Diaz, V. 2008. ‘Worser and lesser in Modern English’ in Of Varying Language and Opposing Creed: New Insights into Late Modern English. Bern: Peter Lang, pp. 237-278.
Type of entry: Book chapter
Book editor(s): J. Pérez-Guerra, D., J. González-Alvarez and L. Bueno-Alonso.
ISBN: 9783039107889
Summary: Gonzalez-Diaz, V. 2008. 'Worser and lesser in Modern English' in J. Pérez-Guerra, D. González-Alvarez, J.L. Bueno-Alonso and E. Rama-Martínez (eds.) Of varying language and opposing creed. New insights into Late Modern English, Linguistic Insights 28. Bern: Peter Lang.
Descriptor(s): English language
Entered by: University of Liverpool (School of English)

Cooke, M. 2008. ‘What we might become: The lives, aspirations and education of young migrants in the London area’. Journal of Language, Identity and Education 7/1: 22-40.
Type of entry: Journal article
Descriptor(s): ESOL/EAL
Country of research: United Kingdom
Learners' background: various
Institutional level: secondary
Entered by: King's College London (Department of Education and Professional Studies)