Article

Courtney, L., Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Tonkyn, A. and Marinis, T. (2017) Individual differences in early language learning: a study of English learners of French. Applied Linguistics, 38 (6). pp. 824-847. ISSN 1477-450X doi: https://doi.org/10.1093/applin/amv071

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A. (2017) Early language learning: the impact of teaching and teacher factors. Language Learning, 67 (4). pp. 922-958. ISSN 0023-8333 doi: https://doi.org/10.1111/lang.12251

Gruber, A. and Tonkyn, A. (2017) Writing in French in secondary schools in England and Germany: are the British really 'bad language learners’? Language Learning Journal, 45 (3). pp. 316-335. ISSN 1753-2167 doi: https://doi.org/10.1080/09571736.2013.856456

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Tonkyn, A. and Marinis, T. (2016) Motivational trajectories for early language learning across the primary-secondary school transition. British Educational Research Journal, 42 (4). pp. 682-702. ISSN 1469-3518 doi: https://doi.org/10.1002/berj.3230

Book or Report Section

Tonkyn, A. (2008) Short-term changes in complexity, accuracy and fluency: developing progress-sensitive proficiency measures. In: Daele, V., Housen, A., Kuiken, F., Pierrard, M. and Veddere, I. (eds.) Complexity, accuracy and fluency in second language use, learning and teaching. Handelingen van de Contactfora . KVAB, Brussels, pp. 263-284.

Tonkyn, A. (2006) Assessing speech: what can the spoken language researcher tell the test developer? In: Coombe, C., Davidson, P. and Lloyd, D. (eds.) Proceedings of the 7th and 8th current trends in English language testing (CTELT) conference. TESOL Arabia, Dubai, pp. 3-22.

Tonkyn, A. and Wilson, J. (2004) Revising the IELTS speaking test. In: Sheldon, L. (ed.) Directions for the future: issues in English for academic purposes. Peter Lang, Bern, pp. 191-203. ISBN 9783039100590

Tonkyn, A. (2003) Revising a speaking test: a new look at What? Why? and How? In: Phipps, S. (ed.) Speaking in the monolingual classroom: need for a fresh approach?: Proceedings of the 8th international Bilkent University school of English language ELT conference. Bilkent University, Ankara, pp. 256-273.

Furneaux, C., Robinson, P. and Tonkyn, A. (1998) Making friends and influencing teachers: strategies for acculturation in the EAP classroom. In: Brookes, A. and Grundy, P. (eds.) Individualization and Autonomy in Language Learning. MEP in association with the British Council, pp. 88-99.

Tonkyn, A., Locke, C., Robinson, P. and Furneaux, C. (1993) The EAP teacher: prophet of doom or eternal optimist? EAP teachers' predictions of students' success. In: Blue, G. (ed.) Language, Learning and Success: Studying through English. MEP in association with the British Council, pp. 37-48.

Furneaux, C., Locke, C., Robinson, P. and Tonkyn, A. (1991) Talking heads and shifting bottoms: the ethnography of academic seminars. In: Adams, P., Heaton, B. and Howarth, P. (eds.) Socio-Cultural issues in English for Academic Purposes. MEP in association with the British Council, pp. 74-85.

Report

Graham, S. ORCID: https://orcid.org/0000-0002-7743-3977, Courtney, L., Marinis, T. and Tonkyn, A., (2014) Primary Modern Languages: the impact of teaching approaches on attainment and preparedness for secondary school language learning. Project Report. University of Reading (Unpublished)