For authors / summary writers: Guidance on writing accessible summaries
Before you submit your summary, please check that the orginal article appeared in a journal listed on the Social Science Citation Index.
Guidance for writing OASIS summaries
Template for OASIS Summary A4 and US Letter.
Annotated examples of how to write accessible summaries
Two exemplar summaries 1 and 2
If your summary is of a paper in a supporting journal, please follow the journal's instructions on how to submit your summary. Otherwise submit your summary by sending it to us at oasis[at]oasis-database[dot]org
Materials for journal editors considering adopting accessible summaries
Draft proposal for editorial boards
The proposal for OASIS - a PowerPoint presentation from the Editors' Symposium
Accessibility
OASIS is committed to providing resources that are accessible to all. We are actively working to increase the accessibility and usability of our resources, and to meet current guidelines. If you have any concerns about the accessibility of our site and resources, please contact oasis@oasis-database.org.
Terms used in the OASIS database
These are the key words that are currently available to tag your summary when you upload.
These terms can also be used to search the OASIS database. You may use any combination of these terms for your search. Please note, using one or more terms to search will only 'find results' if those terms are currently used to label a summary.
Topic
| Acquisition |
| Aptitude |
| Attrition |
| Autonomy |
| Bilingualism |
| Community or heritage languages |
| Complexity |
| Comprehension |
| Computer-assisted language learning |
| Conversation |
| Cross-linguistic influence |
| Cultural identity |
| Culture |
| Discourse |
| Effectiveness of teaching |
| Error correction / Corrective feedback |
| Figurative language (metaphor) |
| Fluency |
| Grammar |
| Identity |
| Implicit learning |
| Immersion |
| Interaction |
| Learner attitudes |
| Learner silence |
| Learner strategies |
| Learning style |
| Learning |
| Linguistic identity |
| Meta-analysis |
| Motivation |
| Multilingualism |
| Native / Non-native |
| Phonology |
| Pragmatic competence |
| Processing |
| Production |
| Proficiency |
| Pronunciation |
| Prosody |
| Research methods |
| Self-efficacy |
| Sentence processing |
| Study abroad |
| Tasks |
| Teacher cognition |
| Teacher education |
| Teaching materials and curriculum (syllabus, textbook design) |
| Teaching methods (style, approach, technique) |
| Teaching policy |
| Testing |
| Vocabulary |
| Working memory |
| Other |
Participant type
| Artificial language learners |
| Bilinguals |
| First language attriters |
| First language learners |
| Foreign language learners |
| Heritage speakers |
| Language users |
| Monolinguals |
| Native speakers |
| Parents |
| Policy-makers |
| Second language learners |
| Teacher educators / CPD providers |
| Teacher trainees |
| Teachers |
| Other |
Language feature
| Animacy |
| Figurative language |
| Interfaces |
| Lexis (vocabulary) |
| Morphology |
| Grammar (morphosyntax) |
| Nonwords |
| Phonetics |
| Phonology |
| Pragmatics |
| Quantifier |
| Semantics |
| Syntax |
| Other |
Age of learners
| Young learners |
| Adolescent learners |
| Adult learners |
Proficiency of learners
| Complete beginner |
| Near beginner |
| Pre-intermediate |
| Intermediate |
| Intermediate/advanced |
| Advanced |
| Near native |
| Native |
| Bilingual since infancy |
| CEFR |
| ACTFL |
| TOEFL |
| IELTS |
| Oxford Placement Test |
| Other |
Context of language use
| Academic |
| Higher Education |
| Home |
| Residence abroad |
| School - language instruction only |
| School - subject(s) other than language |
| With friends |
| With wider family |
| Work |
| Other |
Of likely interest to...
| Language learners |
| Parents |
| Policy-makers |
| Professional development providers/Teacher educators |
| Teachers |
| Curriculum / material developers |
| Test developers |
| Researchers |
| University students |
| Other |
