Senior Lecturer, Department of English and German, University of Granada
Dr
Graeme Porte, Editor of the Cambridge
University Press publication Language
Teaching,
is
senior lecturer in L2 writing and applied linguistics research design
at the University of Granada. He coordinates the external practicals
for the department and currently researches L1 attrition and the way
recent discoveries about human perception impact on SLA.
2008-2009 session: Teaching Inglés Instrumental IV - Groups M1 and T: Tuesdays and Thursdays 1130-1300 and 1530-1700
Tutorials: Tuesday and Thursday 0930-1130 and Friday (virtual tutorials) 1000-1200.
Office: F18, 2nd Floor, New Building, Facultad de Filosofía y Letras, Campus Cartuja.
Telephone: 958 241000 (ext. 20238)
Editor, Language Teaching
Cambridge University Press
Graeme Porte has
been
the Editor of Language
Teaching
for over five years and has overseen its
emergence as a unique research resource for the L2 researcher and
practitioner. Specially commissioned articles survey
up-to-date research on specific topics, and new strands of articles
survey recent research on L2 learning and
teaching conducted in
individual
countries and research on the teaching of languages other than English.
Other new research survey strands include plenary and keynote speeches
from recent international events, annual reviews of the most
significant research to emerge, reviews of recent PhD work worldwide,
and reports from research groups around the world. Research timelines
by specialists in the field provide essential annotated bibliography on
the historical development
of research agendas, and a further new series is devoted exclusively to
the publication of replication research studies.more...
Appraising Research in L2 Learning
John Benjamins Publishing
Currently
recommended or core reading on over 60 applied lingusitics and TEFL
postgraduate courses worldwide, this combined text- and workbook is the
first to provide specific advice and support to those wishing to learn
how to approach the systematic critical reading and analysis of
research in our
field. It seeks to answer a current need in the literature for a set of
procedures that can be applied to the independent reading of
quantitative research.