BRIEF DESCRIPTION OF CONTENTS:

• Towards a critical analysis of the sections of Abstracts and Introductions.
• Evaluating the Methods and Procedures subdivisions.
• Giving an informed opinion about the Results.
• Verifying the Discussion and Conclusions sections.

C1 advanced level of English, plus some knowledge of applied linguistics.

Results of the present course/learning: This course aims to guide students in the critical and constructive reading of articles in research into applied linguistics. It is an eminently practical course based on the constant reaction on the part of the student. The constructive critique is first guided, then semi-guided and finally free and effective. Therefore, it is a course especially useful for students recently graduated from a first degree, in addition to students with more experience in research.

THEORETICAL CONTENTS DESCRIPTION:

This course especially helps the student arrive, little by little, at the necessary level for embarking on the Master’s Research Dissertation, which comprises the next stage of the department’s programme. This is because the present course serves as a bridge between the Master’s programme and the student’s own research.

PRACTICAL CONTENTS DESCRIPTION:

We need critical readers that can evaluate the research of others. The first reason is that a critical reader can discover new areas that still need exploring and so contribute enormously to the area of research as a direct result of that critical reading. Second, in this way it can help them devise their own empirical investigation projects. That is to say, this course will help to students to think about the necessary basis before beginning any practical action. It will guide them with respect to the current knowledge and get them in condition in order to compare the usefulness of the student’s own ideas with that of contemporary investigations. All this with the hope that the student’s own research will be original investigations, and primary, not secondary research. Neither a mere “re-hash” of the work of others. It is hoped that future research by the students of this Master’s course really advances the field. The third reason is that learning to read investigation in a constructive way is strongly linked to learning to write good research. It will be better work later presented for publication and evaluation. The last reason is that to draw sense from the information that is presented to the student is an obligation, due to the impact that articles could have on the classroom and on the professions related to applied linguistics.

FUNDAMENTAL BIBLIOGRAPHY:

• Corder, Gregory W. & Foreman, Dale I. (2009). Nonparametric Statistics for Non-Statisticians: A Step-by-Step Approach. New Jersey: Wiley Blackwell.
• Hart, C. (1998). Doing a Literature Review. London: SAGE Publications.
• Hewitt, Elaine. (2011). The Use of Psychomotor Activities in Teaching Children English as a Foreign Language: Empirical Research into the PEPA Method of Language Instruction. Lewiston, New York: Edwin Mellen Press.
• Hewitt, Elaine & Stephenson, Jean. (2011). Foreign language anxiety and oral exam performance: A replication of Phillips’s MLJ study. MLJ: Modern Language Journal, volume 96(2), Summer 2012, pp. 170-189 (print version). Published twice: Online Version: 14 April, 2011: Wiley Online Library, ONLINE ISSN: 1540-4781. http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1540-4781/earlyview
• Hewitt, Elaine & y Felices Lago, Ángel. (2010). Academic Style and Format of Doctoral Theses: The Case of the Disappearing Discussion Chapter. Ibérica, Journal of the European Association of Languages for Specific Purposes, 19, spring, pp. 119-140.
• Porte, G. (2002). Appraising Research in Second Language Learning. (Language Learning and Language Teaching Series). New York: John Benjamins.
• Rowntree, D. (1981). Statistics without Tears: A primer for non-mathematicians. London: Penguin Group Ltd.

EXTRA BIBLIOGRAPHY:

• McNeil, P. (1990). Research Methods. London: Routledge.
• Tuckman, B. (1994). Conducting Educational Research. New York: Harcourt Brace College.

• Modern Language Journal: https://onlinelibrary.wiley.com/journal/15404781
• TESOL Quarterly: https://onlinelibrary.wiley.com/journal/15457249
• Applied Linguistics: http://applij.oxfordjournals.org/archive/
• Foreign Language Annals: https://onlinelibrary.wiley.com/journal/19449720
• ELT Journal: http://eltj.oxfordjournals.org/archive/
• Language Teaching: http://journals.cambridge.org/action/displayJournal?jid=LTA

• MD01 Lección magistral/expositiva 
• MD02 Sesiones de presentaciones, discusión y debate 
• MD03 Trabajo autónomo. 

El artículo 17 de la Normativa de Evaluación y Calificación de los Estudiantes de la Universidad de Granada establece que la convocatoria ordinaria estará basada preferentemente en la evaluación continua del estudiante, excepto para quienes se les haya reconocido el derecho a la evaluación única final.

Continuous Evaluation:

1. Class attendance and participation (50% of the final mark),
2. Autonomous study and Workbook homework after each class (50% of the final mark - and only in combination with the attendance and participation quality - never separately).

El artículo 19 de la Normativa de Evaluación y Calificación de los Estudiantes de la Universidad de Granada establece que los estudiantes que no hayan superado la asignatura en la convocatoria ordinaria dispondrán de una convocatoria extraordinaria. A ella podrán concurrir todos los estudiantes, con independencia de haber seguido o no un proceso de evaluación continua. De esta forma, el estudiante que no haya realizado la evaluación continua tendrá la posibilidad de obtener el 100% de la calificación mediante la realización de una prueba y/o trabajo.

• For those students who did not complete the continuous evaluation, they will have an exam where all of the six sections of the syllabus may be evaluated.

El artículo 8 de la Normativa de Evaluación y Calificación de los Estudiantes de la Universidad de Granada establece que podrán acogerse a la evaluación única final, el estudiante que no pueda cumplir con el método de evaluación continua por causas justificadas. Para acogerse a la evaluación única final, el estudiante, en las dos primeras semanas de impartición de la asignatura o en las dos semanas siguientes a su matriculación si ésta se ha producido con posterioridad al inicio de las clases o por causa sobrevenidas, lo solicitará, a través del procedimiento electrónico, a la Coordinación del Máster, quien dará traslado al profesorado correspondiente, alegando y acreditando las razones que le asisten para no poder seguir el sistema de evaluación continua. La evaluación en tal caso consistirá en:

• For those students who did not complete the continuous evaluation, after formally requesting it off the Master's Coordinator, they will have an exam where all of the six sections of the syllabus may be evaluated.