| Teaching Staff
|
Dr. Öğr. Üyesi Faranak A.TEHRANİ |
| Language of Instruction |
İngilizce (English) |
| Type Of Course |
Compulsory |
| Prerequisites |
|
| Recommended Optional Programme Component |
|
| Course Objectives |
• To foster an understanding of the principles and processes that govern native
language acquisition and its influences in 2nd language acquisition/learning •
To foster an understanding of the principles and processes that govern second
language learning and use with respect to linguistic, cognitive and
psychological perspectives. • To understand the relationship between SLA
research and second language instruction. An understanding of the basic
processes involved in second language acquisition should serve as the
background for deliberate teaching practice. |
| Course Content |
Theories of first and second language acquisition (e.g.: behaviorism, innatism,
information processing, connectionism, the interactionist position) and
developmental stages and sequences of first and target language acquisition;
case studies, comparative analysis of the use of native and target languages in
corpus data (e.g.: CHILDES database), recordings and/or transcriptions of real
second language classroom interaction for the analysis of first and second
language acquisition; comparison of second language acquisition in children
and in adults; identifying developmental sequences in first language
acquisition; stages in second language morpho-syntactic development;
processes in second language acquisition; learner characteristics and
individual variation in ultimate attainment in second language acquisition. |
| Learning Outcomes (LO) |
The students who attended the course and were successful at the end of
semester will acquire the followings; LO1 - Students are expected to be aware
of first and second language acquisition theories as well as the phases and
processes of first and second language acquisition. LO2 - They are expected
to be able to compare and contrast the acquisition skills of young and adult
learners. LO3 - They are expected to comprehend the importance of the
factors effecting second language learning. LO4 - They are expected to
distinguish the nature of acquisition and learning. |
| Mode of Delivery |
Face to face |
| Course Outline |
| Week |
Topics |
| 1. Week |
Introduction to the course: basic concepts and issues, discussion:
popular ideas about language learning. |
| 2. Week |
Language-Learning-Teaching School of Thoughts (Behaviorism,
Rationalism and Constructivism) |
| 3. Week |
First Language Acquisition |
| 4. Week |
First Language Acquisition |
| 5. Week |
Native Language Acquisition phases: pre-language, holophrastic,
telegraphic speech |
| 6. Week |
Acquisition processes: phonology, morphology, syntax, semantics,
pragmatics |
| 7. Week |
Distinguishing acquisition and learning / native lang. Acquisition, 2 nd
lang acqusition ,2nd lang learning , foreign language learning |
| 8. Week |
Midterm |
| 9. Week |
Educational Psychology Approaches to Educational Psychology
(Positivist school, Cognitive Psychology) |
| 10. Week |
Approaches to Educational Psychology (2) (Constructivism) Humanism in
ELT (Rogers and Maslow) |
| 11. Week |
Social Interactionism (Vygotsky, Feuerstein) How people learn? Various
perspectives on learning |
| 12. Week |
Second language learning (1) |
| 13. Week |
Second language learning (1) |
| 14. Week |
Second language learning (1) |
|
| Assessment |
| |
Percentage(%) |
| Mid-term (%) |
40 |
| Quizes (%) |
|
| Homeworks/Term papers (%) |
|
| Practice (%) |
|
| Labs (%) |
|
| Projects/Field Work (%) |
|
| Seminars/Workshops (%) |
|
| Final (%) |
60 |
| Other (%) |
|
| Total(%) |
100 |
|
| Course Book (s) and/or References |
Lightbown and Spada (1999) How Languages are Learned, Oxford Uni. Press
Gass and Selinker (2001) Second Language Acquisition: An introductory
Course, Lawrence Erlbaum Assoc. |
| Work Placement(s) |
|
| The Relationship between Program Qualifications (PQ) and Course Learning Outcomes (LO) |
| LO1 | LO2 | LO3 | LO4 | PO1 | 1 | 2 | 3 | 2 | PO2 | 1 | 1 | 1 | 1 | PO3 | 2 | 2 | 2 | 3 | PO4 | 1 | 1 | 1 | 1 | PO5 | 1 | 2 | 3 | 2 | PO6 | 2 | 2 | 2 | 2 | PO7 | 1 | 1 | 2 | 2 | PO8 | 2 | 2 | 2 | 2 | PO9 | 3 | 2 | 1 | 1 | PO10 | 2 | 2 | 1 | 2 | PO11 | 1 | 1 | 2 | 2 | PO12 | 2 | 2 | 1 | 1 | PO13 | 3 | 1 | 1 | 1 | PO14 | 5 | 4 | 4 | 3 | PO15 | 1 | 1 | 2 | 2 | PO16 | 4 | 3 | 3 | 4 | PO17 | 2 | 1 | 1 | 1 | PO18 | 1 | 1 | 1 | 1 | PO19 | 1 | 2 | 1 | 1 | PO20 | 2 | 2 | 1 | 2 | PO21 | 1 | 1 | 1 | 2 | PO22 | 1 | 2 | 1 | 1 | PO23 | 1 | 2 | 1 | 1 | PO24 | 1 | 2 | 2 | 1 | PO25 | 2 | 2 | 2 | 2 | PO26 | 3 | 3 | 3 | 3 | PO27 | 3 | 2 | 3 | 3 | PO28 | 2 | 3 | 2 | 3 | PO29 | 2 | 2 | 1 | 2 |
1= Very weak 2= Weak 3= Moderate 4= Strong 5= Very strong |