| Dersin Gidişatı |
| Hafta |
Konular |
| 1. Hafta |
Derse giriş |
| 2. Hafta |
USLA Chapter 1 - (İkinci dil ediniminde temel kavramlar) |
| 3. Hafta |
USLA Chapter 2, Ioup et al. (1994) - (Yaş) |
| 4. Hafta |
USLA Chapter 3, Munro & Derwing (2011) – (Diller arası etkiler) |
| 5. Hafta |
USLA Chapter 4, Rast (2010) – (Dilsel ortam I) |
| 6. Hafta |
Schmidt (1983), Housen et al. (2011) (Dilsel ortam II) |
| 7. Hafta |
USLA Chapter 5 - (Biliş) |
| 8. Hafta |
Mid-term exam |
| 9. Hafta |
USLA Chapter 6 Bardovi-Harlig (1994) & Durrant & Schmitt (2010) - (Öğrenen dilinin gelişimi) |
| 10. Hafta |
USLA Chapter 7, Bell (2009), Abrahamson & Hylstenstam (2008) - (Yabancı dil becerisi) |
| 11. Hafta |
USLA Chapter 8, Kormos et al. (2011), Sparks et al. (2011) - (Motivasyon) |
| 12. Hafta |
USLA Chapter 9, Dewaele (2011), Garrett & Young (2009) - (Duyuşsal ve diğer bireysel farklılıklar) |
| 13. Hafta |
USLA Chapter 10 (Yabancı dil öğreniminin Sosyal boyutları) |
| 14. Hafta |
Final Sınavı |
|
| Dersin Kitabı ve/veya Kaynaklar |
Kitap:
Ortega, L. (2009). Understanding second language acquisition. London: Hodder. ISBN-13: 978-0340905593.
Selected Articles:
Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second
language acquisition. Studies in Second Language Acquisition, 30, 481–509.
Bardovi-Harlig, K. (1994). Reverse-order reports and the acquisition of tense: Beyond the principle of
chronological order. Language Learning, 44, 243-282.
Bell, P. (2009). Le cadeau or la cadeau? The role of aptitude in learner awareness of gender distinctions in French. Canadian Modern Language Review, 65, 615–643.
Dewaele, J.-M. (2011). Self-reported use and perception of the L1 and L2 among maximally proficient biand multilinguals: A quantitative and qualitative investigation. International Journal of the Sociology
of Language, 208, 25–51.
Durrant, P., & Schmitt, N. (2010). Adult learners' retention of collocations from exposure. Second
Language Research, 26, 163–188.
Garrett, P., & Young, R. F. (2009). Theorizing Affect in Foreign Language Learning: An Analysis of One Learner’s Responses to a Communicative Portuguese Course. Modern Language Journal, 93, 209–
226.
Housen, A., Schoonjans, E., Janssens, S., Welcomme, A., Schoonheere, E., & Pierrard, M. (2011).
Conceptualizing and measuring the impact of contextual factors in instructed SLA – the role of
language prominence. International Review of Applied Linguistics, 49, 83–112.
Ioup, G., Boustagoui, E., Tigi, M., & Moselle, M. (1994). Reexamining the Critical Period Hypothesis: A case of successful adult SLA in a naturalistic environment. Studies in Second Language Acquisition, 16, 73-98.
Kormos, J., Kiddle, T., & Csizér, K. (2011). Systems of goals, attitudes, and self-related beliefs in
second-language-learning motivation. Applied Linguistics, 33. doi: 10.1093/applin/amr019
Munro, M. J., & Derwing, T. M. (2011). Research Timeline: The foundations of accent and intelligibility in pronunciation research. Language Teaching, 44, 316-327.
Rast, R. (2010). The use of prior linguistic knowledge in the early stages of L3 acquisition. International Review of Applied Linguistics, 48, 159–183.
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