Course Overview
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Course Synopsis
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The aim of this course is to introduce students with current research on second language acquisition (SLA) by reviewing key issues, concepts, findings and theories and provide the opportunity to critically evaluate models and theories of SLA.
The course examines general issues such as the role of the native language, the effects on the second language on the L1, universals of language, age, input and interaction, language processing,SLA pedagogy and learning context.The empirical component of the course provides students with experience in designing and carrying out studies in second language acquisition.
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Course Learning Outcomes
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After this course, the students will be able to:
- develop understanding of the major concepts in SLA
- become familiar with theories, methods, and findings in the field of SLA
- analyze second language learner data from multiple perspectives.
- tackle and discover a number of myths associated to language acquisition and learning.
- develop a personally relevant understanding of culture and second language learning processes.
- research and identify procedures for positive teaching-learning process in the classroom.
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Course Calendar
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Week 01
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3
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What Makes a Good Theory: The Need
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4
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What Makes a Good Theory: Types of Theories
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5
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Evaluating a Theory of SLA
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6
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Views on the Nature of Language: Levels
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7
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Views on the Nature of Language: Competence and Performance
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8
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The Language Learning Process: Nature vs Nurture
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9
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The Language Learning Process: Modularity
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11
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System and Variability in SLA (I)
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12
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System and Variability in SLA (II)
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13
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Creativity and Routines in SLA: I
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14
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Creativity and Routines in SLA: II
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15
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Limited Learning: Fossilization
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16
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Cross-linguistic Influences
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17
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Second Language Use and SLL
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18
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Second Language Use and SLL-Other Theorists
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Week 02
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19
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Second Language Use and SLL: Comprehensible Input Hypothesis
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20
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Second Language Use and SLL: Performance Perspective and Psycholinguistics
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21
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Performance Perspective and Psycholinguistics: Negative Evidence I
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22
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Performance Perspective and Psycholinguistics: Negative Evidence II
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23
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Performance Perspective: Sociolinguistics
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25
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Learner as a Language Processor
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26
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Differences Between Individual Learners
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27
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Differences Between Individual Learners: Cognitive
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28
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Differences Between Individual Learners: Affective
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29
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Learner as a Social Being
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31
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History of Second Language Acquisition Research
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Quiz I
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34
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Behaviourism Under Attack
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35
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The 1970s: First Language Acquisition: Same stages
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36
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First Language Acquisition: Similar Order
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37
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First Language Acquisition: Negatives
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38
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First Language Acquisition: Rule Governed
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Week 03
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39
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First Language Acquisition: General Principles
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40
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SLL: Contrastive Analysis
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42
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SLL: Where Do Errors Come From
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43
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Krashen’s Monitor Model
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44
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Acquisition Learning Hypothesis
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46
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Natural Order Hypothesis
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48
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Input Hypothesis: Critique
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49
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Affective Filter Hypothesis
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50
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Schumann’s Acculturation Model of SLA
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52
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SLA: The Role of Internal Mechanisms
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53
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SLA 1980s: Focus of Interest
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54
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Linguistics and Language Learning: Universal Grammar Approach
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55
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Aims of Linguistic Research
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56
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Universal Grammar: Knowledge of Language
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Assignment
Week 04
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57
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UG: Acquisition of Language
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58
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UG: Acquisition of Language: Theoretical Scenarios
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59
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How is Language Put to Use
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60
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Arguments from First Language Acquisition
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61
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UG and First Language Acquisition
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65
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UG: Cross- linguistic Variation
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66
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UG and Second Language Learning
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67
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UG and SLL –Different Hypothesis
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68
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Evaluation of UG : Scope
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69
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Evaluation of UG: View of Language
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70
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Evaluation of UG: View of Language Acquisition
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71
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Evaluation of UG: View of Language Learner
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72
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Cognitive Approaches to SLL: Introduction
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73
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Cognitive Approaches: Variations
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Week 05
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75
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Information Processing, Models of Second Language Learning
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77
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Processing Approaches: Anderson’s Model
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78
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Anderson’s Model: Three Stages
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79
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Explanations of Learning Offered
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81
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Application of ACT* to Learning Strategies
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82
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Classification of Learning Strategies
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83
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Learning strategies and Second Language Learning
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84
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Benefits of Cognitive Theory Application to SLL
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85
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ACT* and Fluency Development in Second Language Acquisition
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86
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Theories of Second Language Processing
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88
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Teachability Hypothesis.
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91
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Connectionist Approach Difference from Other Approach
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Quiz II
Week 06
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92
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Evaluation of Cognitive Approaches to Second Language Learning: Scope and Achievements
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93
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Evaluation: Cognitivists' View of Language
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94
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Evaluation: Cognitivists' View of Language Learning
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95
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Cognitivists' View of the Language Learner
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96
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Functional/Pragmatic Perspectives on Second Language Learning
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97
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Functional Perspectives on First Language Development
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101
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Multifunctional Orientation
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102
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Evaluation: Scope and Achievements
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103
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Functionalism and the Nature of Inter-language
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104
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Functionalism on Language Learning and Development
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105
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Functionalist View of the Language Learner
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106
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Input and Interaction in Second Language Learning
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107
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The significance of Interaction in SLL
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108
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Input and Interaction in First Language Acquisition
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109
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Findings Relevant for SLL
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Week 07
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110
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An Overview of the Field
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111
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Input in second Language Acquisition: Krashen's Input Hypothesis'
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112
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Critique of Krashen’s Input Hypothesis
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113
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Interaction Hypothesis and Others
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114
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Interaction in Second Language Acquisition
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115
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Long's 'Interaction Hypothesis'
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116
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Noticing, Consciousness Raising and Attention
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117
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Rethinking the Interaction Hypothesis
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118
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Output in Second Language Acquisition
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119
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Feedback, Recasts and Negative Evidence: First Language Acquisition
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120
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Negative Feedback and Recasts
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121
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Negative Feedback and Recasts in the Second Language Classroom
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122
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Attention, Consciousness-raising and 'Focus on Form'
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123
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Theorizing Input and Interaction Research
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125
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Input Processing: Critique
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126
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Autonomous Induction Theory
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127
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Autonomous Induction Theory: Critique
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Week 08
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128
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Evaluation: the Scope of Interactionist Approach
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129
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Achievements of Interactionist Research
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130
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Limitations of Interactionist Approach
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131
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Socio-cultural Perspectives on Second Language Learning
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133
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Mediation and Mediated Learning
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Midterm Exam
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134
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Other Aspects of Sociocultural Theory
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135
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Zone of Proximal Development
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138
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Learning as Social Activity
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139
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Private and Inner Speech
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141
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Applications of Socio-cultural Theory to Second Language Learning
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142
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Private Speech and Self-regulation in Second Language
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143
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Types of Private Speech and SLL
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144
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Activity Theory and Small Group Interaction
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145
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Scaffolding and Second Language Learning in the Zone of Proximal Development
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Week 09
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147
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Evaluation of Sociocultural Theory: Scope
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148
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Socio-cultural Interpretations of Language
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149
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The Socio-cultural View of (language) Learning
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150
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Sociolinguistic Perspectives to SLL
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151
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Variability in Language Use
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152
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Second Language Socialization
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153
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Communities of Practice and Situated Second Language Learning
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154
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Empirical Studies of Second language Learning as a Situated Social Practice
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155
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Power Relations and Opportunities for Second Language Learning
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156
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SLA and Identity Construction
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Quiz III
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157
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Adult Transformations of Identity
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158
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Adolescents, SLA and Identity
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159
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Autobiographical Narrative
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160
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Affect and Investment in SLA
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161
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Investment and Social Identities
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162
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Evaluation of Sociolinguistics Approach: Scope
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163
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Sociolinguistic Perspectives on Interlanguage
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Week 10
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164
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Sociolinguistic Perspectives on Language Learning
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165
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Sociolinguistic Perspective on Language Learning
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167
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Achievements of SLA Research
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168
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Future Directions for SLL Research
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169
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SLA Research and Language Education
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170
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Rethinking the Role of the First Language in Second Language Learning
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171
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Institutional Policies
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172
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The Context of Pakistan
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173
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The Focus of the Paper
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174
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Key Constructs and the Map
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175
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The Role of L1 in L2 Learning: Background
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176
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The Problem with Contrastive Analysis
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177
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Shift Towards the Facilitative Role of L1
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178
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The When and How of L1 Transfer to SLL
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179
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Manifestation of L1 Transfer to SLL
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180
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Recognition of Facilitative Role of L1
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Graded Discussion Board
Week 11
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182
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Sociocultural Theory of Learning and L1
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183
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Role of L1 in Mediation
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185
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L1 and Zone of Proximal Development
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186
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L1 and Deep Processing of Knowledge
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187
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The Role of Inner Speech
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188
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L1 and the Role in Inner Speech
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190
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Language Awareness and L1
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191
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L1 and Interface Between Acquisition and Learning
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192
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L1 and Input Enhancement
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193
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LA as Interface Between L1 and L2
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194
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Meaning Making and Pattern Recognition: The role of L1 in LA
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195
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The Facilitation of L1 in Five Domains of SLL
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196
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Affective Domain of SLL
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197
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Cognitive Domain of SLL
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Week 12
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200
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Performance Domain of SLL
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201
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Achievement of Objectivity with L1
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203
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The contribution of LA in SLL?
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204
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The Emphasis on the Role of L1 in SLL
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205
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Exploiting L1 for Learning L2
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207
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Recommendations for the Use of L1 for SLL
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208
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Factors That Influence SLA
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211
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Individual Differences in SLA
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212
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Differences in Learning Styles
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213
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Differences in Cognitive Styles
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214
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Conditions Under Which Strategies are Useful
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215
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Learning strategies: Use
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216
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Learning strategies: Six Groups
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217
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Defining Learning Strategies in SLL
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Quiz IV
Week 13
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218
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Deep Processing vs Surface Processing
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219
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Strategy Instruction in SLL
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220
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Affective Factors in SLL
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221
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Learner Motivation and SLL: Early Studies
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222
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Intrinsic vs Extrinsic Motivation
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223
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Expectancy-value Model of Motivation
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224
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Attribution Theory by Weiner
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225
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Bandura’s Self Efficacy Model
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226
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Attributes of Effective Second Language Learners
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227
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Shift in Focus in Motivation Theories
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228
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Affective factors: Concluding Arguments
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229
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Helping the L2 Learner Succeed
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230
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Different Aspects of Second Language Proficiency
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231
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Myths Related to SLA : I
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232
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Myths Related to SLA : II
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233
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Myths Related to SLA : III
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234
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Myths Related to SLA : IV
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235
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Myths Related to SLA : V
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Week 14
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236
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The Role of Culture in Second Language Teaching and Learning
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237
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Classroom Interaction: Cultural Differences Between Teachers and Japanese Learners
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238
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SLA and Identity: Japanese Example
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239
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Cultural Differences and Teaching Challenges: Japanese Example
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240
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The Concept of Hierarchy in Classroom: Japanese Examples
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241
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Culture in Second Language Teaching and Learning
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242
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Teaching/ Learning of Culture in Second Language Classrooms non- judgmentally
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243
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Facilitating Cultural Knowledge: Strategies
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244
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Use of Authentic Materials
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245
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Strategies: A Closer Look
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247
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The Significance of Cultural Comparison: Concluding the Argument
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248
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Second Language Acquisition and Language Teaching
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249
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The Relationship Between Language Acquisition and Teaching
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250
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Communicative Language Teaching and SLA
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251
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Krashen’s theory and CLT
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252
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Problem with Krashen’s Theory - Strong Version of CLT
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254
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Focus on Form and Noticing Hypothesis
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Week 15
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255
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Reaction to Immersion Programmes and Options for Focus on Form
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256
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Processing Instruction
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258
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Explicit Instruction: Consciousness Raising Tasks
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259
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Explicit Instruction: Procedural and Declarative Knowledge
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261
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Production Practice: Structure Based
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263
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Existing Controversies
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264
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Input Processing Instruction
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267
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Negative Feedback and Its Utility
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268
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From Research to SLA Pedagogy
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269
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SLA Pedagogy Learner and Learning Context
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Final Term Exam
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