Course Objective:

 

To enable students to equip themselves with theories of second language learning with a view to applying theories to the teaching of English. The course is also aimed at showing how learners utilize the language data made available to them both outside and inside the classroom and thus enable teachers to have an explicit idea about language learning.

Course Description

 

This course is intended to equip students with theories of Second Language learning.  It is envisaged to show how language learners behave through an examination of language-learner language and the processes that produce it.

 

 

Delivery:         30 Lecturers and 15 Seminars

 

Course  Outline

 

Module  1: Psycholinguistics and Second Language Learning

               1.1 Psychological approaches to language learning (Owens (1982),Chapt2, pp   

                  28-63)

               1.2 Introduction to psycholinguistics: language and mind as reflected in     

                     linguistic structure; development processes of L1 and L2; acquisition,   \                  

                     comprehension  and production of language. (Owens (1982), pp 28-63;   

                     Brown, D. (2000),Chapt 3, pp.67-69; Doughty, C. & M. Long (2003), Chapt 

                   15, pp 436-486)

 

Module 2: The role of the first language in second language learning

2.1  Contrastive analysis (James, C. (1980); Owens (1982), Chapt 14, pp 436-437; Brown, D. (2000),Chapt 8, pp.207-210),

2.2     Error Analysis (Brown, D. (2000),Chapt 8, pp.216-227),

2.3      First language interference and learner strategy (Brown, D. (2000),Chapt 8, pp.211-213),

2.4        Interlanguage and the natural route of development (Brown, D. (2000),Chapt 8, pp.215-216),

 

Module 3:   Individual learner differences and L2 acquisition.

   3.1 Identification and classification of learner factors. Doughty, C. & M.   Long (2003), Chapt 14, pp 409-435)

 3.2 Individual variations in L2 acquisition:

        3.2.1 Age (critical period hypothesis, cognitive and affective  explnations); Doughty, C. & M. Long (2003), Chapt  18, pp 539-588)

     3.2.1 Affective learner characteristics: attitudes and motivation;        

    3.2.3 Cognitive Factors: intelligence and aptitude;

    3.2.4 Personality Factors.

                                         For 3.2.1-3.2.4 Read: Doughty, C. & M. Long (2003), Chapt  

                                               18, pp 589-630); Brown, D. (2000),Chapt 6, pp.142-189)

 

Module  4:                  Universal hypothesis and L2 acquisition

                                    4.1       Meaning of linguistics universals

                                    4.2       Linguistics universals and L2 acquisition

                                    4.3       Linguistics universals and L1 transfer

                                    4.4       Linguistics universals and interlanguage development.

                                   For whole of module 4, Read: Doughty, C. & M. Long (2003),  

                                     Chapt 2, pp 19-42)

 

Module  5:                  Theories of Second Language Acquisition

5.1              Roles of theory in L2 acquisition research

5.2              Acculuturation and nativisation models;

accommodation theory; discourse theory.

5.2            Monitor model (natural order hypothesis); monitor

           hypothesis; input hypothesis; affective filter hypothesis.

                                  For whole of module 5, Read: Doughty, C. & M. Long (2003),  

                                     Chapt 4, pp 63-103;Chapt 21, pp. 717-826) and Brown, D.              

                                     (2000),Chapt 10, pp.271-299)

 

 

Module  6:                  Role of formal instruction in L2 Acquisition

6.1       Effects of formal instruction on the route of L2 acquisition.

6.2       Effects on formal instruction on the rate of success of      L2 acquisition.

6.3       The Role of instruction of L2 acquisition.

      For whole of module 6, Read: Doughty, C. & M. Long (2003),       Chapt 10, pp 256-310)

 

Basic Readings

Doughty, C. & M. Long (Eds). ((2003). The Handbook of Second Language Acquisition.  

              Oxford: Blackwell

Brown, H. D. (2000). Principles of Language Learning and Teaching. London: Longman.                  

James, C. (1980). Contrastive Analysis. Essex: Longman.

Ellis, R. (1985). Understanding Second Language Acquisition. Oxford: OUP.

 

Supplemental Readings

Bell, R.T. (1981). An Introduction to Applied Linguistics: Approaches and Methods

            in Language Teaching. London: Batisfords Ac. & Ed. Ltd.

Hatch, E. (1978). Second Language Acquisition. Rowley, Masss: Newbury House.

Larsen – Freeman, D. (1986). Techniques and principles in Language Teaching. N.Y.:

            OUP.

Littlewood, W. (1984). Foeign Second Language Learning. Cambridge: CUP.

Richards, J.C. (1974). Error Analysis. London: Longman.

 

Assessment: Test 1 (week 5)              :15 marks

                     Test 2 (Week 10)            :15 Marks

                     Seminar Presentation     : 10 Marks

                     Total                                 40 marks

                     Final Examination        : 60 Marks