Course Detail
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
SECOND LANGUAGE ACQUISITION | ELT2275790 | Spring Semester | 2+0 | 2 | 3 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
Assistant(s) | |
Aim | After completing this course you will be able to:
· gain insight into the characteristics of second language acquisition and into different theoretical approaches to explaining these characteristics.
· analyze and evaluate learner data and to judge what methods are appropriate to use in order to study various aspects of the acquisition process. |
Course Content | This course contains; What is Second Language Acquisition?,First language acquisition, bilingualism and Second Language Acquisition,Main concepts and terms in second language acquisition,Critical and sensitive periods for the acquisition of human language,Second language phonology and age,On first language and second language differences and similarities ,First language influences vis-à-vis development,İkidillilik,The linguistic environment,Cognition,Development of learner language,Foreign language aptitude,Motivation,Affect and other individual differences. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Students will define and describe the concepts of "first language”, “second language” and “foreign language”. | 16, 23, 5, 7, 9 | C, D, H |
Students will explain and exemplify phonological, morphological, lexical, and syntactic developmental stages of young children. | 10, 12, 16, 19, 5, 7, 9 | C, D, H |
Students will compare and contrast the basic concepts of second/foreign language acquisition/learning. | 10, 12, 16, 19, 5, 7, 9 | C, H |
Students will explain and discuss the variables that affect the processes of second/foreign language acquisition/learning. | 10, 12, 16, 19, 5, 7, 9 | C, D, H |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 7: Self-regulated learning, 9: Lecture Method |
Assessment Methods: | C: Multiple-Choice Exam, D: Oral Exam, H: Performance Task |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | What is Second Language Acquisition? | Introduction to SLA Overview of SLA concepts and terms |
2 | First language acquisition, bilingualism and Second Language Acquisition | Ch 1 in USLA |
3 | Main concepts and terms in second language acquisition | Ch 1 in USLA |
4 | Critical and sensitive periods for the acquisition of human language | Ch 2 in USLA |
5 | Second language phonology and age | Ch 2 in USLA |
6 | On first language and second language differences and similarities | Ch 3 in USLA |
7 | First language influences vis-à-vis development | Ch 3 in USLA |
8 | İkidillilik | Ch 4 in USLA |
9 | The linguistic environment | Ch 4 in USLA |
10 | Cognition | Ch 5 in USLA |
11 | Development of learner language | Ch 6 in USLA |
12 | Foreign language aptitude | Ch 7 in USLA |
13 | Motivation | Ch 8 in USLA |
14 | Affect and other individual differences | Ch 9 in USLA |
Resources |
Ellis, R. (2015). Understanding Second Language Acquisition 2nd edition). Oxford: Oxford University Press.
Lourdes, O. (2009). Understanding Second Language Acquisition. NY: Routledge.
|
Azar, A. S., & Tanggaraju, D. (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English language and education, 7(2), 323-333. *Pikhart, M., & Botezat, O. (2021). The impact of the use of social media on second language acquisition. Procedia computer science, 192, 1621-1628. *Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language teaching research, 27(1), 207-228. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications |
No | Program Qualification | Contribution Level |
1 | 2 | 3 | 4 | 5 |
1 | Can verbally express the specific terms and concepts in the field of teaching English | | | | X | |
2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | | | | X | |
3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | | | | X | |
4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | | | | X | |
5 | Can analyze and solve a field-related problem by following scientific steps. | | | X | | |
6 | Can solve a field-related problem on his own | | | | X | |
7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | | | X | | |
8 | Follows the developments in his field in the light of life-long learning principle | | | | | X |
9 | Consults colleagues in the process of finding solutions to a field-related problem. | | | | | X |
10 | Can formulate a problem encountered both verbally and non-verbally. | | | | X | |
11 | By having social responsibility, makes use of professional experiences in solving problems. | | | | X | |
12 | Knows the basic terminology | | | | | X |
13 | Applies the basic skills | | | | | X |
14 | Can effectively use language learning strategies | | | | X | |
15 | Knows the characteristics and structure of human language | X | | | | |
16 | Has native like fluency | X | | | | |
17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | | | | | X |
18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | | | X | | |
Assessment Methods
Contribution Level | Absolute Evaluation |
Rate of Midterm Exam to Success | | 40 |
Rate of Final Exam to Success | | 60 |
Total | | 100 |
ECTS / Workload Table |
Activities | Number of | Duration(Hour) | Total Workload(Hour) |
Course Hours | 14 | 2 | 28 |
Guided Problem Solving | 4 | 2 | 8 |
Resolution of Homework Problems and Submission as a Report | 4 | 6 | 24 |
Term Project | 1 | 2 | 2 |
Presentation of Project / Seminar | 1 | 6 | 6 |
Quiz | 0 | 0 | 0 |
Midterm Exam | 1 | 8 | 8 |
General Exam | 1 | 10 | 10 |
Performance Task, Maintenance Plan | 0 | 0 | 0 |
Total Workload(Hour) | 86 |
Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(86/30) | 3 |
ECTS of the course: 30 hours of work is counted as 1 ECTS credit. |
Detail Informations of the Course
Course Description
Course | Code | Semester | T+P (Hour) | Credit | ECTS |
---|
SECOND LANGUAGE ACQUISITION | ELT2275790 | Spring Semester | 2+0 | 2 | 3 |
Prerequisites Courses | |
Recommended Elective Courses | |
Language of Course | English |
Course Level | First Cycle (Bachelor's Degree) |
Course Type | Required |
Course Coordinator | Assist.Prof. İlknur EĞİNLİ |
Name of Lecturer(s) | Assist.Prof. İlknur EĞİNLİ |
Assistant(s) | |
Aim | After completing this course you will be able to:
· gain insight into the characteristics of second language acquisition and into different theoretical approaches to explaining these characteristics.
· analyze and evaluate learner data and to judge what methods are appropriate to use in order to study various aspects of the acquisition process. |
Course Content | This course contains; What is Second Language Acquisition?,First language acquisition, bilingualism and Second Language Acquisition,Main concepts and terms in second language acquisition,Critical and sensitive periods for the acquisition of human language,Second language phonology and age,On first language and second language differences and similarities ,First language influences vis-à-vis development,İkidillilik,The linguistic environment,Cognition,Development of learner language,Foreign language aptitude,Motivation,Affect and other individual differences. |
Dersin Öğrenme Kazanımları | Teaching Methods | Assessment Methods |
Students will define and describe the concepts of "first language”, “second language” and “foreign language”. | 16, 23, 5, 7, 9 | C, D, H |
Students will explain and exemplify phonological, morphological, lexical, and syntactic developmental stages of young children. | 10, 12, 16, 19, 5, 7, 9 | C, D, H |
Students will compare and contrast the basic concepts of second/foreign language acquisition/learning. | 10, 12, 16, 19, 5, 7, 9 | C, H |
Students will explain and discuss the variables that affect the processes of second/foreign language acquisition/learning. | 10, 12, 16, 19, 5, 7, 9 | C, D, H |
Teaching Methods: | 10: Discussion Method, 12: Problem Solving Method, 16: Question - Answer Technique, 19: Brainstorming Technique, 23: Concept Map Technique, 5: Cooperative Learning, 7: Self-regulated learning, 9: Lecture Method |
Assessment Methods: | C: Multiple-Choice Exam, D: Oral Exam, H: Performance Task |
Course Outline
Order | Subjects | Preliminary Work |
---|
1 | What is Second Language Acquisition? | Introduction to SLA Overview of SLA concepts and terms |
2 | First language acquisition, bilingualism and Second Language Acquisition | Ch 1 in USLA |
3 | Main concepts and terms in second language acquisition | Ch 1 in USLA |
4 | Critical and sensitive periods for the acquisition of human language | Ch 2 in USLA |
5 | Second language phonology and age | Ch 2 in USLA |
6 | On first language and second language differences and similarities | Ch 3 in USLA |
7 | First language influences vis-à-vis development | Ch 3 in USLA |
8 | İkidillilik | Ch 4 in USLA |
9 | The linguistic environment | Ch 4 in USLA |
10 | Cognition | Ch 5 in USLA |
11 | Development of learner language | Ch 6 in USLA |
12 | Foreign language aptitude | Ch 7 in USLA |
13 | Motivation | Ch 8 in USLA |
14 | Affect and other individual differences | Ch 9 in USLA |
Resources |
Ellis, R. (2015). Understanding Second Language Acquisition 2nd edition). Oxford: Oxford University Press.
Lourdes, O. (2009). Understanding Second Language Acquisition. NY: Routledge.
|
Azar, A. S., & Tanggaraju, D. (2020). Motivation in second language acquisition among learners in Malaysia. Studies in English language and education, 7(2), 323-333. *Pikhart, M., & Botezat, O. (2021). The impact of the use of social media on second language acquisition. Procedia computer science, 192, 1621-1628. *Bai, B., & Wang, J. (2023). The role of growth mindset, self-efficacy and intrinsic value in self-regulated learning and English language learning achievements. Language teaching research, 27(1), 207-228. |
Course Contribution to Program Qualifications
Course Contribution to Program Qualifications |
No | Program Qualification | Contribution Level |
1 | 2 | 3 | 4 | 5 |
1 | Can verbally express the specific terms and concepts in the field of teaching English | | | | X | |
2 | Can verbally express the basic concepts, principles and techniques in the field of teaching English | | | | X | |
3 | Can list both the strenghts and weaknesses of each theory by means of comparing the field related theorie. | | | | X | |
4 | Can apply the necessary techniques in solving the problems encountered in the field of teaching English | | | | X | |
5 | Can analyze and solve a field-related problem by following scientific steps. | | | X | | |
6 | Can solve a field-related problem on his own | | | | X | |
7 | Can distinguish the situations that are within his responsibilities and duties from the ones that are not and can take necessary steps | | | X | | |
8 | Follows the developments in his field in the light of life-long learning principle | | | | | X |
9 | Consults colleagues in the process of finding solutions to a field-related problem. | | | | | X |
10 | Can formulate a problem encountered both verbally and non-verbally. | | | | X | |
11 | By having social responsibility, makes use of professional experiences in solving problems. | | | | X | |
12 | Knows the basic terminology | | | | | X |
13 | Applies the basic skills | | | | | X |
14 | Can effectively use language learning strategies | | | | X | |
15 | Knows the characteristics and structure of human language | X | | | | |
16 | Has native like fluency | X | | | | |
17 | Considers the needs of learners, their level of development, age, and learning strategies in designing a syllabus, | | | | | X |
18 | Has the ability to design activities that help learners' improving their knowledge of English grammar and vocabulary. | | | X | | |
Assessment Methods
Contribution Level | Absolute Evaluation |
Rate of Midterm Exam to Success | | 40 |
Rate of Final Exam to Success | | 60 |
Total | | 100 |
Numerical Data
Ekleme Tarihi: 04/10/2023 - 14:54Son Güncelleme Tarihi: 04/10/2023 - 14:55
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