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LLD 270: Second Language Acquisition

Time: MW: 3:00-4:15 PM
Location: CL242

Description

University Catalog description: Products and processes of child and adult second language acquisition: classroom instruction versus untutored settings; psychological variables; individual differences; interlanguage hypothesis; input and interaction in language development; organization of language systems of bilinguals. Prerequisite: Ling 101.

Course Description: The primary goal of this course is to enable you understand how second and foreign languages are learnt in both formal and informal settings and the variables that determine the quality and the quantity of the intake.  The secondary goal is to train you to transfer this knowledge into classroom procedures. While working on these goals, we will also focus our attention on how first and second language acquisition processes are similar or dissimilar in terms of four major models of language acquisition: Behaviorist, Innatist, Social-Cultural-Interactionist, and Psycho-Cognitive-Neurobiological models.

Learning objectives and outcomes: It is expected that the students at the end of the course would have learnt the following:

  1. Various models of first and second language acquisition
  2. Issues in first and second language acquisition
  3. How these issues affect one's learning of a second language
  4. How the learning of a second language can be facilitated in formal settings
  5. How learner data can be analyzed to acquire knowledge as to where the learner is in the process of learning a second/foreign language.
  6. What as a teacher you can do to prevent learner’s incomplete system from getting stabilized.
  7. An understanding of the major linguistic, psycholinguistic, and sociolinguistic issues in second language learning in formal and informal contexts.
  8. An understanding of the role of pragmatic knowledge and knowledge of text structure in the comprehension, production, and acquisition of a second language.
  9. An ability to apply theoretical knowledge of second language acquisition in second language learning/acquisition contexts.
  10. An ability to identify the instructional strategies that go with the established teaching methods.
  11. Practical experience in applying theoretical knowledge to various language learning and teaching situations.
  12. An ability to transfer theoretical knowledge of second language acquisition into second language teaching procedures.
  13. An ability to handle written and spoken interlanguage data.
  14. An understanding of the connection between classroom input and interaction and learning outcomes.
  15. An ability to critically analyze and evaluate the structure and content of a variety of published scholarly writing in Applied Linguistics.
  16. An ability to use the registers, including the jargon, appropriate for writing in the field of Applied Linguistics.
  17. An ability to locate and cite published scholarly material pertaining to the field of Applied Linguistics.