FIRST AND SECOND LANGUAGE ACQUISITION
ANALYSES OF SECOND LANGUAGE ACQUISITION
LING 4348 – CRN: 14324
Fall 2010 Course Syllabus
Department of Languages and Linguistics, UTEP
Class Time: M/W 3:00-4:20 p.m. (LART 101)
Dr. Alfredo Urzúa Office: LART 114
Phone: (915) 747-7038 E-mail: aurzua@utep.edu
Office hours: MW 4:30-5:30 pm; or by appointment.
Course Description
In this course we will explore some of the most important factors that impact the process of second language acquisition (SLA). This includes an examination of the role that linguistic, psychological, and social variables play in language learning in general and in second language acquisition in particular. Theories of second language acquisition will be presented and discussed, particularly in terms of their implications to second language teaching and learning.
Course Objectives
Participants will…
a) … familiarize themselves with different theoretical perspectives regarding processes of
first and second language acquisition & learning.
b) … identify similarities and differences between processes of L1 and L2 acquisition.
c) … understand the role that individual, social, and contextual variables play in language
acquisition and learning.
d) … assess possible implications of SLA research for second language classrooms and
instructed language learning settings.
e) … reflect on the impact of language development and linguistic competence on the
affective and socio-cultural status of individuals.
Instructional Approach
Given the large size of this class (~ 40 students), the instructional approach will mostly follow a lecture format. However, lectures will include a variety of presentation modes, such as power-point slideshows, videos, and teacher-led discussions. Students are encouraged to participate during the lectures - as much as possible- by asking questions, sharing ideas and opinions, and requesting clarifications or explanations of unfamiliar terms and concepts. The course is reading intensive: students will be required to read about 15-20 pages per week, as outlined in the course schedule. In addition, 2 short papers, a group project, and quizzes/exams will be used to enhance learning and assess achievement of course objectives.
Required Textbooks
1. Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge, UK: Cambridge University Press. [MST]
2. Ligthbown, P. M., & Spada, N. (2007). How languages are learned (3rd edition). Oxford, UK: Oxford University Press. [L&S]
Course Schedule (subject to change)
|WK |Date |TOPICS |Assigned Readings |Exams/due dates |
|1 |8/23 |Introduction to course | | |
| |8/25 |What is SLA? |MST- Ch.1 (pp.1-5) & Ch.2 (pp.7-12)| |
|2 |8/30 |What is language? |MST- Ch. 3 (pp. 32-33) | |
| |9/1 |Nature of language learning |MST- Ch. 2 (p.12-16) |Video response paper 1 due|
|3 |9/6 |Labor Day (no classes) | | |
| |9/8 |Intro. to L1 acquisition |L&S- Ch.1 (pp.1-9) | |
|4 |9/13 |Behaviorism in L1 acquisition |L&S- Ch. 1 (pp.10-15) | |
| |9/15 |Innatism in L1 acquisition |L&S- Ch.1 (pp.15-19) & | |
| | | |MST - 21-24 | |
|5 |9/20 |Interactionism in L1 acquisition |L&S- Ch.1 (pp.19-26) |Video response paper 2 due|
| |9/22 |L1 vs. L2 learning / acquisition |MST- Ch.2 (pp.16-21) | |
|6 |9/27 |Behaviorism in L2 acquisition |L&S- Ch.2 (pp.29-35) | |
| |9/29 |Interlanguage & morpheme studies |L&S- Ch.4 (pp.77-87) | |
|7 |10/4 |Innatism in L2 acquisition |L&S- Ch.2 (pp.35-38) & MST- Ch.3 |Quiz 1 |
| | | |(pp.45-52) | |
| |10/6 |Review |Review |MG Project 1: |
| | | | |Topic selection |
|8 |10/11 |MID-TERM EXAM |MID-TERM EXAM |
| |10/13 |Review mid-term exam |Mid-term formative evaluation |
|9 |10/18 |Language and the brain |MST- Ch.4 (pp.67-73) | |
| |10/20 |Information-processing theories |L&S- Ch.2 (pp.38-40) & |Video response paper 3 due|
| | | |MST- Ch.4 (pp.73-76) | |
|10 |10/25 |Connectionist theories |L&S- Ch.2 (pp.41) & | |
| | | |MST- Ch.4 (pp.80-81) | |
| |10/27 |In-class work in MG Project |Bring your MG Project text drafts |MG Project 2: |
| | | |to class |Peer feedback |
|11 |11/1 |Learner variables |MST- Ch.4 (pp.81-87) |MG Project 3: |
| | | | |Draft 1 due |
| |11/3 |Learner variables (cont.) |MST- Ch.4 (pp.87-93) | |
|12 |11/8 |Macro-social level: status & identity |MST- Ch.5 (pp.119-124) | |
| |11/10 |Macro-social level: situation/setting |MST- Ch.5 (pp.124-129) | |
|13 |11/15 | | |Quiz 2 |
| |11/17 |SLA and teaching implications |MST- Ch.7 (pp.173-180) | |
|14 |11/22 | | |Exam 2 |
| |11/24 |Group Presentations | | |
|15 |11/29 |Group Presentations | |Reflective Paper due |
| |12/1 |Group Presentations |MG Project – Final version due |
|Exams Week | | |
| |Monday December 6, 1:00-3:45 pm |Optional Comprehensive FINAL EXAM |
Note* The comprehensive final exam is optional and can be used to improve the combined score obtained in the mid-term exam and course exam 2. The final exam cannot be used to substitute other scores, such as those obtained in papers, course project, or quizzes.
Papers
Students are required to write 2 short papers (one video response and a reflective paper) during the semester. These must be submitted on the due dates listed in the schedule. Guidelines for writing these papers will be provided in class and/or posted in Blackboard. Papers should include a cover pager with the following information: Student name and ID#, course number/name, title of paper, and date.
No late papers are accepted.
Multi-Genre Project
This group project consists of developing a set of texts, each one in a different genre, to present information on a particular topic related to language acquisition or language learning.
Groups comprise 4-6 students (depending on class size). Even though students in each group will be working on the same topic, each student will be responsible for developing one text. Two grades will be assigned: an individual grade (evaluating the individual text produced) and a group grade (assessing the set of texts as a whole and the group’s class presentation). A list of topics and possible genres, as well as specific guidelines for developing the texts, will be distributed in class and/or posted in Blackboard.
Quizzes and Exams
Quizzes and exams will evaluate students’ understanding of the information presented in assigned readings and class lectures. Quizzes will include questions with a closed response format (T/F, multiple choice, connecting items in columns) while exams will also include open-ended questions. An optional comprehensive exam will be offered as an opportunity to improve exam grades obtained during the semester.
Course Evaluation
Course papers (3) 15 % (5% each)
Multi-genre project
Individual text, draft 05 %
Individual text, final 15 %
Group class presentation 15 %
Quizzes (2) 20 % (10 % each)
Mid-term / final exam 30 % (15% each)
100 %
Grading System
As stated in the UTEP catalog, grades for undergraduate courses are given according to the following system:
A Excellent
B Good
C Average
D Below average but passing
F Failure
Grades are calculated as follows:
A= 90-100%
B= 80-89%
C= 70-79%
D= 60-69%
F= 0-59%
Course Policies and Requirements
▪ Attendance. Students are expected to attend all class sessions. If possible, absences should be notified to the instructor in advance. Absences due to medical reasons or emergencies need to be adequately documented. When six unexcused absences occur, the instructor may lower the final course grade by one letter grade or drop a student from the class. If absent, students are responsible for learning about any materials, assignments, notices, or any other information given or covered in class. Absences during quizzes and exams will result in a score of zero. Students who will be absent while representing the University in officially recognized University activities must notify the Dean of Students, who will issue a letter of excuse for the professor.
▪ Participants are expected to learn not only from readings and projects but also from class interaction, formal and informal discussions, and class presentations.
▪ Participants should read all assigned readings carefully before each class and be prepared to participate in class discussions.
▪ Students should be prepared to accommodate the necessary study time in their schedule to read, review, write, and study the material.
▪ All assignments should be completed before the class session when they are due. No late assignments are accepted and no make-up exams are permitted.
▪ Written papers should be typed and include a cover page. In addition, you may be asked to provide an electronic copy of your course papers and project components.
▪ All cell phones should be turned off during class time (unless special permission is granted). Class disruptions will be reported to the Dean of Students.
▪ You will need a UTEP email account and password to receive class announcements, access class materials, and access the course’s Blackboard shell.
Course Evaluation
Student evaluations provide important feedback to the instructor and they are essential for measuring teaching effectiveness. Chairs and Deans see course evaluations every year in reviewing faculty performance, and university committees rely on these evaluations to make decisions. Before the last week of classes, you will be asked to complete Course Evaluation Form(s). Informal mid-term formative evaluations may be conducted by the instructor.
Instructional Accommodations Due to Disability
In accordance with University policy, a student who needs special accommodations because of a documented sensory and/or learning disability (even if temporary) should contact the Disabled Student Services Office (DSSO), located in the East Union Bldg, Rm 106 (747-5148; dss@utep.edu). After contacting DSSO, please notify the instructor at the beginning of the semester to ensure provision of approved accommodations.
Academic Integrity
Students are expected to uphold the highest standards of academic integrity. Any form of academic dishonesty is subject to disciplinary action, according to university regulations. Academic dishonesty includes, but is not limited to, cheating, plagiarism, collusion, submission of any work or materials attributable in whole or in part to another person, taking an examination for another person, and any act designed to give unfair advantage to a student or the attempt to commit such acts.
Important Note: The syllabus provides a general plan for the course; modifications are often necessary and may be implemented as a result of students’ needs, course development, and classroom life in general.
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