Note taking and



Hong Kong Shue Yan University

Department of English Language & Literature

2nd Term 2019-2020

Course Title: Second Language Acquisition

Course Code: ENG364

Year of Study: 3rd Year

Number of Credits: 3

Duration in Weeks: 15

Contact Hours per Week: Lecture (2 hours)

Tutorial (1 hour)

Pre-requisite(s): ENG160 Introduction to Linguistics

Prepared by: Dr. Ivy Wong

Course Aims

The course aims to introduce to students important theories and research findings concerning the various aspects of learning English as a second language (ESL). It starts with first language acquisition research because this is necessary to understand second language acquisition. The early sessions in the course trace the early developments of SLA as a discipline. These are then followed by examining individual learner differences that can affect second language acquisition, such as age, intelligence, creativity, language aptitude, mindset, motivation, learning strategies, learner beliefs, social context etc. This course aims to help students to gain a comprehensive understanding of how languages are learned, and what major factors (both internal and external) can influence this learning process. Students are expected to reflect upon their own learning experience of English vis-à-vis the theories learned from this course.

Course Outcomes, Teaching Activities and Assessment

|Course Intended Learning Outcomes (ILOs) |

|Upon completion of this course, students should be able to: |

|ILO1 |Describe major theories and key findings in first and second language acquisition research; |

|ILO2 |Interpret and synthesize research studies of second language acquisition; |

|ILO3 |Familiarize themselves with classic research techniques used in second language acquisition research; |

|ILO4 |Reflect on their own learning history (of English); |

|ILO5 |Apply these research techniques to conduct and present a small-scale research project (group-based). |

|Teaching and Learning Activities (TLAs) |

|TLA1 |Pre-class reading assignments |

|TLA2 |Presentation of key concepts and theories |

|TLA3 |In-class discussions |

|TLA4 |Video-watching and discussion |

|TLA5 |Simulation exercise (SLA experiments) |

|TLA6 |Oral presentations by students in groups |

|Assessment Tasks (ATs) |

|AT1 |Group presentation (in-class) |10% |

| |Students are to form into groups of 3 or 4 and deliver an oral presentation on a selected topic| |

| |within 40 minutes in the tutorial session each week. | |

|AT2 |Individual paper (personal narrative) |15% |

| |Students are required to write a narrative essay about their second language learning | |

| |experience by applying SLA theories and concepts they learned in class. | |

|AT3 |Oral presentation and Handout (group-based project) |35% |

| |Students are to form into groups of 3 or 4 and deliver an oral presentation (15%) on a selected| |

| |topic within 20 minutes plus 10 minutes Q&A. As a group, they are required to submit a | |

| |comprehensive handout aiding their presentation (10%). There should be a critical discussion of| |

| |at least one SLA theory/concept with the support of (self-collected) linguistic data. In | |

| |addition to the group work which assessment will be based on group performance, students are to| |

| |undergo peer marking (10%) and assess individual groupmates’ overall contribution to the group | |

| |work. | |

|AT4 |Final examination |40% |

| |TOTAL |100% |

|Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and Assessment Tasks |

|Course Intended Learning Outcomes |Teaching and Learning Activities |Assessment Tasks |

|ILO1 |TLA1,2,3,4 |AT1,2,4 |

|ILO2 |TLA1,2,3,4,5 |AT1,2,3 |

|ILO3 |TLA1,2,3,4,5 |AT1,3 |

|ILO4 |TLA1,2,3 |AT2 |

|ILO5 |TLA5,6 |AT3 |

Lectures: Weekly schedule

|Week |Topic |Reading |

|Week 1 |Course outline and general introduction |- |

|Week 2 |Foundations of language acquisition theories (I): |L & S, Ch. 1 and 2 |

| |Behaviorism, innatism |G, B, & P, Ch. 4 and 7 |

|Week 3 |Foundations of language acquisition theories (II): |L & S, Ch. 1 and 2 |

| |Sociocultural theory, connectionism |G, B, & P, Ch. 10 and 11 |

|Week 4 |The role of the native language |L & S, Ch. 4 |

| | |G, B, & P, Ch. 4 and 6 |

|Week 5 |Input |L & S, Ch. 2 |

| | |G, B, & P, Ch. 10 |

|Week 6 |Practice |L & S, Ch. 2 |

| | |G, B, & P, Ch. 10 |

|Week 7 |Interaction |L & S, Ch. 5 |

| | |G, B, & P, Ch. 12 |

|Week 8 |Reading Week. |- |

|Week 9 |Output |L & S, Ch. 2 |

| | |G, B, & P, Ch. 11 |

|Week 10 |Instruction I |L & S, Ch. 6 |

| | |G, B, & P, Ch. 13 |

|Week 11 |Instruction II |L & S, Ch. 6 |

| | |G, B, & P, Ch. 13 |

|Week 12 |Individual differences |L & S, Ch. 3 |

| | |G, B, & P, Ch. 14 |

|Week 13 |Project Presentations |

|Week 14 |Project Presentations/Recapitulation |

|Week 15 |Reading Week |

Required Textbooks

Gass, S., Behney, J. & Plonsky, L. (2013). Second language acquisition: An introductory course (4th edition). New York/London: Routledge.

Lightbown, P. & Spada, N. (2013). How Languages are learned (4th Edition). Oxford:

Oxford University Press.

Recommended learning resources

|First Language Acquisition |

|Lust, B. and Foley, C. (2004). First language acquisition: The essential readings. Blackwell. |

|O’Grady, W. (2005). How children learn language. Cambridge: Cambridge University Press |

| |

|Early Second Language Acquisition |

|McLaughlin, B. (1987). Theories of second language learning. London: Arnold. |

| |

|Interaction and Second Language Acquisition |

|Mitchell, R. and Myles, F. (2004). Second language learning theories. London: Arnold |

|Sato, M., and Ballinger, S. (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. John|

|Benjamins. |

|Swain, M. (1995). Three functions of output in second language learning. In G.Cook and B. Seidlehofer (Eds.), Principle and |

|practice in applied linguistics. Oxford: Oxford University Press. |

|van Compernolle, R. A. (2015). Interaction and second language development: A Vygotskian perspective. John Benjamins. |

| |

|Foreign language aptitude and style |

|Dornyei, Z. (2005). The psychology of the language learner. Mahwah, N.J.:Erlbaum |

|Dornyei, Z. and Skehan, P. (2003). Individual differences in second language learning. In Doughty C. and Long M. (Eds.), Handbook |

|of second language acquisition. Oxford: Blackwell. |

|Reid, J (1995). Learning styles in the ESL/EFL classroom. Rowley, Mass: Newbury House. |

|Sawyer, M. and Ranta, L. (2001). Aptitude, individual differences, and instructional design. In Robinson P. (Ed.), Cognition and |

|second language instruction. New York: Cambridge University Press. |

|Skehan, P. (1989). Individual differences in second language learning. London: Arnold, Ch.3 |

| |

|Motivation and Strategies |

|Dornyei, Z. (2001). Teaching and researching motivation. London: Longman. |

|Dornyei, Z. (2001). Motivational strategies in the language classroom, Cambridge: Cambridge University Press |

|Dornyei, Z. (2005), The psychology of the language learner. Mahwah, N.J.: Erlbaum |

|O’Malley, J. and Chamot, A.U. (1989), Learning strategies in second language acquisition. Cambridge: Cambridge University Press |

|Oxford, R. (1990), Language learning strategies: What every teacher should know. Rowley, Mass: Newbury House |

| |

|Learner Beliefs and Age of Acquisition |

|Bailey, D. B. (2001). Critical thinking about critical periods. Baltimore: Paul H. Brookes |

|Dornyei, Z. (2005). The psychology of the language learner. Mahwah, N.J.: Erlbaum |

|Horwitz, E. (1999). Cultural and situational influences on Foreign Language Learners’ Beliefs about Foreign Language Learning: A |

|review of the BALLI studies. System, 27, 557-576. |

| |

|Cognitive Approaches to Language Acquisition |

|Robinson, P., and Ellis, N. (2008). Handbook of cognitive linguistics and second language acquisition. Routledge. |

| |

|Social Contexts for Language Acquisition |

|Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press. |

|Lantolf, J., and Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education. ESL & Applied |

|Linguistics Professional Series. |

|McLaughlin, B. (1987). Theories of second language learning. London: Arnold, Ch.5 |

|Schumann, J. (1978). The Pidginisation process: A model for second language acquisition. Rowley, Mass: Newbury House. |

|Swain, M., Kinnear, P., and Steinman, L. (2015). Sociocultural theory in second language education: An introduction through |

|narratives. Multilingual Matters. |

| |

|Learner Language and Learner Output |

|Gass, S. and Selinker, L. (2001). Second language acquisition: An introductory course. Mahwah, N.J.: Erlbaum. |

|Griffiths, C. (2008) (Ed.). Lessons from good language learners. Cambridge: Cambridge University Press. |

| |

|SLA in the Classroom |

|Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. |

|Loewen, S. (2016). Introduction to instructed second language acquisition. Routledge. |

|Long, M. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell. |

|Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. |

|Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. |

|Willis, J. (1996). A framework for task-based learning. London: Longman. |

|Willis, J. and Willis, D. (1996). Challenge and change in language teaching. London: Heinemann. |

Academic Honesty

You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the learning process and the integrity of your college degree. Engaging in dishonest or unethical behavior is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with no opportunity for resubmission. A second infraction will result in an F for the course and a report to College officials. Examples of prohibited behavior are:

• Cheating – an act of deception by which a student misleadingly demonstrates that s/he has mastered information on an academic exercise. Examples include:

• Copying or allowing another to copy a test, quiz, paper, or project

• Submitting a paper or major portions of a paper that has been previously submitted for another class without permission of the current instructor

• Turning in written assignments that are not your own work (including homework)

• Plagiarism – the act of representing the work of another as one’s own without giving credit.

• Failing to give credit for ideas and material taken from others

• Representing another’s artistic or scholarly work as one’s own

• Fabrication – the intentional use of invented information or the falsification of research or other findings with the intent to deceive

To comply with the University’s policy, the written report has to be submitted to VeriGuide.

Assessment Rubric of Individual Paper (Personal Narrative)

| |Exemplary |Satisfactory |Developing/ Emerging |Unsatisfactory |

|Content |Presents an insightful and |Presents a thesis statement |Presents a thesis statement |Presents a thesis statement |

| |focused thesis statement. |with adequate insight and |with minimal insight and |with no insight or focus. |

|Weight for this criterion:| |focus. |focus. | |

|50% of total score | | | | |

| |Provides strong and |Provides adequate evidence |Provides some evidence |Lack of supporting evidece |

| |convincing evidence support |support the thesis |support the thesis | |

| |the thesis | | | |

|Organization |Effectively provides a |Adequately provides a |Provides a poorly organized |Does not provide a |

| |logical |progression |progression of ideas and |progression |

|Weight for this criterion:|progression of related ideas |of ideas and supporting |supporting information in the|of ideas and supporting |

|25% of total score |and supporting information in|information |body of the paper. |information in the body of |

| |the body of the paper. |in the body of the paper. | |the paper. |

| |Effectively |Adequately |Ineffectively uses |Does not use transitions to |

| |uses transitions to connect |uses transitions to connect |transitions to connect |connect supporting |

| |supporting information |supporting information. |supporting information. |information. |

| |clearly. | | | |

| |Arrives at a |Arrives at an |Arrives at an insufficiently |Does not arrive at a |

| |well-documented, logical |adequately-documented |documented conclusion. |documented conclusion. |

| |conclusion, involving |conclusion. | | |

| |critical thinking. | | | |

|Language and Style |Exhibits skillful use of |Exhibits good use of |Exhibits ineffective use of |Exhibits severely flawed use |

| |language, including effective|language, including some |language, including weak word|of language, including weak |

|Weight for this criterion:|word choice, clarity, and |mastery of word choice, |choice, limited clarity, and |word choice, no clarity, and |

|25% of total score |consistent tense and voice. |clarity, and consistent use |inconsistent tense and voice.|no sense of tense and voice. |

| | |of tense and voice. | | |

| |Demonstrates exceptional |Demonstrates sufficient |Demonstrates limited fluency |Lacks fluency through |

| |fluency through varied |fluency through sentence |through sentence structure, |sentence structure, |

| |sentence structure, |structure, paragraphing, flow|paragraphing, flow of ideas, |paragraphing, flow of ideas, |

| |paragraphing, flow of ideas, |of ideas, and transitions. |and transitions. |and transitions. |

| |and transitions. | | | |

Assessment Rubric for Oral Presentation

|Criteria |Exemplary |Satisfactory |Developing |Unsatisfactory |

|Communication Skills |Consistently speaks with |Generally speaks with |Has difficulty speaking with |Does not speak with |

| |appropriate volume, tone, |appropriate volume, tone, and|appropriate volume, tone, and|appropriate volume, tone, and|

| |and articulation. |articulation. |articulation. |articulation. |

| |Consistently employs |Frequently employs |Employs infrequent eye |Makes no eye contact. |

| |appropriate eye contact and|appropriate eye contact and |contact and/or poor posture. | |

| |posture. |posture. | | |

| |Consistently employs |Adequately employs |Employs limited nonverbal |Does not employ nonverbal |

| |appropriate nonverbal |appropriate nonverbal |communication techniques. |communication techniques. |

| |communication techniques. |communication techniques. | | |

| |Consistently exhibits |Generally exhibits poise, |Exhibits limited poise, |Lacks poise, enthusiasm, and |

| |poise, enthusiasm, and |enthusiasm, and confidence. |enthusiasm, and confidence. |confidence. |

| |confidence. | | | |

| |Adheres to prescribed time |Adheres to prescribed time |Violates prescribed time |Violates prescribed time |

| |guidelines. |guidelines. |guidelines. |guidelines. |

| |Employs creative use of |Employs appropriate visual |Employs ineffective visual |Uses no visual aids. |

| |visual aids that enrich or |aids that relate to |aids. | |

| |reinforce presentation. |presentation. | | |

|Content and Coherence |Effectively defines a main |Adequately defines a main |Insufficiently defines a main|Does not define a main idea |

| |idea and clearly adheres to|idea and adheres to its |idea and adheres to its |or adhere to its purpose. |

| |its purpose throughout |purpose throughout |purpose throughout | |

| |presentation. |presentation. |presentation. | |

| |Employs a logical and |Employs a logical sequence |Employs an ineffective |Lacks an organizational |

| |engaging sequence which the|which the audience can |sequence confusing to the |sequence. |

| |audience can follow. |follow. |audience. | |

| |Demonstrates exceptional |Demonstrates sufficient use |Demonstrates insufficient use|Demonstrates no supporting |

| |use of relevant research |of relevant research with |of relevant research with |details/evidence. |

| |with correct referencing. |correct referencing. |correct referencing. | |

|Responses to questions |Confidently, politely, and |Politely and accurately |Ineffectively responds to |Unacceptably responds/does |

| |accurately responds to |responds to instructor’s or |instructor’s or classmates’ |not respond to instructor’s |

| |instructor’s or classmates’|classmates’ questions and |questions and comments. |or classmates’ questions and |

| |questions and comments. |comments. | |comments. |

Assessment Rubric for Written Report

|Criteria |Exemplary |Satisfactory |Developing |Unsatisfactory |

|Introduction |Consists of a sounding and |Consists of a research |Has problem formulating a |Does not include a research |

| |original research question |question that defines the |research question and |question and fails to define |

| |that defines the research |research scope and introduces|defining the research scope. |the research scope. |

| |scope and introduces the |the flow of arguments. | | |

| |flow of arguments | | | |

| |throughout in a logical | | | |

| |way. | | | |

|Content |Reveals an exceptional |Reveals a good understanding |Reveals some understanding of|Does not reveal any evidence |

| |understanding and command |of the topic but discussion |the topic but does little |of thought about the topic or|

| |of the material in |is limited to material |beyond standard textbook |understanding of the issues |

| |analytical and |covered. |treatments, and exhibits some|involved. |

| |presentational respects and| |errors of fact or | |

| |shows clear evidence of | |interpretation. | |

| |reading well beyond the | | | |

| |standard source material. | | | |

| |Shows considerable insight |Shows a considerable attempt |Shows limited attempt to |Lacks clear argument. |

| |into the topic and |to construct a clear and |construct clear argument. | |

| |considerable originality in|coherent argument. | | |

| |the treatment of the chosen| | | |

| |topic, and presents a clear| | | |

| |and coherent argument. | | | |

| |Exhibits an excellent and |Exhibits a good structured |Exhibits a poorly structured |Exhibits a badly structured |

| |well thought structured |piece of work. |piece of work and has limited|piece of work and is |

| |piece of work. | |attempt to construct an |defective in one or more |

| | | |argument. |respects. |

| |Shows correct referencing |Shows correct referencing by |Fails to follow the correct |Lacks proper referencing. |

| |by following the correct |following the correct |referencing style or shows | |

| |referencing style |referencing style, but with |incomplete referencing. | |

| |throughout the work. |occasional omission. | | |

|Language Use |Demonstrates good amount of|Demonstrates a good amount of|Demonstrates limited attempts|Has no control over sentence |

| |various complex and simple |complex and simple sentence |in the use of complex |formation, spelling, |

| |sentence structures |structures appropriately, |sentence structures and |punctuation and |

| |appropriately, excellent |good control over spelling, |limited evidence of |capitalization. |

| |control over spelling, and |and appropriate use of |proofreading with lots of | |

| |appropriate use of |punctuation and |grammatical/ spelling | |

| |punctuation and |capitalization with limited |mistakes. | |

| |capitalization. |errors. | | |

| |Displays extensive and |Displays correct use of |Displays limited use of |Lacks any use of linguistic |

| |correct use of linguistic |linguistic terminologies |linguistic terminologies |terminologies. |

| |terminologies beyond |covered in the teaching |covered in the teaching | |

| |teaching materials. |materials. |materials. | |

|Conclusion |Sums up key arguments |Sums up key arguments |Has problem responding to the|Has no attempt in summing up |

| |throughout the report and |throughout the report and |research question raised in |key arguments and responding |

| |includes a critical |attempts to answer the |the introduction. |to the research question |

| |response to the research |research question raised in | |raised in the introduction. |

| |question raised in the |the introduction. | | |

| |introduction. | | | |

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