MATHEMATICS
Bachelor	TR-NQF-HE: Level 6	QF-EHEA: First Cycle	EQF-LLL: Level 6

Course Introduction and Application Information

Course Code	Course Name	Semester	Theoretical	Practical	Credit	ECTS
ELT5011	Second Language Acquisition	Fall	3	0	3	8

This catalog is for information purposes. Course status is determined by the relevant department at the beginning of semester.

Basic information

Language of instruction:	English
Type of course:	Non-Departmental Elective
Course Level:	Bachelor’s Degree (First Cycle)
Mode of Delivery:	Face to face
Course Coordinator :	Dr. Öğr. Üyesi AYLİN TEKİNER TOLU
Course Lecturer(s):	Dr. Öğr. Üyesi ENİSA MEDE Dr. Öğr. Üyesi MUSTAFA POLAT
Recommended Optional Program Components:	None
Course Objectives:	The course focuses on evaluating first and second language acquisition theories, the differing processes involved in second vs. first language acquisition, and conducting research on language acquisition.

Learning Outcomes

The students who have succeeded in this course;
1. To understand the theories of first language acquisiton
2. To understand the theories of second language acquisition
3. To compare and contrast first and second language acquisition
4. To discuss the issues related to language acquisition

Course Content

The primary purpose of this course is to gain familiarity with important theories and research associated with classroom-based second language acquisition.

Weekly Detailed Course Contents

Week	Subject	Related Preparation
1)	Introduction
2)	Language Learning in Early Childhood (Chapter 1 of Lightbrown & Spada)	Language Learning Autobiography
3)	Reading # 2: Explaining Second Language Learning (Chapter 2 of Lightbrown & Spada)
4)	Is there a “natural sequence” in adult second language acquisition? Acquisition in The Natural Approach: The Binding/Access Framework Natural sequences in child second language acquisition
5)	Questions for interviewees Language Learner Interviews
6)	Non-Language Influences in Gass, M. S. & Selinker, L. (2001).
7)	Critical period effects in second language learning
8)	The Critical Period Hypothesis: Where are we now?
9)	Interlanguage Simplified input and second language acquisition
10)	Skill Acquisition Theory
11)	Learner Language (Chapter 4 Lightbrown & Spada) The significance of learners’ errors
12)	Sociocultural Theory and Second Language Learning (Chapter 11 Van Patten & Williams)
13)	Schumann's acculturation model for second language acquisition
14)	Individual Differences in Second Language Learning (Lightbrown & Spada Chapter 3)

Sources

Course Notes / Textbooks:

Course Packet containing 16 articles/ Book Chapters

VanPatten, Bill. (2004). Processing Instruction. Lawrence Erlbaum and Associates

Gass, S.M. & Selinker, L. (1992). Language transfer in language learning. Philadelphia, PA: John Benjamins Publishing Company.

Lantolf, J. P., & Thorne, S. L. (2006). Sociocultural theory and the genesis of L2 development. Oxford: Oxford University Press.

References:

Bongaerts, T.; van Summeren, C.; Planken, B.; Schils, E. (1997). Age and ultimate attainment in the pronunciation of a foreign language. Studies in Second Language Acquisition, 19(4), 447-65.
Oliver, R. (March 2000). Age differences in negotiation and feedback in classroom and pairwork. Language Learning, 50(1), 119-51.
Salaberry, M.R. (2000). The acquisition of English past tense in an instructional setting. System, 28(1), 135-52.
Bialystok, E., & Hakuta, K. (1999). Confounded age: Linguistics and cognitive factors in age differences for second language acquisition. In D. Birdsong, (Ed.), Second Language Acquisition and the Critical Period Hypothesis (pp. 161-181). Mahwah, NJ: Lawrence Erlbaum Associates, Publishers.
Bialystok, E., &&38; Hakuta, K. (1994). In other words: The language and psychology of second language acquisition. New York: Basic Books.

Evaluation System

Semester Requirements	Number of Activities	Level of Contribution
Attendance	14	% 10
Presentation	1	% 10
Project	2	% 40
Final	1	% 40
Total		% 100
PERCENTAGE OF SEMESTER WORK		% 20
PERCENTAGE OF FINAL WORK		% 80
Total		% 100

ECTS / Workload Table

Activities	Number of Activities	Duration (Hours)	Workload
Course Hours	14	3	42
Application	2	6	12
Study Hours Out of Class	4	10	40
Presentations / Seminar	2	6	12
Project	1	20	20
Homework Assignments	5	15	75
Paper Submission	1	6	6
Final	1	3	3
Total Workload			210

Contribution of Learning Outcomes to Programme Outcomes

No Effect	1 Lowest	2 Low	3 Average	4 High	5 Highest

	Program Outcomes	Level of Contribution
1)	To have a grasp of basic mathematics, applied mathematics and theories and applications in Mathematics
2)	To be able to understand and assess mathematical proofs and construct appropriate proofs of their own and also define and analyze problems and to find solutions based on scientific methods,
3)	To be able to apply mathematics in real life with interdisciplinary approach and to discover their potentials,
4)	To be able to acquire necessary information and to make modeling in any field that mathematics is used and to improve herself/himself,	4
5)	To be able to tell theoretical and technical information easily to both experts in detail and non-experts in basic and comprehensible way,
6)	To be familiar with computer programs used in the fields of mathematics and to be able to use at least one of them effectively at the European Computer Driving Licence Advanced Level,
7)	To be able to behave in accordance with social, scientific and ethical values in each step of the projects involved and to be able to introduce and apply projects in terms of civic engagement,
8)	To be able to evaluate all processes effectively and to have enough awareness about quality management by being conscious and having intellectual background in the universal sense,	4
9)	By having a way of abstract thinking, to be able to connect concrete events and to transfer solutions, to be able to design experiments, collect data, and analyze results by scientific methods and to interfere,
10)	To be able to continue lifelong learning by renewing the knowledge, the abilities and the competencies which have been developed during the program, and being conscious about lifelong learning,
11)	To be able to adapt and transfer the knowledge gained in the areas of mathematics ; such as algebra, analysis, number theory, mathematical logic, geometry and topology to the level of secondary school,
12)	To be able to conduct a research either as an individual or as a team member, and to be effective in each related step of the project, to take role in the decision process, to plan and manage the project by using time effectively.