| AMERICAN CULTURE AND LITERATURE | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
| 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. |
| 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. |
|
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 |
| The primary purpose of this course is to gain familiarity with important theories and research associated with classroom-based second language acquisition. |
| 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) |
| 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. |
| 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 | |
| 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 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | Upon graduation, students will acquire key skills and attributes to conduct research to use research tools, to solve problems, to communicate effectively and to transfer skills to the workplace. | |
| 2) | Upon graduation, students will have developed the ability to discuss key issues in fluent English. | |
| 3) | Upon graduation, students will have developed the ability to compose written documents in English with a mature prose style. | 4 |
| 4) | Upon graduation, students will have gained broad knowledge of the American and English literary canons. | 4 |
| 5) | Upon graduation, students will have developed the ability to analyze, synthesize and criticize sophisticated works of American and English literature. | 4 |
| 6) | Upon graduation, students will have achieved in depth the understanding of contemporary American culture. | 3 |
| 7) | Upon graduation, students will have developed the ability to draw links among diverse literary texts and documents and establish critical connections and adopt an interdisciplinary attitude. | 3 |
| 8) | Upon graduation, students will be able to develop new projects individually or in teams. | 3 |
| 9) | Upon graduation, students will be able to apply their knowledge into their lives for interdisciplinary problem-solving and solutions. | 4 |