BUSINESS ADMINISTRATION | |||||
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 | Spring 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) | Being able to identify problems and ask right questions | |
2) | Having problem solving skills and developing necessary analytical attitude | |
3) | Comprehending theoretical arguments along with counter arguments in detail | |
4) | Gaining awareness of lifelong learning and being qualified for pursuing graduate education | |
5) | Applying theoretical concepts in project planning | |
6) | Communicating efficiently by accepting differences and carrying out compatible teamwork | |
7) | Increasing efficiency rate in business environment | |
8) | Developing innovative and creative solutions in face of uncertainty | |
9) | Researching to gather information for understanding current threats and opportunities in business | |
10) | Being aware of the effects of globalization on society and business while deciding | |
11) | Possessing digital competence and utilizing necessary technology | |
12) | Communicating in at least one foreign language in academic and daily life | |
13) | Possessing managing skills and competence | |
14) | Deciding with the awareness of the legal and ethical consequences of business operations | |
15) | Expressing opinions that are built through critical thinking process in business and academic environment |