LOGISTIC MANAGEMENT | |||||
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 | 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) | To correctly identify the problems and to be able to ask the correct questions | |
2) | To have the ability for problem solving and to utilize analytical approach in dealing with the problems | |
3) | To be able to identify business processes and use them to increase the productivity in logistics system. | |
4) | To be fully prepared for a graduate study | 2 |
5) | Awareness of the new advancements in Information and Communications Technologies (ICT) and to be able to use them in logistics management effectively. internet and the electronic world | |
6) | To understand the components of logistics as well as the importance of the coordination among these components. | |
7) | To know the necessary ingredients for improving the productivity in business life | |
8) | To think innovatively and creatively in complex situations | 4 |
9) | To act and think both regionally and internationally | |
10) | To understand the demands and particular questions of globalization | |
11) | Aware of the two way interaction between globalization and logistics; as well as to use this interaction for increasing the productivity. | |
12) | To be able to use at least one foreign language both for communication and academic purposes | 2 |
13) | To acquire leadership qualities but also to know how to be a team member | |
14) | To understand the importance of business ethics and to apply business ethics as a principal guide in both business and academic environment |