SOCIOLOGY
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 learn and compare major sociology perspectives, both classical and contemporary, and apply all of them to analysis of social conditions.
2)	To be able to identify the basic methodological approaches in building sociological and anthropological knowledge at local and global levels
3)	To be able to use theoretical and applied knowledge acquired in the fields of statistics in social sciences.
4)	To have a basic knowledge of other disciplines (including psychology, history, political science, communication studies and literature) that can contribute to sociology and to be able to make use of this knowledge in analyzing sociological processes
5)	To have a knowledge and practice of scientific and ethical principles in collecting, interpreting and publishing sociological data also develop ability how to share this data with experts and lay people, using effective communication skills
6)	To develop competence in analyzing and publishing sociological knowledge by using computer software for quantitative and qualitative analysis; and develop an attitute for learning new techniques in these fields.
7)	To identify and to have a knowledge of the theories related to urban and rural sociology and demography, and political sociology, sociology of gender, sociology of body, visual sociology, sociology of work, sociology of religion, sociology of knowledge and sociology of crime.
8)	To have knowledge of how sociology is positioned as a scientific discipline from a philosophical and historical perspective
9)	To have the awareness of social issues in Turkish society, to develop critical perspective in analysing these issues and to have a knowledge of the works of Turkish sociologists and to be able to transfer this knowledge
10)	To have the awareness of social issues and global societal processes and to apply sociological analysis to development and social responsibility projects
11)	To have the ability to define a research question, design a research project and complete a written report for various fields of sociology, either as an individual or as a team member.
12)	To be able to transfer the knowledge gained in the areas of sociology to the level of secondary school.