ELT5011 Second Language AcquisitionBahçeşehir UniversityDegree Programs CARTOON AND ANIMATIONGeneral Information For StudentsDiploma SupplementErasmus Policy StatementNational QualificationsBologna Commission
CARTOON AND ANIMATION
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 Spring 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 theoretical and practical knowledge and skills in cartoon and animation.
2) To be able to develop research, observation-experience, evaluation skills in the field of cartoon and animation and effectively communicate ideas, convincing actions and emotions using cartoon and animation and performance principles in every direction.
3) Making animated films with various artistic styles and techniques.
4) Designing the cartoon and animation production process using initiative, applying it with creativity and presenting it with personal style.
5) To be a team member in the production process of cartoon and animations, to be able to take responsibility and manage the team members under their responsibility and to lead them.
6) To be able to evaluate cartoon and animations in the framework of their knowledge and skills.
7) To be able to define and manage learning requirements in the field of cartoon and animation.
8) To be able to communicate with related organizations by sharing scientific and artistic works in cartoon and animation and to share information and skills in the field.
9) To monitor developments in the field of cartoon and animation using foreign languages ​​and to communicate with foreign colleagues.
10) To be able to use general information and communication technologies at advanced level with all kinds of technical tools and computer software used in cartoon and animations.
11) Using critical thinking skills and problem solving strategies in all aspects of development and production, effectively communicating ideas, emotions and intentions visually, verbally and in writing, and effectively incorporating technology in the development of cartoon and animation projects.
12) To have sufficient knowledge about ethical values ​​and universal values ​​in the field of cartoon and animation.