BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| INTERIOR ARCHITECTURE AND ENVIRONMENTAL DESIGN | |||||
| 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 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) | Engages in design, planning, and implementation activities in the field of interior architecture that can respond to different spatial configurations, user groups, and needs in national and international contexts, | |
| 2) | Analyzes data collected by focusing on user needs alongside real physical, social, and economic constraints, synthesizes various information and thoughts using individual and professional skills of the 21st century, and uses these processes to develop creative spatial solutions. | |
| 3) | Produces creative, innovative, aesthetic, and original spatial solutions using abstract and concrete concepts, | |
| 4) | Uses contemporary knowledge production, expression, representation, and technologies required by the field of interior architecture, | |
| 5) | Gains knowledge about contemporary spatial fittings and construction techniques in design and implementation works in the field of interior architecture; follows the industry and current developments, | |
| 6) | Embraces and prioritizes the relationship between human-environment, user health and safety, universal design principles, and sustainable design approaches in the field of interior architecture, | |
| 7) | Acquires a design understanding that respects the social and cultural rights of society, cultural heritage, and nature, and can make conscious decisions on these matters. | |
| 8) | Follows national and international values and developments in the fields of interior architecture, architecture, design, and art, participates in teamworks, interdisciplinary and multidisciplinary work, and is knowledgeable in ethical issues, | |
| 9) | Gains an understanding of legal regulations and standards in interior architecture; and becomes aware of professional ethics and responsibilities. |