INTERIOR ARCHITECTURE AND ENVIRONMENTAL DESIGN | |||||
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 | 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) | Setting up various spaces in national and international contexts, carrying out designs, planning and applications that could satisfy various user groups and respond various requirements in the field of Interior Architecture, | |
2) | Analyzing the information gathered from the framework of actual physical, social and economical constraints and user requirements, and synthesizing these with diverse knowledge and considerations in order to create innovative spatial solutions, | |
3) | Generating creative, innovative, aesthetic and unique spatial solutions by using tangible and abstract concepts, | |
4) | Using at least one of the illustration and presentation technologies competently, that the field of interior architecture requires, | |
5) | Reporting, presenting and transferring the design, practice and research studies to the specialists or laymen by using visual, textual or oral communication methods, efficiently and accurately, | |
6) | Embracing and prioritizing man-environment relationships, user health, safety and security, and universal design principles in the field of interior architecture, | |
7) | Design understanding and decision making that respects social and cultural rights of the society, cultural heritage and nature, | |
8) | Being aware of national and international values, following developments and being equipped about ethical and aesthetical subjects in the fields of interior architecture, design and art, | |
9) | Having absolute conscious about legal regulations, standards and principles; and realizing professional ethics, duties and responsibilities in the field of Interior Architecture, |