TEXTILE AND FASHION 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	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 :	Prof. Dr. ENİSA MEDE
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.

Teaching Methods and Techniques Used in the Course
-Project
-Technology-Enhanced Learning
-Collaborative Learning
-Lecture
-Reading
-Discussion
-Individual Study

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)	Understands the principles of artistic creation and basic design and applies the art and design objects he creates within this framework.
2)	Conducts the multifaceted research required for textile and fashion design processes and analyzes and interprets the results.
3)	Creates original and applicable fabric, clothing and pattern designs by using elements from different historical periods and cultures in accordance with his purpose.
4)	Recognizes textile raw materials and equipments.
5)	Uses computer programs effectively in the garment and fabric surface design process.
6)	Has professional technical knowledge regarding the implementation of clothing designs and production; In this context, recognizes and uses technological tools and equipment.
7)	Understands the importance of interdisciplinary interaction and communication in textile and clothing design-production-presentation processes and reflects this on the processes.
8)	Works in a programmed and disciplined manner in professional practices.
9)	Realizes the necessity of lifelong learning to maintain his productivity, creativity and professional competence.
10)	Understands, adopts and applies ethical responsibilities in professional practices; Has knowledge of relevant legal regulations.
11)	Establishes effective visual, written and verbal communication in the field of textile and fashion design.
12)	Reflects his knowledge on current and contemporary issues from all fields to his professional theoretical and practical studies on textile and clothing design; Understands the social and universal effects of these issues.
13)	Has sufficient awareness about social justice, environmental awareness, quality culture and protection of cultural values.