BANKING AND INSURANCE MANAGEMENT (TURKISH)
Associate	TR-NQF-HE: Level 5	QF-EHEA: Short Cycle	EQF-LLL: Level 5

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:	Associate (Short 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 the ability to understand the basic concepts of Banking and Insurance and to be able to use them effectively in business.
2)	To have the ability to work individually or in a team when needed on matters related to his/her profession and to follow and apply the developments in his/her sector.
3)	To be equipped with the necessary knowledge to carry out the legal responsibilities and to follow the related regulations in their sector.
4)	To understand the importance of banking and insurance from the point of the state’s economy and enterprises and to express this importance properly.
5)	To be able to use the computer as well as the profession requires and to be able to do work, accumulate knowledge and to use this knowledge relevantly and effectively.
6)	To make them gain the ability to find practical solutions for the problems of daily commercial activities and to take correct decisions.
7)	To be able to take responsibilities in banking and insurance sector and more generally in the finance sector and to be qualified to start his/her own business after the legal requirements have been met.
8)	To have the competency to carry out the accountancy related to banking and insurance.
9)	To have the competency to build effective customer relations and to have effective communication and persuasion skills.
10)	To be able to determine the accumulated knowledge druring the education in line with the cause and effect relations and to be able to have the necessary professional qualifications to know where, when and how to use his/her knowledge.