BAHÇEŞEHİR UNIVERSITY BİLGİ PAKETİ / DERS KATALOĞU
| PRIVATE SECURITY AND PROTECTION (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) | Upon the completion of the program, the students will be able to; Utilize the theoretical information they have acquired in private security sector | |
| 2) | Develop the skill of working in a team cooperatively | |
| 3) | Develop the skill of identifying and analyzing the vocational problems of private security and resolving them effectively. | |
| 4) | Develop the behavioral consciousness of occupational ethics and sense of responsibility | |
| 5) | Develop an awareness for life long learning and physical progress | |
| 6) | Develop the skill of having information about daily problems and developments about private security. | |
| 7) | Comprehend the laws and regulations of the sector. | |
| 8) | Develop the skill of effective communication. | |
| 9) | Develop the skill of adopting the security technologies. | |
| 10) | Develop the skill of planning and practicing vocational processes. | |
| 11) | Develop the skill of having entrepreneurship personality | |
| 12) | Develop the skill of communicating in the private security sector in a foreign language. |