| MATHEMATICS (TURKISH, PHD) | |||||
| PhD | TR-NQF-HE: Level 8 | QF-EHEA: Third Cycle | EQF-LLL: Level 8 | ||
| Course Code | Course Name | Semester | Theoretical | Practical | Credit | ECTS |
| ELT6020 | Advanced Seminar in Second Language Acquisition | Fall | 3 | 0 | 3 | 12 |
| The course opens with the approval of the Department at the beginning of each semester |
| Language of instruction: | En |
| Type of course: | Departmental Elective |
| Course Level: | |
| Mode of Delivery: | Face to face |
| Course Coordinator : | Dr. Öğr. Üyesi ENİSA MEDE |
| Course Lecturer(s): |
Prof. Dr. DERİN ATAY |
| Course Objectives: | The aim of this course is to examine recent concepts related to individual differences, consider the role of individual differences in the process of second language learning, examine current research designs, and apply critical reasoning skills to consider how present research designs may be improved. |
|
The students who have succeeded in this course; By the end of the course the students should be able to... 1) Introduce the fundamental concepts and issues in SLA and its applications. 2) Achieve an understanding of the theoretical principles and major research findings of SLA. 3) Interpret the SLA findings that are most relevant for the language-teaching process. 4) Develop the ability to establish links between SLA principles and SLA instruction in order to apply them to teaching practices. 5) Conduct and report on a research project that explores an SLA topic of your choice |
| Designed for advanced students of second language acquisition and foreign language pedagogy, this course focuses on the social and psychological processes of learning a second language in the classroom. The course is divided into four parts. Part one is a brief review of the major themes and ideas in SLA. Part two is a series of lectures from faculty about their research interests for the opportunity to investigate several topics in a more in-depth manner. Part three is a series of student-taught mini lessons about specific SLA topics because it is not only important that you know the content of this course but it is also crucial that you be able to teach the content to your future students. Finally, part four is about conducting an action research about the integration of SLA in language classrooms. |
| Week | Subject | Related Preparation | |
| 1) | Course Introduction Review of the syllabus and assignments Discussion of SLA interests | Course readings | |
| 2) | Age, crosslinguistic influences. and the linguistic environment | Course readings | |
| 3) | Cognition, Development of learner language, Foreign language aptitude | Course readings | |
| 4) | Motivation and Affect in SLA | Course readings | |
| 5) | Social dimensions of L2 learning | Course readings | |
| 6) | Epistemological issues in SLA | Course readings | |
| 7) | Individual differences in SLL | Course readings | |
| 8) | Fossilization in L2 acquisition | Course readings | |
| 9) | Input and Interaction in SLA | Course readings | |
| 10) | Input and Output Hypotheses in SLA | Readings | |
| 11) | Second Language Learning (SLL) in the Classroom | Course readings | |
| 12) | Topic presentations | Research | |
| 13) | Topic presentations | Research | |
| 14) | Final exam | ||
| Course Notes: | De Bot, K., W. Lowie, & M. Verspoor. (2005). Second language acquisition. An advanced resource book. London: Routledge. Doughty, C.J., & M.H. Long. (2003). The handbook of second language acquisition. Oxford: Blackwell Publishing. Gass, S. M., & L. Selinker. (2001). Second language acquisition: An introductory course. (2nd Edition). Mahwah, NJ: Lawrence Erlbaum. [G&S] Lightbown, P.M., & N. Spada. (2006). How languages are learned. Oxford: Oxford University Press. Ortega, L. (2009). Understanding second language acquisition. London, UK: Hodder. VanPatten. B. (2003). From input to output. A teacher’s guide to second language acquisition. Boston, MA: McGraw Hill. |
| References: | De Bot, K., W. Lowie, & M. Verspoor. (2005). Second language acquisition. An advanced resource book. London: Routledge. Doughty, C.J., & M.H. Long. (2003). The handbook of second language acquisition. Oxford: Blackwell Publishing. Gass, S. M., & L. Selinker. (2001). Second language acquisition: An introductory course. (2nd Edition). Mahwah, NJ: Lawrence Erlbaum. [G&S] Lightbown, P.M., & N. Spada. (2006). How languages are learned. Oxford: Oxford University Press. Ortega, L. (2009). Understanding second language acquisition. London, UK: Hodder. VanPatten. B. (2003). From input to output. A teacher’s guide to second language acquisition. Boston, MA: McGraw Hill. |
| Semester Requirements | Number of Activities | Level of Contribution |
| Attendance | 3 | % 10 |
| Laboratory | 0 | % 0 |
| Application | 2 | % 30 |
| Field Work | 2 | % 20 |
| Special Course Internship (Work Placement) | 0 | % 0 |
| Quizzes | 0 | % 0 |
| Homework Assignments | 2 | % 10 |
| Presentation | 0 | % 0 |
| Project | 0 | % 0 |
| Seminar | 0 | % 0 |
| Midterms | 0 | % 0 |
| Preliminary Jury | 0 | % 0 |
| Final | 1 | % 30 |
| Paper Submission | 0 | % 0 |
| Jury | 0 | % 0 |
| Bütünleme | % 0 | |
| Total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 70 | |
| PERCENTAGE OF FINAL WORK | % 30 | |
| Total | % 100 | |
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 0 | 0 | 0 |
| Laboratory | 0 | 0 | 0 |
| Application | 1 | 30 | 30 |
| Special Course Internship (Work Placement) | 0 | 0 | 0 |
| Field Work | 1 | 20 | 20 |
| Study Hours Out of Class | 0 | 0 | 0 |
| Presentations / Seminar | 2 | 40 | 80 |
| Project | 1 | 50 | 50 |
| Homework Assignments | 0 | 0 | 0 |
| Quizzes | 0 | 0 | 0 |
| Preliminary Jury | 0 | 0 | 0 |
| Midterms | 0 | 0 | 0 |
| Paper Submission | 2 | 40 | 80 |
| Jury | 0 | 0 | 0 |
| Final | 0 | 0 | 0 |
| Total Workload | 260 | ||
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution |