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Week |
Subject |
Related Preparation |
1) |
Introduction |
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2) |
Language Learning in Early Childhood (Chapter 1 of Lightbrown & Spada)
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Language Learning Autobiography |
3) |
Reading # 2: Explaining Second Language Learning (Chapter 2 of Lightbrown & Spada) |
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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
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5) |
Questions for interviewees
Language Learner Interviews |
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6) |
Non-Language Influences in Gass, M. S. & Selinker, L. (2001). |
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7) |
Critical period effects in second language learning
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8) |
The Critical Period Hypothesis: Where are we now?
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9) |
Interlanguage
Simplified input and second language acquisition
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10) |
Skill Acquisition Theory
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11) |
Learner Language (Chapter 4 Lightbrown & Spada)
The significance of learners’ errors |
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12) |
Sociocultural Theory and Second Language Learning (Chapter 11 Van Patten & Williams) |
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13) |
Schumann's acculturation model for second language acquisition |
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14) |
Individual Differences in Second Language Learning (Lightbrown & Spada Chapter 3) |
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Course Notes: |
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. |
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Program Outcomes |
Level of Contribution |
1) |
Being able to develop and deepen their knowledge at the level of expertise in the same or a different field, based on undergraduate level qualifications. |
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2) |
To be able to comprehend the interdisciplinary interaction with which the field is related. |
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3) |
To be able to use the theoretical and applied knowledge at the level of expertise acquired in the field. |
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4) |
To be able to interpret and create new knowledge by integrating the knowledge gained in the field with the knowledge from different disciplines. |
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5) |
To be able to solve the problems encountered in the field by using research methods. |
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6) |
To be able to systematically transfer current developments in the field and their own studies to groups in and outside the field, in written, verbal and visual forms, by supporting them with quantitative and qualitative data. |
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7) |
To be able to critically examine social relations and the norms that guide these relations, to develop them and take action to change them when necessary. |
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8) |
To be able to critically evaluate the knowledge and skills acquired in the field of expertise and to direct their learning. |
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9) |
To be able to supervise and teach these values by observing social, scientific, cultural and ethical values in the stages of collecting, interpreting, applying and announcing the data related to the field. |
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10) |
To be able to develop strategy, policy and implementation plans in the fields related to the field and to evaluate the obtained results within the framework of quality processes. |
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11) |
To be able to use the knowledge, problem solving and/or application skills they have internalized in their field in interdisciplinary studies. |
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12) |
Being able to independently carry out a work that requires expertise in the field. |
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13) |
To be able to develop new strategic approaches for the solution of complex and unpredictable problems encountered in applications related to the field and to produce solutions by taking responsibility. |
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14) |
Being able to lead in environments that require the resolution of problems related to the field. |
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