Course Name Code Semester T+U Hours Credit ECTS
Language Acquisition ELT 208 4 2 + 0 2 3
Precondition Courses <p>There are not ant precondition courses.&nbsp;</p>
Recommended Optional Courses <p>There are not ant recommended optional courses.&nbsp;</p>
Course Language English
Course Level Bachelor's Degree
Course Type Compulsory
Course Coordinator Prof.Dr. FİRDEVS KARAHAN
Course Lecturers Prof.Dr. FİRDEVS KARAHAN,
Course Assistants

Res. Assist. Ali İLYA

Course Category
Course Objective

The present course aims to introduce basic concepts and terms related to first and second language acquisition to second-year students. Moreover, it requires the students to relate the terms to one another and acquire a holistic view of the language acquisition process. Upon setting the foundations, the students are supposed to have a close look at the phenomenon of language acquisition from the viewpoints of linguistics, psychology, and sociology. They are required to have a better understanding of the founding names in each field, details regarding their views, and examples. The students should be able to produce alternative responses to the following questions in the light of the attainments they have gained:

 

1. What exactly does the L2 learner come to know?

2. How does the learner acquire this knowledge?

3. Why are some learners more successful than others?

Course Content

This course includes fundamental concepts of learning and language learning in relation with language teaching. The topics discussed in this course are; language, learning and teaching, first language acquisition, age and acquisition, human learning, child learning and explanations for child language learning, adult language learning, styles and strategies, personality factors, sociocultural factors, cross-linguistic influence and learner language, communicative competence, theories of second language acquisition. 

# Course Learning Outcomes Teaching Methods Assessment Methods
1 The students will be able to define the term of language acquisition according to the views of different branches. Discussion, Brain Storming, Testing, Homework,
2 The students will be able to compare and contrast the theories of first and second language acquisition. Discussion, Question-Answer, Lecture, Testing, Homework,
3 The students will be able to explain the differences between the first and second language acquisition. Discussion, Question-Answer, Lecture, Homework, Testing,
4 The students will be able to make a relation between the basic concepts of language acquisition and language teaching methods. Brain Storming, Discussion, Question-Answer, Lecture, Testing, Homework, Performance Task,
5 The students will be able to analyze the phenomenon of language acquisition from the viewpoints of linguistics, psychology, sociology; and explain their approaches to SLA in a comparative way. Discussion, Question-Answer, Lecture, Homework, Testing,
6 The students will be able to answer the primary questions regarding language acquisition and provide the explanations with further examples. Drilland Practice, Discussion, Question-Answer, Lecture, Homework, Testing,
Week Course Topics Preliminary Preparation
1 A Brief Introduction to SLA Introducing SLA; Pg. 1-6
2 Foundations of SLA Introducing SLA; Pg. 7-32
3 The Linguistics of SLA Introducing SLA; Pg. 33-56
4 The Linguistics of SLA Introducing SLA; Pg. 56-70
5 The Psychology of SLA: Languages and the Brain, Learning Processes Introducing SLA; Pg. 71-86
6 The Psychology of SLA: Complexity Theory, Differences in Learners, the Effects of Multilingualism Introducing SLA; Pg. 86-102
7 Social Contexts of SLA: Communicative Competence, Microsocial Factors Introducing SLA; Pg. 105-126
8 Social Contexts of SLA: Macrosocial Factors Introducing SLA; Pg. 126-139
9 Midterm week
10 Acquiring Knowledge for L2 Use: Competence and Use, Academic vs Inperpersonal Competence Introducing SLA; Pg. 141-162
11 Acquiring Knowledge for L2 Use: Receptive and Productive Activities Introducing SLA; Pg. 162-181
12 L2 Learning and Teaching: Integrating Perspectives Introducing SLA; Pg. 183-188
13 L2 Learning and Teaching: Approaching Near-Native Competence and Implications for L2 Learning and Teaching Introducing SLA; Pg. 188-195
14 Review and Preparation for the Final Exam
Resources
Course Notes <p>Brewster, J., Ellis, G. &amp; D. Girard. 1992. The primary English Teachers Guide. London: Penguin English.</p> <p>Broughton, G. &amp; C. Brumfit. 1980. Young Children Learning English. In Flavell, R., Hill, P. And A. Pincas (eds.) Teaching English as a Foreign Language. London: Routledge &amp; Kegan Paul.</p> <p>Brown, H. Douglas. 2000. Principles of language Learning and Teaching. 4th Ed. Longman. NY.</p> <p>Brumfit, C. 1995. Introduction: Teaching English to Children. In Brumfit, C., Moon, J. And R. Tongue (eds.) Teaching English to Children. Essex: Longman.</p> <p>Ellis, G. 1995. Learning to Learn. In Brumfit, C., Moon, J. And R. Tongue (eds.) Teaching English to Children. Essex: Longman</p> <p>Fromkin, V. And R. Rodman. 1988. An Introduction to Language. 4th Ed. USA: Holt, Rinehart, Winston.</p> <p>Hudson, Grover. 2000. Essential Introductory Linguistics. Blackwell. UK.</p> <p>Lightbown, P. And N. Spada. 1993. How Languages are Learned. Oxford: Oxford University Press.</p> <p>McManis, C. And D. Stollenwerk, Z. Zheng-Sheng. 1987. Language Files. USA: Advocate Publishing Group.</p> <p>Tough, J. 1995. Young Children Learning Languages. In Brumfit, C., Moon, J. And R. Tongue (eds) Teaching English to Children. Essex: Longman.</p> <p>Tough, J. 1995. Talk Two: Children using English as a second language. Cardiff: Drake.</p> <p>Trask, R.L. 1999. Language: The Basics. 2nd Ed. GB: Routledge.</p> <p>Yule, George. 1996. The Study of Language. 2nd Ed. GB: Cambridge.</p> <p>Williams, M. 1998. Ten principles for teaching English to young learners. IATEFL Newsletter 142.</p> <p>Williams, M. 1995. A framework for teaching English to young learners. In Brumfit, C., Moon, J. And R. Tongue (eds.) Teaching English to Children. Essex: Longman</p>
Course Resources

Saville-Troike, Muriel. (2012). Introducing second language acquisition. Cambridge: Cambridge University Press.

Week Documents Description size
0 Saville-Troike (2012) Introducing Second Language Acquisition (2nd ed.) 2.75 MB
0 SLA Syllabus 0.02 MB
0 SLA Syllabus 0.02 MB
Order Program Outcomes Level of Contribution
1 2 3 4 5
1 Explains the necessary theoretical, methodological and factual knowledge about foreign language (English) education and teaching profession and uses them to produce solution(s) to educational problems. X
2 Uses language skills (reading, speaking, writing, listening skills) at a level that can communicate effectively by analyzing written and oral texts produced in foreign language (English) and mother tongue (Turkish) with a critical approach.
3 As a foreign language teacher, knows the legislation concerning the duties, rights and responsibilities and behaves in compliance with the legislation.
4 Uses the scientific methods and technologies required to follow the innovations in the field of foreign language teaching, to develop original activities and to find solution(s) to possible problems. X
5 Plans the language learning process taking into account the diverse characteristics and life experiences of learners and organizes the appropriate environments and carry out the process effectively. X
6 Analyzes and evaluates foreign language teaching programs in their own context by choosing appropriate approaches. X
7 Prepares and implements appropriate assessment and evaluation tools for foreign language teaching and development of students.
8 Effectively uses intercultural communication skills in the process of foreign language (English) teaching and with his/her attitudes and behaviours becomes a role model for the students.
9 Actively uses the skills of learning to learn, self-regulation, lifelong learning, critical and creative thinking and redounds these skills to his/her students. Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher.
10 Knows and applies the ways of establishing effective communication and cooperation with stakeholder institutions and organizations as a foreign language teacher.
11 At the end of the process of foreign language (English) education, prepares his/her students as individuals who can use foreign language as an effective communication medium in everyday life. X
12 Knows the structure of the language to be taught, the rules and the various contexts in which it can be used, and uses the target language appropriately and compares it to other languages he/she has learned. X
Evaluation System
Semester Studies Contribution Rate
1. Ara Sınav 50
1. Kısa Sınav 20
2. Kısa Sınav 20
1. Ödev 10
Total 100
1. Yıl İçinin Başarıya 60
1. Final 40
Total 100
ECTS - Workload Activity Quantity Time (Hours) Total Workload (Hours)
Course Duration (Including the exam week: 16x Total course hours) 16 2 32
Hours for off-the-classroom study (Pre-study, practice) 16 2 32
Mid-terms 1 2 2
Quiz 2 2 4
Assignment 1 10 10
Final examination 1 2 2
Total Workload 82
Total Workload / 25 (Hours) 3.28
dersAKTSKredisi 3