|Course Name||Code||Semester||T+U Hours||Credit||ECTS|
|Language Acquisition||TTO 526||0||3 + 0||3||6|
|Precondition Courses||<p> None</p>|
|Recommended Optional Courses||<p> None</p>|
|Course Coordinator||Prof.Dr. FİRDEVS KARAHAN|
|Course Lecturers||Prof.Dr. FİRDEVS KARAHAN,|
Res. Assist. Dr. Tuğba DEMİRTAŞ TOLAMAN
The aim of the course is to examine the underlying principles and processes of second language acquisition. Another aim is to critically examine the research texts in the field and finally to reveal the relationship between language acquisition and language teaching.
Language acquisition processes among children; theories of first and second language acquisition; stages of language acquisition, acquisition of word types, the concept of time, the use of time, sentence, the acquisition of negativity, yes-no questions, other structures; comparing the first and second language acquisition processes; bilingualism; factors affecting second language acquisition (environment, age, attitude, motivation, etc.); comparison of language acquisition in children and adults; the effect of language acquisition on second language learning.
|#||Course Learning Outcomes||Teaching Methods||Assessment Methods|
|1||Understands the concept and processes of language acquisition.||Lecture, Question-Answer, Discussion, Self Study,||Testing, Homework,|
|2||Understand the relationship between language acquisition and language teaching.||Lecture, Question-Answer, Discussion, Self Study,||Testing, Homework,|
|3||Has a command of the studies in the field regarding the concept of language acquisition||Lecture, Question-Answer, Discussion, Self Study,||Testing, Homework,|
|Week||Course Topics||Preliminary Preparation|
|1||Course outline. Introducing terminology and revealing research problems|
|2||Age in language acquisition|
|3||Linguistic dimension in second language acquisition|
|5||The stages of development|
|6||Interlanguage in context|
|7||Input and Output|
|9||Cognitive dimension of language learning: Attention|
|10||Cognitive dimension of language learning: Aptitude and Memory|
|11||Personality, Learning types, Affect, and Motivation|
|12||Social context and language use in second language acquisition|
|13||Instructional strategies for second language acquisition I|
|14||Instructional strategies for second language acqusition II|
Doughty, C. & Williams, J. (Eds.).(1998). Focus on form in classroom second language acquisition. Cambridge: Cambridge University Press.
Gass, S. M. & Selinker, L. (2008). Second language acquisition: An introductory course. Mahwah, NJ: Erlbaum
Larsen-Freeman, D., & Long, M. H. (1991) An introduction to second language acquisition theory and research. London: Longman.
Lightbown, P. & Spada, N. (1999). How languages are learned. London: Oxford University Press (Revised Edition).
Mackey, A. & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlabaum Associates.
Pyrczak, F., & Randall R. B. (2003). Writing Empirical Research Reports, 4th edition, Glendale, CA: Pryczak Publishing.
|Semester Studies||Contribution Rate|
|1. Ara Sınav||50|
|1. Kısa Sınav||10|
|1. Performans Görevi (Seminer)||20|
|1. Yıl İçinin Başarıya||50|
|ECTS - Workload Activity||Quantity||Time (Hours)||Total Workload (Hours)|
|Course Duration (Including the exam week: 16x Total course hours)||16||3||48|
|Hours for off-the-classroom study (Pre-study, practice)||16||5||80|
|Total Workload / 25 (Hours)||6.08|