SPECIAL ELECTIVES: VARIABLES AFFECTING SECOND LANGUAGE LEARNING

Course Information
TitleΕΙΔΙΚΑ ΘΕΜΑΤΑ: ΜΕΤΑΒΛΗΤΕΣ ΠΟΥ ΕΠΗΡΕΑΖΟΥΝ ΤΗΝ ΕΚΜΑΘΗΣΗ ΔΕΥΤΕΡΗΣ ΓΛΩΣΣΑΣ / SPECIAL ELECTIVES: VARIABLES AFFECTING SECOND LANGUAGE LEARNING
CodeΓλ4-499
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600008100

Programme of Study: 2018-2019

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
KORMOSElective CoursesWinter/Spring-6

Class Information
Academic Year2016 – 2017
Class PeriodWinter
Instructors from Other Categories
Weekly Hours3
Class ID
600059572
Type of the Course
  • Scientific Area
Course Category
Knowledge Deepening / Consolidation
Mode of Delivery
  • Face to face
Digital Course Content
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
Students will: • become familiar with the interrelated factors that account for learner differential success during Second Language Learning • be able to distinguish between external and internal factors • learn the key concepts that pertain to learner differences • become aware of the cognitive processes involved during second language learning • establish a good background for further studies A coursebook and a list of selected readings are available.
General Competences
  • Apply knowledge in practice
  • Retrieve, analyse and synthesise data and information, with the use of necessary technologies
  • Adapt to new situations
  • Make decisions
  • Work autonomously
  • Appreciate diversity and multiculturality
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
An extensive body of research has demonstrated the existence of numerous factors that are at work during Second Language Learning which account for the variability witnessed in learner performance. First, this course will set the overall framework regarding the external and internal variables that affect SLL, which are further classified into social, psychological, cognitive, etc. Then, it will focus on the latest cognitive account of Second Language Learning. What follows is an indicative list of the variables that will be discussed in depth: a) the learning context, b) the age of onset, c) the quality and quantity of input and interaction, d) FL aptitude, e) the cognitive processes of attention, memory and inhibition.
Keywords
variables, second/foreign language learning
Educational Material Types
  • Slide presentations
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
  • Use of ICT in Student Assessment
Description
Access to the e-learning platform.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6
Fieldwork251
Reading Assigment261.0
Exams602.4
Total1506
Student Assessment
Description
Final written exam
Student Assessment methods
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
Bibliography
Course Bibliography (Eudoxus)
Skehan, P. (1989). Individual differences in Second-Language Learning. London, NY: Edward Arnold.
Additional bibliography for study
Alloway, T. P. (2006). How does Working Memory work in the classroom? Educational Research and Reviews, 1(4), 134-139. Baddeley, A. D. (2000). The Episodic Buffer: A new component of Working Memory? Trends in Cognitive Sciences, 4(11), 417-423. Building the brain’s “Air traffic control” system”: How early experiences shape the development of Executive Function. Working Paper 11. Center on the Developing Child. Harvard University. Coulson, M. (1995). Models of Memory development. In V. Lee, & P. Das Gupta (Eds.), Children's cognitive and language development (pp. 81-114). Oxford: Blackwell Publishing. Ellis, R. (2003). The study of Second Language Acquisition (10th impression ed.). Oxford: Oxford University Press. (chs 6 (pp. 197-229), 11, 12) Gathercole, S. E., & Alloway, T. P. (2007). Understanding Working Memory: A classroom guide. London: Harcourt Johnstone, R. (2009). An early start: What are the key conditions for generalized success? In J. Enever, J. Moon, & U. Raman (Eds.), Young learner English language policy and implementation: International perspectives (pp. 31-42). Reading, UK: Garnet Publishing. Muñoz, C. (2010). On how age affects Foreign Language Learning. Advances in research on language acquisition and teaching (pp. 39-49). Greek Applied Linguistics Association. Randall, M. (2007). Memory, Psychology and Second Language Learning. Amsterdam, Philadelphia: John Benjamins. (chapter 1) Singleton, D. (2001). Age and Second Language Acquisition. Annual Review of Applied Linguistics, 21, 77-89. Singleton, D., & Ryan, L. (2004). Language Acquisition: The Age Factor. (2nd. Ed.). Clevedon: Multilingual Matters Ltd. (chapters 5, 6) Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press . (chapter 3) Wen, Z., & Skehan, P. (2011). A new perspective on Foreign Language Aptitude research: Building and supporting a case for "Working Memory as Language Aptitude". Ilha do Desterro, 15-43.
Last Update
06-02-2020