Theories of Second/Foreign Language Aquisition
| Title | Εκμάθηση Δεύτερης/Ξένης Γλώσσας / Theories of Second/Foreign Language Aquisition |
| Code | ΕΚΠ 570 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 2nd / Postgraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600004053 |
Programme of Study: PROGRAMMA METAPTYCΗIAKŌN SPOUDŌN 2016-2017
Registered students: 1
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| Glṓssa, Logotechnía kai PSīfiaká Mésa stīn Ekpaídeusī | Compulsory Course | Winter/Spring | - | 7.5 |
| Academic Year | 2017 – 2018 |
| Class Period | Winter |
| Faculty Instructors |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600109987
|
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
- Face to face
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600109987
Erasmus
The course is also offered to exchange programme students.
Language of Instruction
- English (Instruction, Examination)
Learning Outcomes
Learning outcomes and competences:
Familiarity with central issues in second language learning and pedagogy
Ability to contribute to current debates related with the discussed issues
A critical understanding of how the discussed issues apply to particular teaching situations.
General Competences
- Apply knowledge in practice
- Work autonomously
- Generate new research ideas
- Be critical and self-critical
Course Content (Syllabus)
The aim of this course is to look at some major areas related to second language acquisition. Indicative discussion topics: age effects οn language learning, the role the of input, implicit and explicit learning, corrective feedback, current theories and teaching practice, the role of the first language, interlanguage processes, bilingualism and multilingualism, and individual differences in second language acquisition.
The course is structured as follows:
1. Age effects in instructed language learning
2. L2 input in the classroom
3. Implicit and Explicit Language Learning
4. Corrective feedback
5. Major pedagogical influences in SLA: Part I
6. Major pedagogical influences in SLA: Part II
7. Individual differences in SLA
8. Dealing with learners with special educational needs
9. Teachers' beliefs about language learning and teaching
10. Teaching English: English as a foreign or as an International Language: Part I
11. Teaching English: English as a foreign or as an International Language: Part II
12. Current teaching practices: The post-method era
Keywords
age, bilinguialism and multilingualism, individual differences,
Educational Material Types
- Notes
- Slide presentations
Use of Information and Communication Technologies
Use of ICT
- Use of ICT in Course Teaching
- Use of ICT in Communication with Students
Course Organization
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 78 | 2.8 | ✓ | ✓ | |
| Written assigments | 128 | 4.7 | ✓ | ✓ | |
| Total | 206 | 7.5 |
Student Assessment
Description
Assessment: Final exams (100%)
Student Assessment methods
- Written Exam with Short Answer Questions (Formative, Summative)
Bibliography
Additional bibliography for study
Ajzen, I. 1991. Attitudes, Personality and Behaviour. Milton Keynes: Open University Press. Almarza G. (1996). Student foreign language teacher’s knowledge growth. In D. Freeman and J.C. Richards (eds), Teacher learning in language teaching. Cambridge: Cambridge University Press, 50-78.
Borg, S. 1999. The use of grammatical terminology in the second language classroom: A qualitative study of teachers’ practices and cognitions. Applied Linguistics 20/1: 95-126.
Cabaroglu N. and J. Roberts 2000. Development in student teachers’ pre-existing beliefs during a 1 year PGCE programme. System 28/3: 387-402.
Clark C.M. & Peterson P.L. 1986. Teachers’ thought processes. In Wittrock M.C. (Ed) Handbook of Research on Teaching. New York: MacMillan.
Dewey, J. 1933. How We Think. A restatement of the relation of reflective thinking to the educative process (Revised edn.), Boston: D. C. Heath.
Freeman D. 2002. The hidden side of the work: Teacher knowledge and learning to teach. Language Teaching 35: 1-13.
Sifakis, N. & Sougari, A.-M. (2005). “Pronunciation issues and EIL pedagogy in the periphery: a survey of Greek state school teachers’ beliefs”. TESOL Quarterly 39/3: 467-488.
Sifakis, N. & Sougari, A.-M. (2010) “Between a rock and a hard place: an investigation of EFL teachers’ beliefs on what keeps them from integrating global English in their classrooms”. In Gabliardi, C. and Maley, A. (Eds). EIL, ELF, Global English: Teaching and Learning Issues. Bern: Peter Lang.
Ellis, G. 1996. How culturally appropriate is the communicative approach? ELT J 50/3: 213-312.
Kumaravadivelu, B. (2006). Understanding language teaching: From method to post-method. Mahwah, NJ: Lawrence Erlbaum.
Prabhu, N. S. (1990) ‘There is no best method – why?’ TESOL Quarterly, 24/2: 161-176.
Richards, J. 1984. The secret life of methods. TESOL Quarterly 18/1: 7-23.
Richards, J. and Rodgers, T. (2001). Approaches and Methods in Language Teaching. CUP.
Rost, M. (2002) Teaching and researching listening. London: Longman.
Kumaravadivelu, B. (1994) The postmethod condition: emerging strategies for second/foreign language teaching. TESOL Quarterly 28/1: 27-48.
Kumaravadivelu, B. (2001) Toward a postmethod pedagogy. TESOL Quarterly 35/4: 537-560.
Bell, D. 2007. Do teachers think that methods are dead? ELT J 61/2: 135-143.
Last Update
03-02-2020
