Course Information
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate, 2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600007631

Programme of Study: 2018-2019

Registered students: 4
OrientationAttendance TypeSemesterYearECTS
KORMOSCompulsory CourseWinter/Spring-6

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2016-2020
  • Scientific Area
Course Type 2011-2015
Specific Foundation / Core
Mode of Delivery
  • Face to face
The course is also offered to exchange programme students.
Language of Instruction
  • English (Instruction, Examination)
Learning Outcomes
By the end of the course participants should be: 1. Familiar with second language acquisition as an independent study field. 2. Aware of the similarities and differences between First and Second Language Acquisition. 3. Able to critically evaluate second language acquisition theories. 4. Familiar with the concept of interlanguage. 5. Aware of the differences between various second language acquisition contexts and types of learners, as well as how these differences may affect language learning.
General Competences
  • Apply knowledge in practice
  • Work in teams
  • Be critical and self-critical
  • Advance free, creative and causative thinking
Course Content (Syllabus)
Τhis course introduces students to the field of second language acquisition theory. After a brief overview of first language acquisition data and theories, as well as types of bilingualism, the course focuses mainly on the following. 1. First language acquisition theories (Behaviourism, Universal Grammar, Interactionism) 2. Second language acquisition theories (Behaviourism, Universal Grammar, Monitor Model, Interactionism, Ιnformation processing, Connectionism). 3. Factors affecting second language learning (e.g. intelligence, aptitude, personality, learning styles, motivation and attitudes, beliefs). 4. Age of acquisition and the critical period hypothesis. 5. Interlanguage (contrastive analysis, error analysis, developmental sequences, first language influence, fossilization, avoidance, vocabulary, pragmatics, phonology). 6. Learning contexts (natural vs. instructional environment, traditional vs. communicative instruction) 7. Types and effect of corrective feedback.
second language acquisition theories, developmental stages, cognitive and affective factors, types of errors, interlanguage, corrective feedback
Educational Material Types
  • Notes
  • Slide presentations
  • Book
  • Research Articles
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
Computer and projector for power point presentations during lectures, e-class, e-mail
Course Organization
Reading Assigment301.2
Student Assessment
End of semester exam
Student Assessment methods
  • Written Exam with Short Answer Questions (Formative, Summative)
  • Written Exam with Extended Answer Questions (Formative, Summative)
Course Bibliography (Eudoxus)
Δεν δίνεται.
Additional bibliography for study
Lightbown, Ρ.Μ. and Spada Ν. 2006. How languages are learned. Oxford: Oxford University Press. Dulay, H., Burt, M. and Krashen, S. 1982. Language two. Oxford: Oxford University Press. (Chapter 3: Internal processing, Chapter 4: Effects of personality & age, Chapter 5: The role of the first language) Gass, S. and Selinker, L. 2008. Second language acquisition: An introductory course. New Jersey: Lawrence Erlbaum. (Chapter 4: The role of the native language: an historical overview) Krashen, S. D. 1985. The input hypothesis: Issues and implications. New York: Longman. (Chapters 1 & 2). Selinker, L. 1992. Rediscovering interlanguage. London: Longman. (Chapter 1: Beginnings: Fries, Lado, Chapter 2: Towards Interlanguage: Uriel Weinreich)
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