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
CodeΓλ4-496
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600013403

Programme of Study: 2018-2019

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

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Instructors from Other Categories
Weekly Hours3
Total Hours39
Class ID
600131902
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)
Prerequisites
Required Courses
  • Γλ3-225 SECOND LANGUAGE ACQUISITION
Learning Outcomes
Students will: a) become familiar with some of the interrelated factors that account for learner differential success, b) become aware of the cognitive processes involved in second language learning, c) work with hands-on material/design activities, d)establish a good background for further studies.
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)
Numerous factors are at work during Second Language Learning and account for the variability witnessed in learners’ scholastic performance. This course will first draw on the general framework of external and internal variables affecting SLL to then focus on the latest cognitive account of second language learning. We will see how the educational context, age of onset, learning strategies and the cognitive construct of working memory may affect learner performance. We’ll work with authentic material to see in practice how the implementation of certain strategies and class interventions may alleviate the tension students with poor working memory experience in the FL classroom.
Keywords
variables, second/foreign language learning, working memory
Educational Material Types
  • Notes
  • Slide presentations
  • Multimedia
  • academic articles
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
Use of the e-learning platform.
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.6
Fieldwork251
Reading Assigment261.0
Exams602.4
Total1506
Student Assessment
Description
Final written exam (+optional assignment)
Student Assessment methods
  • Written Exam with Multiple Choice Questions (Summative)
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Formative)
  • Written Exam with Problem Solving (Summative)
Bibliography
Additional bibliography for study
Alloway, T. P., & Copello, E. (2013). Working Memory: The What, the Why, and the How. The Australian Educational and Developmental Psychologist, 30(2), pp. 105–118. Bailey, F., & Pransky, K. (2014). Memory at Work in the Classroom: Strategies to Help Underachieving Students, ASCD Alexandria Virginia. Coulson, M. (1995). Models of Memory development. In V. Lee, & P. Das Gupta (Eds.), Children's cognitive and language development. Oxford: Blackwell Publishing. Dörnyei Z. & Shekan, P. (2003). Individual differences in second language learning. In C. J. Doughty & M.H. Long (Eds), A Handbook of Second Language Acquisition. Oxford: Blackwell. Ellis, R. (2003). The study of Second Language Acquisition (10th impression ed.). Oxford: Oxford University Press. Gathercole, S. E., & Alloway, T. P. (2007). Understanding Working Memory: A classroom guide. London: Harcour. Gathercole, S. E., & Alloway, T. P. (2008). Working Memory and Learning: A practical guide for teachers. SAGE Publications. Hummel, K. M. (2014). Introducing Second Language Acquisition. Perspectives and Practices. Wiley Blackwell. Johnson, M. (2004). A Philosophy of Second Language Acquisition. Yale University Press. 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. Psaltou-Joycey A. (ed.) (2015). Foreign language learning strategy instruction. A teacher’s guide. Saita Publications. Revlin, R. (2012). Cognition: Theory and Practice. Worth Publishers. Singleton, D., & Ryan, L. (2004). Language Acquisition: The Age Factor (2nd ed.). Clevedon: Multilingual Matters Ltd. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press.
Last Update
06-02-2020