Theories of Second/Foreign Language Acquisition

Course Information
TitleΕκμάθηση Δεύτερης/Ξένης γλώσσας / Theories of Second/Foreign Language Acquisition
CodeΕΔΞΓ 570
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
Course ID600016503


Registered students: 15
OrientationAttendance TypeSemesterYearECTS

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Faculty Instructors
Weekly Hours3
Total Hours39
Class ID
Course Type 2021
Specific Foundation
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
In-depth understanding of issues concerning L2 learning and teaching as well as of various L2 phenomena, enhancement of analytical and problem-solving skills, crucial to understanding data and developing theoretical argumentation, such as pattern-identification, increased exposure to L2 empirical data.
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)
Τhis course focuses on critical issues concerning L2 learning and teaching based on L2 data concerning e.g. articles, tense and aspect, regular/irregular morphology. It deals with implicit vs. explicit and input vs. output-based L2 learning and teaching, L2 learning strategies, academic language (vocabulary & genre analysis).
L2 theories, L2 features, strategies, implicit/explicit learning & teaching, academic language
Educational Material Types
  • Notes
  • 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
Computer and projector for power point presentations during lectures, e-class, e-mail
Course Organization
Reading Assigment782.8
Written assigments1585.7
Student Assessment
Oral article presentation 20% Poster presentation (individual mini project I) 30% Written report of individual project II (about 2000 words) 40% Class participation 10%
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Performance / Staging (Formative, Summative)
  • Report (Formative, Summative)
Course Bibliography (Eudoxus)
Additional bibliography for study
 Agathopoulou, E. (2009). The regular-irregular dissociation in non-native English past tense. In A. Tsagalidis (ed.), Selected Papers from the 18th International Symposium on Theoretical and Applied Linguistics, Aristotle University of Thessaloniki. Thessaloniki: Monochromia, 37-47.  Agathopoulou, E. (2016). Factors affecting language learning strategy use by learners of English at Greek secondary schools: proficiency and motivation. In Z. Gavriilidou & K. Petrogiannis (Eds.), Language Learning Strategies in the Greek context (pp. 59-75). Kavala: Saita Publications.  Agathopoulou, E., Papadopoulou, D. & Sismanidou, I. (2012). Determiners in adult L2 Greek: what they tell us about the learnability of uninterpretable features. In Z. Gavriilidou, A. Efthymiou, E. Thomadaki & P. Kambakis-Vougiouklis (eds), Selected papers of the 10th International Conference on Greek Linguistcs (ICGL10). Komotini/Greece: Democritus University of Thrace, pp. 103-113.  Cortes, V. (2004). Lexical bundles in published and student writing in history and biology. English for Specific Purposes, 23, 397-423.  Cortes, V. (2013). The purpose of this study is to: Connecting lexical bundles and moves in research article introductions. Journal of English for Academic Purposes, 12, 33-43.  Coxhead , A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213- 38 .  Coxhead , A. (2012). Academic Vocabulary, Writing and English for Academic Purposes: Perspectives from Second Language Learners. RELC Journal, 43(1), 137-145.  DeKeyser R. M. 2003. “Implicit and explicit learning”. In C. J. Doughty & M. H. Long (eds,) Handbook of Second Language Acquisition. Malden, MA: Blackwell, 313-348.  Doughty, C. & Williams, J. Issues and terminology, 1-11.  Dudley-Evans, T., & St John, M. (1998). Developments in ESP: A multi-disciplinary approach. Cambridge: Cambridge University Press.  Ellis R. 1995. “Interpretation tasks for grammar teaching”. TESOL Quarterly 29(1): 87-105.  Ellis R. 2006. “Modelling learning difficulty and second language proficiency: the differential contributions of implicit and explicit knowledge”. Applied Linguistics 27(3): 431-463.  Ellis R., Lowen S. & Erlam R. 2006. Implicit and explicit corrective feedback and the acquisition of L2 grammar. Studies in Second Language Acquisition 28(2): 339-368.  From Doughty, C. & Williams, J. (eds) 1998. Focus on Form in Classroom Second Language Acquisition. Cambridge: Cambridge University Press.:  Gardner, D., & Davies, M. (2014). A New Academic Vocabulary List. Applied Linguistics, 35(3), 305-327.  Hatzitheodorou, A.M., & Mattheoudakis, M. (2009). It is More Than True That Television Reproduces Life’: The Effect of Greek Rhetorical Conventions on Greek Learners’ Academic Writing in English. Selected Papers from the 18th International Symposium on Theoretical and Applied Linguistics (pp. 167-176). A. Tsangalidis (ed.) Thessaloniki: Monochromia Publishing.  Hyland, K. (1996). Nurturing hedges in the ESP curriculum. System, 24, 477-490.  Hyland, K. & Tse, P. (2007). Is There an “Academic Vocabulary”? TESOL Quarterly, 41(2), 235-253.  Jenefer, P., Susan, W. & Helen Basturkmen H. 2010. Peer interaction in the foreign language classroom: what factors foster a focus on form? Language Awareness, 19:4, 261-279.  Jenefer, P., Susan, W., & Basturkmen H. (2010). Peer interaction in the foreign language classroom: what factors foster a focus on form? Language Awareness, 19(4), 261-279.  Laufer, B. (2006). Comparing focus on form and focus on formS in second-language vocabulary learning. The Canadian Modern Language Review 63(1), 149-166.  Laufer, B. 2006. Comparing Focus on Form and Focus on FormS in Second-Language Vocabulary Learning. The Canadian Modern Language Review 63(1): 149-166.  Long, M. & Robinson, P. Focus on form: Theory, research, and practice, 15-41. (NB. Omit the section Research Findings, pp. 26-39).  Lowen ,S. (2005). Incidental focus on form and second language learning. Studies in Second Language Acquisition 27(3): 361–86.  Lowen ,S. 2005. Incidental focus on form and second language learning. Studies in Second Language Acquisition 27(3): 361–86.  Murphy, V.A. (2004). Dissociable systems in second language inflectional morphology. Studies in Second Language Acquisition 26: 433-459.  Oxford, R. L. (1990). Language learning strategies: What every teacher should know. Boston: Heinle & Heinle.  Panova I. & Lyster R. 2002. Patterns of corrective feedback and uptake in an adult ESL classroom. TESOL Quarterly 36(4): 573-595.  Prasada, S. & S. Pinker (1993). Generalisation of regular and irregular morphological patterns. Language and Cognitive Processes 8(1): 1-56.  Psaltou-Joycey, Α., Agathopoulou, E., Petrogiannis, K. & Z. Gavriilidou (2017). Teachers’ and learners’ reported language learning strategy use: How do they match? In Z. Gavriilidou, K. Petrogiannis, M. Platsidou & A. Psaltou-Joycey (Eds.), Language Learning Strategies: Theoretical issues and applied perspectives (pp. 71-93). Kavala: Saita Publications. You can download the book from  Psaltou-Joycey, Α., Agathopoulou, Joycey, E., Sougari, A.M., Petrogiannis, K., Kazamia, V. & Gavriilidou, Z. (2018). Promotion of language learning strategies in the classroom: EFL teachers’ perceptions. The Language Learning Journal, DOI: 10.1080/09571736.2018.1503114  Sheen R. (2003). Focus on form – a myth in the making?. ELT Journal 57(3), 225-233.  Sheen R. 2003. “Focus on form – a myth in the making?”. ELT Journal 57(3): 225-233.  Sheen Y. 2004. “Corrective feedback and learner uptake in communicative classrooms across instructional settings”. Language Teaching Research 8(3): 263-300.  Yang, Y. & Lyster, R. 2010. Effects of form-focused practice and feedback on Chinese EFL learners’ acquisition of regular and irregular past tense forms. Studies in Second Language Acquisi Griffiths, C. (Ed.). (2008). Lessons from good language learners. Cambridge: Cambridge University Press.
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