Individual Differences in Second/Foreign Language Learning

Course Information
TitleAτομικές Διαφορές στην Εκμάθηση Δεύτερης/ Ξένης Γλώσσας / Individual Differences in Second/Foreign Language Learning
CodeΕΔΞΓ 577
FacultyPhilosophy
SchoolEnglish Language and Literature
Cycle / Level2nd / Postgraduate
Teaching PeriodWinter/Spring
CommonNo
StatusActive
Course ID600016520

Programme of Study: PMS THEŌRĪTIKĪS KAI EFARMOSMENĪS GLŌSSOLOGIAS

Registered students: 0
OrientationAttendance TypeSemesterYearECTS
Ekmáthīsī kai Didaskalía Xénīs GlṓssasElective CoursesWinter/Spring-10

Class Information
Academic Year2018 – 2019
Class PeriodWinter
Class ID
600132980
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
  • ΕΔΞΓ 570 Theories of Second/Foreign Language Acquisition
  • ΕΔΞΓ 593 Research Methods
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
Educational Material Types
  • Notes
  • Slide presentations
  • Audio
  • Multimedia
  • Interactive excersises
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures391.4
Fieldwork100.4
Reading Assigment401.5
Field trips and participation in conferences / seminars / activities200.7
Project80.3
Written assigments1585.7
Total27510
Student Assessment
Student Assessment methods
  • Written Assignment (Formative, Summative)
  • Written Exam with Problem Solving (Formative, Summative)
  • Report (Formative, Summative)
  • Προφορική παρουσίαση (Formative, Summative)
Bibliography
Additional bibliography for study
Alloway, T. P. (2006). How does Working Memory work in the classroom? Educational Research and Reviews, 1(4), 134-139. Alloway, T.P. (2011). Improving Working Memory. Supporting Students' Learning. L.A., London: Sage. Alloway, T.P. & Alloway, R. (2013). The Working Memory Advantage. Train your brain to function stronger, smarter, faster. New York: Simon & Schuster Paperbacks. Andersson, U. (2010). The contribution of Working Memory capacity to foreign language comprehension in children. Memory, 18(4), 458-472. Baddeley, A. D. (2003). Working Memory and Language: An overview. Journal of Communication Disorders, 36, 189-208. Baddeley, A. D., Gathercole, S. E., & Papagno, C. (1998). The phonological loop as a language learning device. Psychological Review, 105, 158-173. Baddeley, A. D., Thomson, N., & Buchanan, M. (1975). Word length and the structure of Short-term Memory. Journal of Verbal Learning and Verbal Behaviour, 14, 575-589. Chan, E., Skehan, P., & Gong, G. (2011). Working Memory, coding ability and Foreign Language Aptitude: Potential for construction of specific language aptitude tests. Ilha do Desterro, 45-73. Daneman, M., & Carpenter, P. A. (1980). Individual differences in Working Memory and reading. Journal of Verbal Learning and Verbal Behaviour, 19, 450-466. Dörneyi, Z., & Skehan, P. (2003). Individual differences in Second Language Learning. In C. J. Doughty, & M. Long (Eds.), The Handbook of Second Language Acquisition (pp. 589-630). Oxford: Blackwell Publishing. Ehrman, M. E., Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31, 313-330. Gathercole, S.E., & Alloway, T.P. (2008). Working Memory and Learning: A practical guide for teachers. L.A., London: Sage. Gathercole, S. E., Willis, C. S., Emslie, H., & Baddeley, A. D. (1992). Phonological Memory and vocabulary development during the early school years: A longitudinal study. Developmental Psychology, 28(5), 887-898. Hummel, K. M. (2009). Aptitude, Phonological Memory, and second language proficiency in non-novice adult learners. Applied Psycholinguistics, 30, 225-249. Juffs, A., & Harrington, M. (2011). Aspects of Working Memory in L2 learning. Language Teaching, 44(2), 137-166. Maridaki-Kassotaki, K. (2002). The relation between Phonological Memory skills and reading ability in Greek-speaking children: Can training of Phonological Memory contribute to reading development? European Journal of Psychology of Education, 17(1), 63-73. Masoura, E. V., & Gathercole, S. E. (1999). Phonological Short-term Memory and Foreign Language Learning. International Journal of Psychology, 34(5/6), 383-388. Monette, S., Bigras, M., & Guay, M. C. (2011). The role of the executive functions in school achievement at the end of Grade 1. Journal of Experimental Child Psychology, 109, 158-173. Papagno, C., Valentine, T., & Baddeley, A. D. (1991). Phonological Short-term Memory and foreign-language vocabulary learning. Journal of Memory and Language, 30(3), 331-347. Papagno, C., & Vallar, G. (1992). Phonological Short-term Memory and the learning of novel words: The effect of phonological similarity and item length. Quarterly Journal of Experimental Psychology, 44A(1), 47-67. Service, E. (1992). Phonology, Working Memory, and Foreign-Language Learning. The Quarterly Journal of Experimental Psychology, 45A(1), 21-50. Skehan, P. (1991) Individual differences in second language learning. Studies in Second Language Acquisition, 13, 275–98. St. Clair-Thompson, H. L., & Gathercole, S. E. (2006). Executive functions and achievements in school: Shifting, Updating, Inhibition, and Working Memory. The Quarterly Journal
Last Update
16-10-2018