SPECIAL ELECTIVES: VARIABLES AFFECTING SECOND LANGUAGE LEARNING
| Title | ΕΙΔΙΚΑ ΘΕΜΑΤΑ: ΜΕΤΑΒΛΗΤΕΣ ΠΟΥ ΕΠΗΡΕΑΖΟΥΝ ΤΗΝ ΕΚΜΑΘΗΣΗ ΔΕΥΤΕΡΗΣ ΓΛΩΣΣΑΣ / SPECIAL ELECTIVES: VARIABLES AFFECTING SECOND LANGUAGE LEARNING |
| Code | Γλ4-496 |
| Faculty | Philosophy |
| School | English Language and Literature |
| Cycle / Level | 1st / Undergraduate |
| Teaching Period | Winter/Spring |
| Common | No |
| Status | Active |
| Course ID | 600013403 |
Programme of Study: 2018-2019
Registered students: 12
| Orientation | Attendance Type | Semester | Year | ECTS |
|---|---|---|---|---|
| KORMOS | Elective Courses | Winter/Spring | - | 6 |
| Academic Year | 2020 – 2021 |
| Class Period | Winter |
| Instructors from Other Categories |
|
| Weekly Hours | 3 |
| Total Hours | 39 |
| Class ID | 600179674
|
Course Type 2021
Specialization / Direction
Course Type 2016-2020
- Scientific Area
Course Type 2011-2015
Knowledge Deepening / Consolidation
Mode of Delivery
- Face to face
- Distance learning
Digital Course Content
- e-Study Guide https://qa.auth.gr/en/class/1/600179674
- At the Website of the School: http://www.enl.auth.gr/course.asp?Id=385
- eLearning (Moodle): https://elearning.auth.gr/course/view.php?id=8363
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
By the end of the semester, students will:
• become familiar with some of the interrelated factors that account for learner differential success
• become aware of the cognitive processes involved in second language learning
• work with hands-on material
• design activities
• 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
- Work in teams
- 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/FLL to then focus on the latest cognitive account of second language learning. We will explore how the context (instructed/naturalistic), learners’ language profile, age factor (non-biological account), learner strategies and working memory capacity may affect learner performance. We’ll work with and create authentic material to realise the strategies employed during the learning process and see how the implementation of class interventions may alleviate the tension experienced by FL students with poor working memory.
Keywords
variables, learner performance, second/foreign language learning, working memory
Educational Material Types
- Notes
- Slide presentations
- Video lectures
- Multimedia
- Interactive excersises
- Book
- 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
| Activities | Workload | ECTS | Individual | Teamwork | Erasmus |
|---|---|---|---|---|---|
| Lectures | 39 | 1.6 | ✓ | ✓ | |
| Fieldwork | 15 | 0.6 | ✓ | ✓ | ✓ |
| Reading Assigment | 11 | 0.4 | ✓ | ✓ | |
| Project | 15 | 0.6 | ✓ | ✓ | ✓ |
| Exams | 70 | 2.8 | ✓ | ✓ | |
| Total | 150 | 6 |
Student Assessment
Description
Final written exam (+optional assignment)
Student Assessment methods
- Written Exam with Multiple Choice Questions (Formative, Summative)
- Written Exam with Short Answer Questions (Formative, Summative)
- Written Exam with Extended Answer Questions (Formative, Summative)
- Written Assignment (Formative, Summative)
- Written Exam with Problem Solving (Formative, Summative)
- oral presentation
Bibliography
Additional bibliography for study
Bailey, F., & Pransky, K. (2014). Memory at Work in the Classroom: Strategies to Help Underachieving Students. ASCD Alexandria Virginia.
Building the brain’s “Air traffic control” system”: How early experiences shape the development of Executive Function. Working Paper 11. Center on the Developing Child. Harvard University.
Coulson, M. (1995). Models of Memory development. In V. Lee, & P. Das Gupta (Eds.), Children's cognitive and language development. Oxford: Blackwell Publishing.
Ellis, R. (2003). The study of Second Language Acquisition (10th impression ed.). Oxford: Oxford University Press.
Hummel, K. M. (2014). Introducing Second Language Acquisition. Perspectives and Practices. Malden, MA, Oxford, UK: Wiley Blackwell.
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. 31-41). 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.
Randall, M. (2007). Memory, Psychology and Second Language Learning. Amsterdam, Philadelphia: John Benjamins.
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.
OPTIONAL READING
Enever, J. (Ed.) (2011). ELLiE Early Language Learning in Europe. British Council.
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.
Last Update
09-02-2022
