Course Information
TitleΘΕΩΡΙΕΣ ΓΛΩΣΣΙΚΗΣ ΠΡΟΣΚΤΗΣΗΣ / THEORIES OF LANGUAGE ACQUISITION
Title in ItalianTEORIE DI ACQUISIZIONE DELLA LINGUA
Code11232
FacultyPhilosophy
SchoolItalian Language and Literature
Cycle / Level1st / Undergraduate
Teaching PeriodWinter/Spring
CommonYes
StatusActive
Course ID600000575

Programme of Study: UPS School of Italian Language and Literature 2013

Registered students: 27
OrientationAttendance TypeSemesterYearECTS
Italian Language and LiteratureCompulsory Course746

Class Information
Academic Year2019 – 2020
Class PeriodWinter
Faculty Instructors
Weekly Hours4
Total Hours52
Class ID
600148045
Type of the Course
  • Background
  • General Knowledge
Course Category
General Foundation
Mode of Delivery
  • Face to face
  • Distance learning
Language of Instruction
  • Greek (Instruction, Examination)
  • English (Instruction, Examination)
Prerequisites
General Prerequisites
there are no prerequisites
Learning Outcomes
Course aims and objectives and learning outcomes It is the aim of this course to urge students understand the various processes and variables which take place and intervene in second language acquisition and thus comprehend the nature of errors committed by language learners and thereupon intensify quality in their teaching. In parallel, students during the course will deal with findings resulting from experimental research in the field. At the end of the semester students should be able to: • Understand the phenomena and variables interrelated second language acquisition • Discuss the parameters influencing second language acquisition using the right terminology • Investigate and take into consideration the personal differences of their students • Understand variance of their students cognitive and learning style • Enrich students learning strategies with new ones
General Competences
  • Apply knowledge in practice
  • Make decisions
  • Work autonomously
  • Work in teams
Course Content (Syllabus)
Course Content (Syllabus) The course is divided in 3 chapters. Each chapter deals with a different set of topics: 1. the first chapter contains two classes dedicated to an introductory and a closing session, 2. the second chapter offers an initial discussion on relevant terminology and on traditional topics related to the general theme, such as interlanguage, error analysis and personal differences, 3. the third chapter is presenting current issues discussed under the umbrella of Second Language Acquisition theories, such as Cognitive and Learning Style, Motivation and Feedback. In particular topics discussed are: 1st week Introduction to the course, modes of teaching and learning, modes of collaboration, evaluation methods, assignments. 2nd week Relevant terms, comparing Acquisition with Learning, Foreign and Second Language. (Theory) 3nd week The role of the first language to the acquisition of the second (Theory and Practice) 4th week Interlanguage – 1st QUIZ (Theory) 5th week Error Analysis (Theory and Practice) 6th week Personal Differences in Language Acquisition (Theory, Part A) – 2nd QUIZ 7th week Personal Differences in Language Acquisition (Theory, Part B) 8th week Cognitive Style (Theory and Practice) 9th week Learning Style (Theory and Practice) 10th week Learning Strategies (Theory and Practice) 11th week Motivation and Feedback (Theory Part A) 12th week Feedback (Theory and Practice Part B) – 3rd QUIZ 13th week Final Exams (analysis of topics and marking)
Keywords
language acquisition
Educational Material Types
  • Notes
  • Slide presentations
  • Video lectures
  • Multimedia
  • Book
Use of Information and Communication Technologies
Use of ICT
  • Use of ICT in Course Teaching
  • Use of ICT in Communication with Students
Description
IT is used as the main tool of instruction
Course Organization
ActivitiesWorkloadECTSIndividualTeamworkErasmus
Lectures401.6
Seminars301.2
Reading Assigment803.2
Total1506
Student Assessment
Description
Evaluation methods and scoring procedures Following there are four different approaches to course evaluation: 1) those students who attend classes are invited to participate to three quizzes held during the semester, the average of which will also be the final score. In case of failure these can take the final exam, 2) those who attend from distance are lead to the final examination, 3) those who prepare a research paper do not have to seat in final examinations. Final examinations are related to applications of theories and methods discussed during the course. A list of topics for the final examinations is offered on Blackboard. Marking An excellent exam paper should have: a) the content relevant to the query. Unnecessary data show inability to select the relevant information required for the development of the text, while creating a negative mood to the examiner. 50% of the final grade. b) proper use of the relevant terminology. Correct use of the terms mentioned in the literature. 15% of the final grade. c) consistency in the development of the text. The text provided by the student requires high cohesion. It should be made clear to the examiner how the author reaches conclusions (from A to B and then to C, etc). 15% of the final grade. d) critical view. The opinion of the student in the presentation of the relevant literature on the subject is an asset. 10% of the final grade. e) literature reference. References to articles and views of other authors show knowledge of the literature on the subject. 10% of the final grade.
Student Assessment methods
  • Written Exam with Short Answer Questions (Summative)
  • Written Exam with Extended Answer Questions (Summative)
  • Written Assignment (Summative)
Bibliography
Additional bibliography for study
Συνιστώμενη βασική βιβλιογραφία προς μελέτη Στο μάθημα αυτό γίνεται χρήση εκτενούς βιβλιογραφίας. Ο στόχος είναι να μελετηθούν όσοι το δυνατόν περισσότεροι συγγραφείς, έτσι ώστε οι φοιτητές να εκτεθούν σε διαφορετικές απόψεις. Αρχικά γίνεται εντοπισμός του θέματος είτε στα περιεχόμενα είτε στο index και στην συνέχεια στις σελίδες που αναφέρονται εκεί. Δεν είναι απαραίτητο να διαβασθεί ολόκληρο το βιβλίο εκτός και αν εντοπισθούν σε αυτό θέματα που εγείρουν το προσωπικό ενδιαφέρον του φοιτητή και δεν συζητούνται στο μάθημα. Αναμφίβολα, η εύρεση νέας βιβλιογραφίας και νέων απόψεων (είτε από συγγραφείς είτε προσωπικές) είναι απόλυτα αποδεκτές και επιθυμητές, εφόσον κατατίθεται με επιχειρήματα (προσωπικά ή από την βιβλιογραφία). Όσοι τους φοιτητές δικαιούνται βιβλία από τον Εύδοξο μπορούν να επιλέξουν αυτό που θεωρούν ότι καλύπτει περισσότερα από τα θέματα που συζητούνται κατά την διάρκεια του εξαμήνου. Παρακαλούνται οι φοιτητές να μην ζητούν την προσωπική παρέμβαση του διδάσκοντα καθώς αυτό είναι αντιδεοντολογικό και προσωπικό τους δικαίωμα. Τα παρακάτω βιβλία και άρθρα βρίσκονται στην βιβλιοθήκη του τμήματος ή σε άλλες βιβλιοθήκες της φιλοσοφικής για χρήση των φοιτητών. Συμπληρωματικό υλικό διανέμεται στην τάξη. -Rod Ellis (1985) Understanding Second Language Acquisition OUP - Eli Hinkel (1999) Culture in Second Language Teaching and Learning CUP - Dörnyei Z. (2005). The Psychology of the Language Learner Lawrence Erlbaum Associates - Doughty, C.J. and Long, M.H. (2003). The Handbook of Second Language Acquisition Blackwell Publishing - Dulay, H., Burt, M., and Krashen, S. (1982). La seconda Lingua Il Mulino pp. 117-141 ‘personalita, eta’, 143-169 ‘ruolo della prima lingua’, 191-258 ‘gli errori’ Το βιβλίο αυτό καλύπτει τους γενικούς όρους του μαθήματος. Είναι καλό να χρησιμοποιηθεί σε συνδυασμό με το βιβλίο του Rod Ellis. - O’Malley, J.M., Chamot, A.U. (1990). Learning Strategies in Second Language Acquisition. Cambridge University Press - Titore, R. (1977) Insegnare oggi le lingue Societa editrice internazionale pp. 37-48 ‘linguistice contrastiva, 51-70 aspetti psicologici e socio-educative, 75-96 varieta linguistiche
Last Update
25-09-2018