Language acquisition 1 15-LACQ1-EL-11

Learning contents:

1. Introduction to language acquisition: research scope and goals; - L1, L2, L3, Ln - acquisition vs. learning - context of acquisition (naturalistic vs. Instructed)
2. Basic concepts in first language acquisition (L1)
3. Theoretical approaches to SLA - types of theoretical approaches - Overview of selected classical models - contemporary approaches - SLA vs. TLA
4. Cross-linguistic influence (CLI) in foreign language acquisition
5. Role of individual differences - maturational constraints (age) - aptitude - motivation, attitude - input quality and quantity - cognitive and psychological factors - social context
6. Overview of methodological issues: - internal mechanisms and universals - external influence - variability of output

Module learning aims

- to acquaint students with the scope and goals of acquisition research - to impart to students basic knowledge about first language acquisition - to introduce students into the theoretical background of SLA, most important trends in research, methodological issues and recent achievements in the field - to prepare students for the continuation of the studies in the discipline at the advanced level

Information on where to find course materials

Course present on the Moodle platform: topics, literature, selected readings and assignments posted

Major

English linguistics: Theories, interfaces, technologies

Methods of teaching for learning outcomes achievement

reporting on assigned texts and prepared contents, assessment of student’s active participation in class; final test oral and written presentations, discussion assessment of student’s oral and written presentations and student’s participation in a debate; final test final debate/discussion assessment of student’s participation in a debate

Course module conducted remotely (e-learning)

Student workload (ECTS credits)

Cycle of studies

1st cycle

Module type

compulsory

Year of studies (where relevant)

Year 1

Pre-requisites in terms of knowledge, skills and social competences

Knowledge of basic linguistic concepts introduced in high school; competence in English at the B2 level.

Course coordinators

Magdalena Wrembel

Learning outcomes

After successfully completing the course, students:

1. have knowledge of basic topics, concepts and issues of the discipline
2. have knowledge of theories, methodologies, as well as general and specific problem areas in language acquisition studies
3. have knowledge of major directions of research and most important new achievements in the discipline
4. understand the complex nature of language acquisition
5. are able to search for, analyze, evaluate, select and apply information using a variety of sources
6. are able to compare different approaches to the modelling of language acquisition and to critically evaluate them
7. are able to communicate using specialist terminology
8. are able to prepare oral presentations in English and to participate in debates concerning acquisition issues
9. are ready to change his/her standpoint in view of the available data and arguments as well as be open to new ideas
10. are ready to support linguistic diversity and activities promoting multilingualism

Assessment criteria

excellent (bdb; 5,0): the student has excellent knowledge and understanding of the concepts of the discipline in question; is well familiar with the meaning and applications of its terminology and is able to use it in speech and writing

very good (+db; 4,5): the student has very good knowledge and understanding of the concepts of the discipline in question; is familiar with the meaning and applications of its terminology and is able to use it in speech and writing, yet commits minor mistakes

good (db; 4,0): the student has good knowledge and understanding of the concepts of the discipline in question; is familiar with the meaning and applications of its terminology and is able to use it in speech and writing, yet commits occasional errors

satisfactory (+dst; 3,5): the student has satisfactory knowledge and understanding of the concepts of the discipline in question; is familiar with the meaning and applications of its terminology and is able to use it in speech and writing, yet commits errors

sufficient (dst; 3,0): the student has some knowledge and understanding of the concepts of the discipline in question; is familiar with the meaning and applications of its terminology and is able to use it in speech and writing, yet commits errors

failing (ndst; 2,0): the student little knowledge and understanding of the concepts of the discipline in question; is not familiar with the meaning and applications of most of its terminology, and is not able to use it in speech and writing without major errors

Practical placement

Bibliography

Cook, Vivian. 1993. Linguistics and Second Language Acquisition. London: Macmillan.

De Bot, Kees, Wander Lowie, Marjolijn Verspoor. 2005. Second Language Acquisition: an advance resource book, London: Routledge.

Doughty, Catherine J. and Michael H. Long (eds). 2003. Handbook of second language acquisition. Malden, MA: Blackwell.

Ellis, Rod. 1990. Understanding Second Language Acquisition. Oxford: Oxford University Press.

Ellis, Rod. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.

Gut, U. 2009. Non-native Speech. A Corpus-based Analysis of Phonological and Phonetic Properties of L2 English and German. Frankfurt am Main: Peter Lang.

Huebner, T. & C. Ferguson (eds.). 1991. Crosscurrents in SLA and linguistic theories. Amsterdam: Benjamins.

Jarvis, S., and A. Pavlenko. 2008. Crosslinguistic Influence in Language and Cognition. Routledge.

Larsen-Freeman, Diane & Michael Long. 1994. An Introduction to Second Language Acquisition research. London: Longman.

Vihman, Marylin M. 1996. Phonological Development: the Origins of Language in the Child. Oxford: Blackwell.

Wrembel, Magdalena. 2015. In search of a new perspective: Cross-linguistic influence in the acquisition of third language phonology. Poznań: Wydawnictwo Naukowe UAM.

Additional information

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

Description of 15-LACQ1-EL-11 in USOSweb