ࡱ> 9;678{ RRbjbjzz8JI3 )))8a$)kAA.ooo1,]tkvkvkvkvkvkvk$nq^kuuukoo4k+#+#+#uootk+#utk+#+#J[# fo0ĥZ db`kk0k8eq!q f fqgpuu+#uuuuukk+#uuukuuuuquuuuuuuuu / : Hong Kong Shue Yan University Department of English Language & Literature 2nd Term 2019-2020 Course Title: Second Language Acquisition Course Code: ENG364 Year of Study: 3rd Year Number of Credits: 3 Duration in Weeks: 15 Contact Hours per Week: Lecture (2 hours) Tutorial (1 hour) Pre-requisite(s): ENG160 Introduction to Linguistics Prepared by: Dr. Ivy Wong Course Aims The course aims to introduce to students important theories and research findings concerning the various aspects of learning English as a second language (ESL). It starts with first language acquisition research because this is necessary to understand second language acquisition. The early sessions in the course trace the early developments of SLA as a discipline. These are then followed by examining individual learner differences that can affect second language acquisition, such as age, intelligence, creativity, language aptitude, mindset, motivation, learning strategies, learner beliefs, social context etc. This course aims to help students to gain a comprehensive understanding of how languages are learned, and what major factors (both internal and external) can influence this learning process. Students are expected to reflect upon their own learning experience of English vis--vis the theories learned from this course. Course Outcomes, Teaching Activities and Assessment Course Intended Learning Outcomes (ILOs)Upon completion of this course, students should be able to:ILO1Describe major theories and key findings in first and second language acquisition research; ILO2Interpret and synthesize research studies of second language acquisition; ILO3Familiarize themselves with classic research techniques used in second language acquisition research;ILO4Reflect on their own learning history (of English);ILO5Apply these research techniques to conduct and present a small-scale research project (group-based). Teaching and Learning Activities (TLAs)TLA1Pre-class reading assignmentsTLA2Presentation of key concepts and theoriesTLA3In-class discussionsTLA4Video-watching and discussionTLA5Simulation exercise (SLA experiments)TLA6Oral presentations by students in groups Assessment Tasks (ATs)AT1Group presentation (in-class) Students are to form into groups of 3 or 4 and deliver an oral presentation on a selected topic within 40 minutes in the tutorial session each week.10%AT2Individual paper (personal narrative) Students are required to write a narrative essay about their second language learning experience by applying SLA theories and concepts they learned in class. 15% AT3Oral presentation and Handout (group-based project) Students are to form into groups of 3 or 4 and deliver an oral presentation (15%) on a selected topic within 20 minutes plus 10 minutes Q&A. As a group, they are required to submit a comprehensive handout aiding their presentation (10%). There should be a critical discussion of at least one SLA theory/concept with the support of (self-collected) linguistic data. In addition to the group work which assessment will be based on group performance, students are to undergo peer marking (10%) and assess individual groupmates overall contribution to the group work.35%AT4Final examination40%TOTAL100% Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities and Assessment Tasks Course Intended Learning OutcomesTeaching and Learning ActivitiesAssessment TasksILO1TLA1,2,3,4AT1,2,4ILO2TLA1,2,3,4,5AT1,2,3ILO3TLA1,2,3,4,5AT1,3ILO4TLA1,2,3AT2ILO5TLA5,6AT3 Lectures: Weekly schedule WeekTopicReadingWeek 1 Course outline and general introduction-Week 2Foundations of language acquisition theories (I): Behaviorism, innatismL & S, Ch. 1 and 2 G, B, & P, Ch. 4 and 7Week 3Foundations of language acquisition theories (II): Sociocultural theory, connectionismL & S, Ch. 1 and 2 G, B, & P, Ch. 10 and 11Week 4The role of the native languageL & S, Ch. 4 G, B, & P, Ch. 4 and 6Week 5 InputL & S, Ch. 2 G, B, & P, Ch. 10Week 6 PracticeL & S, Ch. 2 G, B, & P, Ch. 10Week 7 InteractionL & S, Ch. 5 G, B, & P, Ch. 12Week 8Reading Week.-Week 9OutputL & S, Ch. 2 G, B, & P, Ch. 11Week 10Instruction IL & S, Ch. 6 G, B, & P, Ch. 13Week 11 Instruction IIL & S, Ch. 6 G, B, & P, Ch. 13Week 12 Individual differences L & S, Ch. 3 G, B, & P, Ch. 14Week 13 Project PresentationsWeek 14Project Presentations/RecapitulationWeek 15Reading Week Required Textbooks Gass, S., Behney, J. & Plonsky, L. (2013). Second language acquisition: An introductory course (4th edition). New York/London: Routledge. Lightbown, P. & Spada, N. (2013). How Languages are learned (4th Edition). Oxford: Oxford University Press. Recommended learning resources First Language Acquisition Lust, B. and Foley, C. (2004). First language acquisition: The essential readings. Blackwell. OGrady, W. (2005). How children learn language. Cambridge: Cambridge University Press Early Second Language Acquisition McLaughlin, B. (1987). Theories of second language learning. London: Arnold. Interaction and Second Language Acquisition Mitchell, R. and Myles, F. (2004). Second language learning theories. London: Arnold Sato, M., and Ballinger, S. (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. John Benjamins. Swain, M. (1995). Three functions of output in second language learning. In G.Cook and B. Seidlehofer (Eds.), Principle and practice in applied linguistics. Oxford: Oxford University Press. van Compernolle, R. A. (2015). Interaction and second language development: A Vygotskian perspective. John Benjamins. Foreign language aptitude and style Dornyei, Z. (2005). The psychology of the language learner. Mahwah, N.J.:Erlbaum Dornyei, Z. and Skehan, P. (2003). Individual differences in second language learning. In Doughty C. and Long M. (Eds.), Handbook of second language acquisition. Oxford: Blackwell. Reid, J (1995). Learning styles in the ESL/EFL classroom. Rowley, Mass: Newbury House. Sawyer, M. and Ranta, L. (2001). Aptitude, individual differences, and instructional design. In Robinson P. (Ed.), Cognition and second language instruction. New York: Cambridge University Press. Skehan, P. (1989). Individual differences in second language learning. London: Arnold, Ch.3 Motivation and Strategies Dornyei, Z. (2001). Teaching and researching motivation. London: Longman. Dornyei, Z. (2001). Motivational strategies in the language classroom, Cambridge: Cambridge University Press Dornyei, Z. (2005), The psychology of the language learner. Mahwah, N.J.: Erlbaum OMalley, J. and Chamot, A.U. (1989), Learning strategies in second language acquisition. Cambridge: Cambridge University Press Oxford, R. (1990), Language learning strategies: What every teacher should know. Rowley, Mass: Newbury House Learner Beliefs and Age of Acquisition Bailey, D. B. (2001). Critical thinking about critical periods. Baltimore: Paul H. Brookes Dornyei, Z. (2005). The psychology of the language learner. Mahwah, N.J.: Erlbaum Horwitz, E. (1999). Cultural and situational influences on Foreign Language Learners Beliefs about Foreign Language Learning: A review of the BALLI studies. System, 27, 557-576. Cognitive Approaches to Language Acquisition Robinson, P., and Ellis, N. (2008). Handbook of cognitive linguistics and second language acquisition. Routledge. Social Contexts for Language Acquisition Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press. Lantolf, J., and Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education. ESL & Applied Linguistics Professional Series. McLaughlin, B. (1987). Theories of second language learning. London: Arnold, Ch.5 Schumann, J. (1978). The Pidginisation process: A model for second language acquisition. Rowley, Mass: Newbury House. Swain, M., Kinnear, P., and Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives. Multilingual Matters. Learner Language and Learner Output Gass, S. and Selinker, L. (2001). Second language acquisition: An introductory course. Mahwah, N.J.: Erlbaum. Griffiths, C. (2008) (Ed.). Lessons from good language learners. Cambridge: Cambridge University Press. SLA in the Classroom Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press. Loewen, S. (2016). Introduction to instructed second language acquisition. Routledge. Long, M. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell. Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge: Cambridge University Press. Skehan, P. (1998). A cognitive approach to language learning. Oxford: Oxford University Press. Willis, J. (1996). A framework for task-based learning. London: Longman. Willis, J. and Willis, D. (1996). Challenge and change in language teaching. London: Heinemann. Academic Honesty You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the learning process and the integrity of your college degree. Engaging in dishonest or unethical behavior is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with no opportunity for resubmission. A second infraction will result in an F for the course and a report to College officials. Examples of prohibited behavior are: Cheating an act of deception by which a student misleadingly demonstrates that s/he has mastered information on an academic exercise. Examples include: Copying or allowing another to copy a test, quiz, paper, or project Submitting a paper or major portions of a paper that has been previously submitted for another class without permission of the current instructor Turning in written assignments that are not your own work (including homework) Plagiarism the act of representing the work of another as ones own without giving credit. Failing to give credit for ideas and material taken from others Representing anothers artistic or scholarly work as ones own Fabrication the intentional use of invented information or the falsification of research or other findings with the intent to deceive To comply with the Universitys policy, the written report has to be submitted to VeriGuide. Assessment Rubric of Individual Paper (Personal Narrative) ExemplarySatisfactoryDeveloping/ EmergingUnsatisfactoryContent Weight for this criterion: 50% of total scorePresents an insightful and focused thesis statement.Presents a thesis statement with adequate insight and focus.Presents a thesis statement with minimal insight and focus.Presents a thesis statement with no insight or focus.Provides strong and convincing evidence support the thesisProvides adequate evidence support the thesisProvides some evidence support the thesisLack of supporting evideceOrganization Weight for this criterion: 25% of total scoreEffectively provides a logical progression of related ideas and supporting information in the body of the paper.Adequately provides a progression of ideas and supporting information in the body of the paper.Provides a poorly organized progression of ideas and supporting information in the body of the paper. Does not provide a progression of ideas and supporting information in the body of the paper.Effectively uses transitions to connect supporting information clearly.Adequately uses transitions to connect supporting information.Ineffectively uses transitions to connect supporting information.Does not use transitions to connect supporting information.Arrives at a well-documented, logical conclusion, involving critical thinking.Arrives at an adequately-documented conclusion.Arrives at an insufficiently documented conclusion.Does not arrive at a documented conclusion.Language and Style Weight for this criterion: 25% of total scoreExhibits skillful use of language, including effective word choice, clarity, and consistent tense and voice.Exhibits good use of language, including some mastery of word choice, clarity, and consistent use of tense and voice.Exhibits ineffective use of language, including weak word choice, limited clarity, and inconsistent tense and voice.Exhibits severely flawed use of language, including weak word choice, no clarity, and no sense of tense and voice. Demonstrates exceptional fluency through varied sentence structure, paragraphing, flow of ideas, and transitions.Demonstrates sufficient fluency through sentence structure, paragraphing, flow of ideas, and transitions.Demonstrates limited fluency through sentence structure, paragraphing, flow of ideas, and transitions.Lacks fluency through sentence structure, paragraphing, flow of ideas, and transitions. Assessment Rubric for Oral Presentation CriteriaExemplarySatisfactoryDevelopingUnsatisfactoryCommunication Skills Consistently speaks with appropriate volume, tone, and articulation.Generally speaks with appropriate volume, tone, and articulation.Has difficulty speaking with appropriate volume, tone, and articulation.Does not speak with appropriate volume, tone, and articulation. Consistently employs appropriate eye contact and posture.Frequently employs appropriate eye contact and posture.Employs infrequent eye contact and/or poor posture.Makes no eye contact.Consistently employs appropriate nonverbal communication techniques.Adequately employs appropriate nonverbal communication techniques.Employs limited nonverbal communication techniques.Does not employ nonverbal communication techniques.Consistently exhibits poise, enthusiasm, and confidence.Generally exhibits poise, enthusiasm, and confidence.Exhibits limited poise, enthusiasm, and confidence.Lacks poise, enthusiasm, and confidence.Adheres to prescribed time guidelines.Adheres to prescribed time guidelines.Violates prescribed time guidelines.Violates prescribed time guidelines.Employs creative use of visual aids that enrich or reinforce presentation.Employs appropriate visual aids that relate to presentation.Employs ineffective visual aids. Uses no visual aids.  Content and Coherence Effectively defines a main idea and clearly adheres to its purpose throughout presentation.Adequately defines a main idea and adheres to its purpose throughout presentation.Insufficiently defines a main idea and adheres to its purpose throughout presentation.Does not define a main idea or adhere to its purpose. Employs a logical and engaging sequence which the audience can follow.Employs a logical sequence which the audience can follow.Employs an ineffective sequence confusing to the audience.Lacks an organizational sequence.Demonstrates exceptional use of relevant research with correct referencing.Demonstrates sufficient use of relevant research with correct referencing.Demonstrates insufficient use of relevant research with correct referencing.Demonstrates no supporting details/evidence.Responses to questions Confidently, politely, and accurately responds to instructors or classmates questions and comments.Politely and accurately responds to instructors or classmates questions and comments. Ineffectively responds to instructors or classmates questions and comments. Unacceptably responds/does not respond to instructors or classmates questions and comments.  Assessment Rubric for Written Report CriteriaExemplarySatisfactoryDevelopingUnsatisfactoryIntroduction Consists of a sounding and original research question that defines the research scope and introduces the flow of arguments throughout in a logical way.Consists of a research question that defines the research scope and introduces the flow of arguments.Has problem formulating a research question and defining the research scope. Does not include a research question and fails to define the research scope. Content Reveals an exceptional understanding and command of the material in analytical and presentational respects and shows clear evidence of reading well beyond the standard source material. Reveals a good understanding of the topic but discussion is limited to material covered. Reveals some understanding of the topic but does little beyond standard textbook treatments, and exhibits some errors of fact or interpretation. Does not reveal any evidence of thought about the topic or understanding of the issues involved.Shows considerable insight into the topic and considerable originality in the treatment of the chosen topic, and presents a clear and coherent argument.Shows a considerable attempt to construct a clear and coherent argument.Shows limited attempt to construct clear argument. Lacks clear argument.Exhibits an excellent and well thought structured piece of work.Exhibits a good structured piece of work.Exhibits a poorly structured piece of work and has limited attempt to construct an argument. Exhibits a badly structured piece of work and is defective in one or more respects. Shows correct referencing by following the correct referencing style throughout the work.Shows correct referencing by following the correct referencing style, but with occasional omission.Fails to follow the correct referencing style or shows incomplete referencing. Lacks proper referencing.Language UseDemonstrates good amount of various complex and simple sentence structures appropriately, excellent control over spelling, and appropriate use of punctuation and capitalization. Demonstrates a good amount of complex and simple sentence structures appropriately, good control over spelling, and appropriate use of punctuation and capitalization with limited errors.Demonstrates limited attempts in the use of complex sentence structures and limited evidence of proofreading with lots of grammatical/ spelling mistakes.Has no control over sentence formation, spelling, punctuation and capitalization. Displays extensive and correct use of linguistic terminologies beyond teaching materials. Displays correct use of linguistic terminologies covered in the teaching materials. Displays limited use of linguistic terminologies covered in the teaching materials. Lacks any use of linguistic terminologies. 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[ @Verdana;WingdingsA$BCambria Math"h{'{'k!' >% >%nx4II 2qHP ?I"2! xx Note taking andStudentUser                         Oh+'0@i     ,8@HPXNote taking andStudent Normal.dotmUser2Microsoft Office Word@@Dj4@̙Z@̙Z >GgRs 3  c.@Times New Roman------  2 2qb  b'  2 9qb  b'5&  2 2&5  5&''=----  2 9-=1  2 9-=  =-''@Times New Roman------ 72 Z0bHong Kong Shue Yan University       2 Zb   L2 l+bDepartment of English Language & Literature        2 l>b  @Times New Roman------------  2 ~\b2--- 2 wdbnd---  2 ~qb  2 ~ubTerm 201    2 ~b9  2 ~b- 2 ~b20 2 ~b20  2 ~b  @Times New Roman------  2 qb    2 qbCourse Title:     2 b   2 b 0  2 b 0 42 1bSecond Language Acquisition      2 b   2 q bCourse Code:    2 b   2 b 0  2 b 0 2 1bENG  2 Qb364  2 ib  @Times New Roman------------  2 qbY   2 |bear of Study:    2 b .  2 b 0  2 1b3--- 2 9brd---  2 Bb  2 FbYear   2 db   &2 qbNumber of Credits:     2 b   2 b 0  2 1b3  2 9b   &2 qbDuration in Weeks:    2 b   2 b 0  2 1b1  2 9b5  2 Ab   .2 -qbContact Hours per Week:    2 -b   2 -b  %2 -1bLecture (2 hours)   2 -b    2 @qb 0  2 @b 0  2 @b 0  2 @b 0 %2 @1bTutorial (1 hour)    2 @b   2 [qbPre   2 [b- 2 [ brequisite(s):  2 [b .  2 [b 0 >2 [1"bENG160 Introduction to Linguistics      2 [b   2 wq bPrepared by:   2 wb   2 wb 0  2 wb 0 2 w1bDr.  2 wJbIvy Wong  2 wb   2 wb    2 qb  ---  2 qb   2 q bCourse Aims     2 b  ---  2 qb   I2 q)bThe course aims to introduce to students     2 ~ bimportant    2 b  2  btheories and  2  bresearch  )2 Nbfindings concerning     2 qbthe  2 b  &2 bvarious aspects of    2 b  2 blearning  2 Cb  P2 L.bEnglish as a second language (ESL). It starts      2 bwith   2 b  2 bfirst   72 qblanguage acquisition research      2 8b  _2 A8bbecause this is necessary to understand second language           P2 q.bacquisition. The early sessions in the course        2 btrace  2 b  2 bthe  12 bearly developments of SLA     2 b  2 bas a   2 q bdiscipline  2 b. These   2 b  2 bare  2 bthen  2  bfollowed by     2 fb  I2 j)bexamining individual learner differences      2 sbthat  2 bcan  2 baffect   C2 /q%bsecond language acquisition, such as    2 /dbage,  2 / bintelligence,  2 /b  2 / bcreativity,  2 /b  &2 /blanguage aptitude,   2 /b  2 /bmindset,    2 /b   S2 Aq0bmotivation, learning strategies, learner beliefs    2 Ab,  2 Ab  "2 Absocial context   2 A betc.   2 A(bT  2 A2 bhis course   2 Atb  2 Azbaims to    2 Abhelp    2 TqMbstudents to gain a comprehensive understanding of how languages are learned,       2 Tband  2 Tbwhat    2 fqbmajor factors  72 fb(both internal and external)   2 fbcan  2 fbinfluenc 2 fbe  .2 fbthis learning process.   2 f|bS  2 fbtudents   2 fbare  2 fb   2 xq bexpected  2 xbto   2 x breflect upon    2 xb  (2 xbtheir own learning    (2 xbexperience of Engli   2 x*bsh  2 x8b  2 xAbvis  2 xRb-  2 xXb  2 x_b- %2 xebvis the theories   /2 qblearned from this course   2  b.  2 b    2 qb  --- X2 q3bCourse Outcomes, Teaching Activities and Assessment         2 b  k @2 #kCourse Intended Learning Outcomes (      2  kI 2 kLOs)   2 1k  '- @ !i-- @ !i-- @ !_j-- @ !-- @ !-- @ !i-- @ !-k--- 82 qkUpon completion of this course      2 9k,  2 =k  2 Ckstudent 2 nks should  2 k  2  kbe able to  2 k:  2 k  '- @ !i-- @ !_j-- @ !-- @ !i-- @ !-k---  2 qkI 2 wkLO1   2 k  '--- 2 Describe   2   >2 "major theories and key findings in          2    2  first and    #2 Tsecond language     ,2 acquisition research;     2 _  '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !%i-- @ !%-- @ !%-k---  2 qkI 2 wkLO2   2 k  '---  2 I y2 Interpret and synthesize research studies of second language acquisition;       2   '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !i-- @ !-- @ !-8k---  2 !qk8I 2 !wk8LO3   2 !k8  '8---  2 !8F  t2 !F8amiliarize themselves with classic research techniques used in second                82 48language acquisition research;     2 48  '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !$i-- @ !$-- @ !$-K9k--- 2 Gqk9KILO4   2 Gk9K  'K9--- 2 G 9KReflect on  G2 G(9Ktheir own learning history (of English);     2 G9K  '- @ !8i-- @ !e8j-- @ !8-- @ !8-- @ !8-- @ !9i-- @ !9-- @ !9-qLk--- 2 ZqkLqILO5   2 ZkLq  'qL---  2 ZLqA  e2 Z<Lqpply these research techniques to conduct and present a smal               2 ZLql  2 ZLq- 2 ZLqscale   .2 lLqresearch project (group  2 liLq- 2 loLqbased).  2 lLq  '- @ !Ki-- @ !eKj-- @ !K-- @ !K-- @ !K-- @ !$Li-- @ !pi-- @ !pi-- @ !epj-- @ !$L-- @ !p-- @ !p-- @ !$L-- @ !p-- @ !p----  2 qb  k--- F2 'kTeaching and Learning Activities (TLAs)      2 &k  '- @ !i-- @ !i-- @ !_j-- @ !-- @ !-- @ !i-- @ !-k--- 2 qkTLA1   2 k  '--- 2 Pre   2 - 12 class reading assignments   2   '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !i-- @ !-- @ !-k--- 2 qkTLA2   2 k  '--- #2 Presentation of   2 ;key conc %2 tepts and theories  2   '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !i-- @ !-- @ !-k--- 2 qkTLA3   2 k  '--- 2 In  2 - 2 class   2  d 2  iscussions  2 Q  '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !i-- @ !-- @ !-k--- 2 qkTLA4   2 k  '--- 2 Video   2 - .2 watching and discussion     2   '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !i-- @ !-- @ !-k--- 2 qkTLA   2 k5  2 k  '--- C2 %Simulation exercise (SLA experiments)        2   '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !i-- @ !-- @ !- k--- 2 qk TLA   2 k 6  2 k   ' --- 2  Oral  %2  presentations by     2 d s 2 j tudents  2    2   in groups  2    '- @ !i-- @ !ej-- @ !-- @ !-- @ !-- @ !i-- @ ! i-- @ ! i-- @ !e j-- @ !-- @ ! -- @ ! -- @ !-- @ ! -- @ ! ----  2 qb  "SystemuF ouu o--bbaa``՜.+,D՜.+,< hp|  HKU%I Note taking and TitleP :B_PID_LINKBASEA  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-/012345:Root Entry FjץZ<Data L11TableurWordDocument8JSummaryInformation(piDocumentSummaryInformation8.CompObjn  FMicrosoft Word 97-2003 MSWordDocWord.Document.89q