Run by School of Languages, Literatures, Linguistics and Media

20 Credits or 10 ECTS Credits

Semester 2

Organiser: Dr Jessica Clapham

This module will introduce students to the various issues pertaining to the acquisition of a second language by child and adult learners in EFL (English being learned as a foreign or 2nd language) contexts. We will overview issues such as the role L1 transfer, age in L2 acquisition (child L2 vs. adult L2) and the impact of individual differences. We will also explore developmental stages and ultimate attainment in L2 children and adults. We will cover these issues by discussing current theories of L2 acquisition and learning.

Aims:
• To develop students’ understanding of the linguistic and cognitive processes involved in acquiring a second language;
• To enhance students’ understanding of how language is acquired by child and adult second language learners;
• To enhance students’ appreciation of the various theoretical models proposed concerning second language acquisition in EFL contexts and evaluate them;
• To enhance students’ awareness of the implications of and engage critically with the research findings from second language acquisition research for teaching.

The topics covered in this module would be the following:
1. Background to SLA Research.
2. Individual differences in L2 users and L2 learners.
3. L1 transfer: Code-switching and Second Language Learning.
4. Theories of L2 acquisition.
5. The role of age in L2 acquisition.
6. The goals of language teaching and assessment.
7. The L2 user and the native speaker.
8. Embedding SLA research into Language teaching.

threshold

C (50%):
The student can demonstrate a minimum level of understanding appropriate for postgraduate study of the area they have chosen to research and must involve critical analysis of existing research into Second Language Acquisition. The answer must show evidence of background study of primary sources and literature, going beyond material discussed in lectures. The answer must be relevant to the research topic chosen. Students will also display the minimum acceptable standard of understanding and/or knowledge of all LOs.

good

B:
The student can demonstrate a clear and accurate understanding appropriate for postgraduate study of the area they have chosen to research; and display evidence of having consulted many relevant readings, making clear and accurate reference to those source materials, free from misunderstanding and errors of content, and is free from irrelevant material. Students will also display a better than average standard of understanding and/or knowledge of all LOs.

excellent

A:
The student has revealed a thorough understanding of the area appropriate for postgraduate study that they have chosen to research, both in terms of content and theory; is able to apply complex concepts clearly and accurately; display evidence of detailed critical thought; clear, and logical extended argument; and display communicative competence, free from irrelevant material and errors of spelling and punctuation. Students will have achieved a thorough/excellent understanding and/or knowledge in all LOs.

1. Students will be able to identify and engage in detailed critical evaluation of various methodologies used in the field of second language acquisition.

2. Students will be able to demonstrate detailed knowledge of and critically evaluate how the English language is acquired as a second language by child and adult learners.

3. Students will be able to describe in detail and critically compare multiple theories in the study of second language acquisition.

4. Students will be able to engage in detailed critical evaluation of various methodologies used in the field of second language acquisition.

5. Students will be able to demonstrate knowledge of how Second Language Acquisition research and theories can be used to inform the teaching of English as a foreign language and evaluate its effectiveness for learning.

Type	Name	Description	Weight
REPORT	Report (2000 words)	This assignments demands consideration of the support parents need to bring their child up to be bilingual.	30
ESSAY	Analytical Essay (4000 words)	This assignment asks you to consider a major theory or issue in SLA and how this relates to teaching a second language.	70

		Hours
Private study	In their own time, students will be expected to do further reading, go through materials covered in class and do further research on the topics, and prepare assignments.	138
Seminar	One 1 hour seminar per fortnight (5 over the 11 weeks).	5
Lecture	One 2 hour lecture per week for 11 weeks.	22
Private study	Directed Reading - students are given required reading each week (of about 2 hours) on the topic of that week's lecture.	33
Tutorial	Students are encouraged to see the lecturer on a one-to-one basis during published office hours (or by appointment) to discuss issues with the module content, seek clarification on topics and discussions, and discuss feedback on assessments and class exercises.	2

• Literacy - Proficiency in reading and writing through a variety of media
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting

• Research skills - students will be able to undertake advanced independent research, involving formulating a research question, identifying and deploying appropriate linguistic methodology (theoretical or empirical), data collection techniques (experimental or field-based), as well as the selection and application of appropriate theoretical frameworks in order to adequately analyse and interpret data.
• Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language studies to an advanced standard.
• Analysis & interpretation skills - students will be able to analyse and interpret data accurately and to draw appropriate conclusions based on the application of appropriate analytic and theoretical frameworks available in linguistics and English language studies.
• Problem solving - students will be able to evidence sophisticated problem-solving skills in formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, and developing the confidence to address challenging problems using a variety of different approaches
• Evaluation & reflection - students will be able to critically evaluate to an advanced standard a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
• Independent investigation - students will develop the ability to plan, design and execute a highly original and significant piece of research or inquiry, either independently or as a member of a team in order to discover a specific solution to an outstanding issue or question through searching out and synthesising written, visual and oral information. Students will also develop skills of independent investigation, including interacting with peers and participants/informants.
• Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management
• Learning to learn - students will learn to reflect upon, modify and improve their learning strategies
• Information technology - students will develop the ability to use computing and IT skills in order to find, store, interpret and present information, to produce a range of electronic documents and to use software confidently
• Effective communication - students will develop the ability to communicate effectively, appropriately and confidently, in a range of contexts, to different audience types, and making use of a range of supporting materials
• Working effectively with others - students will develop the ability to work well with others as part of a group or a team
• Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity.
• Proficiency in the use of English in reading, writing, speaking and/or listening - students will demonstrate proficiency in their ability to use and understand English in a range of different contexts and via different media.
• Knowledge of EFL (English as a Foreign Language) theory and practice - students will demonstrate familiarity with core terms, issues, principles, aspects and best practices related to the teaching of English as a foreign language.
• Problem solving - students will be able to evidence problem-solving skills in formulating problems (factual, empirical, theoretical) in precise terms, identifying key issues, and developing the confidence to address challenging problems using a variety of different approaches
• Knowledge of linguistic theory and application - students will demonstrate a detailed knowledge of terms, issues, principles, aspects and best practices related to the study of human language and linguistics.
• Understanding of the nature and organisation of language - students will demonstrate detailed knowledge of observations and findings relating to various aspects of linguistic phenomena and organization.
• Understanding the nature of commonalities and differences across languages - students will demonstrate detailed knowledge of phenomena and findings relating to universals and diversity exhibited by and across languages.
• Understanding of the nature of bi/multilingualism - students will demonstrate familiarity with phenomena and findings relating to the nature of bilingual and multilingual individuals and communities.
• Understanding of the nature of bi/multilingualism - students will demonstrate familiarity with phenomena and findings relating to the nature of bilingual and multilingual individuals and communities.
• Writing & scholarly conventions - students will be able to present data, argumentation, findings and references in written form in keeping with the conventions current in language science and English language and EFL studies.
• Research skills - students will be able undertake independent research, involving formulating a research question, identifying and deploying appropriate linguistic methodology (theoretical or empirical) and data collection techniques (theoretical, experimental or field-based), and the selection and application of appropriate theoretical frameworks in order to adequately address the research question.
• Learning to learn - students will learn to reflect, modify and improve their learning strategies
• Evaluation & reflection - students will be able to critically evaluate a particular position, viewpoint or argument in relation to a specific area of investigation. They will be able to reflect on the efficacy of a particular approach, practice or performance, and moderate these as a consequence in order to achieve specific goals.
• Independent investigation - students will develop the ability to plan, design and execute a significant piece of research or inquiry, either independently or as a member of a team in order to discover a specific solution to an outstanding issue or question through searching out and synthesizing written, visual and oral information. Students will also develop skills of independent investigation, including interacting with peers and subjects/informants.
• Fluency, confidence and proficiency in the use of English -students will demonstrate their ability and proficiency to use and understand and instruct others in English in a range of academic and classroom contexts.
• Working effectively with others - students will develop the ability to work well with others as part of a group or a team
• Awareness of and appreciation for linguistic and cultural differences - students will develop an awareness of and an appreciation for the range and nature of linguistic and cultural diversity
• Personal organisation - students will develop the ability to undertake self-directed study and learning with appropriate time-management

Resource implications for students

None

Talis Reading list

http://readinglists.bangor.ac.uk/modules/qxl-4420.html

Reading list

Most readings will be available online on Blackboard or in hard-copy from the University Library, though students are also given details of a core text they are encouraged to buy.

Recommended reading:
Cook V (2013) Second Language Learning and Language Teaching, Routledge, Oxford.
Ellis R & Shantani, N (2014) Exploring Language Pedagogy through SLA Research, London: Routledge.
Ellis, R., Loewen, S., Elder, C., Erlam, R., Philp, J., & Reinders, H. (2009) (Eds.). Implicit and explicit knowledge in second language learning, testing and teaching. Bristol, UK: Multilingual Matters. [access e-book via link on Blackboard]
Gass, S., & Mackey, A. (Ed.) (2012). The Routledge handbook of second language acquisition. London: Routledge [Call number: P118.2 .R68 2011, reserve collection]
Gass, S., & Selinker, L. (2008). Second language acquisition: An introductory course. London: Routledge. [e-book accessible via our Blackboard site]
Mackey, A., & Gass, S. (2005). Second language research: Methodology and design. Mahwah, NJ: Lawrence Erlbaum. [P118.2 .M23 2005, reserve collection]
Ortega, L. (2009): Understanding second language acquisition. London: Hodder.[Call number: P118.2 .S423 2011, reserve collection]
Ritchie, W. C., & Bhatia, T. (2009). The new handbook of second language acquisition. Bingley: Emerald Press. [Call number: P118.2 .N48 2009, reserve collection]
VanPatten, B., & Benati, A. G. (2010). Key terms in second language acquisition. London: Continuum. [access e-book via link on Blackboard]
White, L. (2003). Second language acquisition and Universal Grammar. Cambridge: Cambridge University Press. [Call number: P118.2 W39 2003] [access e-book via link on Blackboard]

Compulsory in courses:

• Q1AX: MA Applied Linguistics for TEFL year 1 (MA/ALTEFL)
• Q316: MArts English Language for TEFL year 4 (MARTS/ELT)
• Q1BB: MSc Language Acquisition & Development year 1 (MSC/LAD)

Optional in courses:

• Q1AN: MA Bilingualism year 1 (MA/BILING)
• Q1AB: MA Linguistics year 1 (MA/LING)
• Q102: MArts Bilingualism year 4 (MARTS/BILING)
• Q101: MArts Linguistics year 4 (MARTS/LING)