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| Course Description |
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| Course Name |
: |
Approaches to Adult Second Language Acquisition |
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| Course Code |
: |
ELT 744 |
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| Course Type |
: |
Optional |
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| Level of Course |
: |
Second Cycle |
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| Year of Study |
: |
1 |
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| Course Semester |
: |
Spring (16 Weeks) |
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| ECTS |
: |
6 |
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| Name of Lecturer(s) |
: |
Asst.Prof.Dr. CEM CAN
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| Learning Outcomes of the Course |
: |
Knows adult SLA theories
Comprehends Universal grammar
Identifies access to UG hypotheses
Becomes aware of Usage-based approach
Can explain Socio-cultural approach
Can explain innateness
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| Mode of Delivery |
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Face-to-Face |
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| Prerequisites and Co-Prerequisites |
: |
None |
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| Recommended Optional Programme Components |
: |
None |
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| Aim(s) of Course |
: |
This course aims to familiarise students with the kinds of evidence that applied linguists interested in second language acquisition use to develop hypotheses about how second languages are learned. More specifically, the module will introduce students to the basic concepts of two different theories of second language acquisition: the usage-based approach which assumes that language is acquired through exposure to language in use and without the presence of any innate linguistic knowledge, and the sociocultural approach which assumes that knowledge of language is embedded in and grows out of social interaction in specific cultural settings. |
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| Course Contents |
: |
Students will be familiarised with the kinds of evidence that applied linguists interested in second language acquisition use to develop hypotheses about how second languages are learned. |
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| Language of Instruction |
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English |
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| Work Place |
: |
Classroom |
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Course Outline /Schedule (Weekly) Planned Learning Activities |
| Week | Subject | Student's Preliminary Work | Learning Activities and Teaching Methods |
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1 |
Fundamentals of UG |
None |
Lecture, Q & A sessions, discussions |
|
2 |
UG and SLA |
None |
Lecture, Q & A sessions, discussions |
|
3 |
Access to UG Hypotheses |
None |
Lecture, Q & A sessions, discussions |
|
4 |
Interlanguage Data |
None |
Lecture, Q & A sessions, discussions |
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5 |
Revision |
None |
Lecture, Q & A sessions, discussions |
|
6 |
The role of L1 in SLA |
None |
Lecture, Q & A sessions, discussions |
|
7 |
Looking at Interlanguage process |
None |
Lecture, Q & A sessions, discussions |
|
8 |
Midterm |
None |
Essay type |
|
9 |
Interlanguage in context:
- linguistic context
- social context
- communication strategies
- interlanguage pragmatics
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None |
Lecture, Q & A sessions, discussions |
|
10 |
Interlanguage in context:
- linguistic context
- social context
- communication strategies
- interlanguage pragmatics |
None |
Lecture, Q & A sessions, discussions |
|
11 |
Interlanguage in context:
- linguistic context
- social context
- communication strategies
- interlanguage pragmatics |
None |
Lecture, Q & A sessions, discussions |
|
12 |
Nonlanguage influences:
- age factor
- aptitude
- motivation
- anxiety
- individual variations
- learning strategies |
None |
Lecture, Q & A sessions, discussions |
|
13 |
Nonlanguage influences:
- age factor
- aptitude
- motivation
- anxiety
- individual variations
- learning strategies |
None |
Lecture, Q & A sessions, discussions |
|
14 |
Research design of an SLA study |
None |
Lecture, Q & A sessions, discussions |
|
15 |
Research design of an SLA study |
None |
Lecture, Q & A sessions, discussions |
|
16/17 |
Final examination |
None |
Essay type examination |
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Required Course Resources |
| Resource Type | Resource Name |
| Recommended Course Material(s) |
 Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). New York, NY: Routledge.
Mitchell, R., & Myles, F. (2004). Second language learning theories. London: Arnold.
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| |
| Required Course Material(s) | |
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Assessment Methods and Assessment Criteria |
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Semester/Year Assessments |
Number |
Contribution Percentage |
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Mid-term Exams (Written, Oral, etc.) |
1 |
50 |
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Homeworks/Projects/Others |
2 |
50 |
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Total |
100 |
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Rate of Semester/Year Assessments to Success |
40 |
| |
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Final Assessments
|
100 |
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Rate of Final Assessments to Success
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60 |
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Total |
100 |
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| Contribution of the Course to Key Learning Outcomes |
| # | Key Learning Outcome | Contribution* |
|
1 |
Creates more productive classroom environment through in-class research and solve problems. |
5 |
|
2 |
Uses their awareness of affective factors in classroom environment to create more productive educational environment. |
5 |
|
3 |
Uses theories about culture in second language teaching. |
5 |
|
4 |
Creates teaching syllabus and evaluate it. |
5 |
|
5 |
Benefits from first language acquisition theories in their practices. |
5 |
|
6 |
Reflect their knowledge about research methods in their thesis proposals and thesis writings. |
5 |
|
7 |
Knows and applies language teaching methods. |
5 |
|
8 |
Benefits from language teaching methods in specific purposes in classroom environment. |
5 |
| * Contribution levels are between 0 (not) and 5 (maximum). |
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| Student Workload - ECTS |
| Works | Number | Time (Hour) | Total Workload (Hour) |
| Course Related Works |
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Class Time (Exam weeks are excluded) |
14 |
3 |
42 |
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Out of Class Study (Preliminary Work, Practice) |
2 |
24 |
48 |
| Assesment Related Works |
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Homeworks, Projects, Others |
2 |
24 |
48 |
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Mid-term Exams (Written, Oral, etc.) |
1 |
2 |
2 |
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Final Exam |
1 |
2 |
2 |
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Total Workload: | 142 |
| Total Workload / 25 (h): | 5.68 |
| ECTS Credit: | 6 |
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