Plan of the Module
LECTURE 1. Basic Notions in Language Acquisition: Description and Explanation
1.1. Identifying the Study of Second Language Acquisition (SLA)
1.2. Goals for Exploring SLA
1.3. Frameworks for Exploring SLA
2.1. Role of Theory in SLA Research
2.2. Seven Theories of SLA
2.2.1. Acculturation Model
2.2.2. Accomodation Theory
2.2.3. Discourse Theory
2.2.4. Monitor Model
2.2.5. Variable Competence Model
2.2.6. Universal Hypothesis
2.2.7. Neurofunctional Theory
2.3. Eleven Hypotheses about SLA
2. 3.1. General (H1 and H2)
2.3.2. Situation (H3 and H4)
2.3.3. Input (H5)
2.3.4. Learner Differences (H6 and H7)
2.3.5. Learner Processes (H8 and H9)
2.3.6. Linguistic Output (H10 and H11)
LECTURE 3. Nature of Learner Language (Features of Learner Language)
3.1. Identification of Language Learner Errors
3.2. Justification of Language Learner Errors
3.2.1. Description of Errors
3.2.2. Explanation of Errors
3.2.3. Evaluation of Errors
3.2.4. Limitations of Error Analysis (EA)
3.3. EA and Contrastive Analysis Hypothesis
4.1. Theories of Learning (Behaviourism, Cognitivism, and Connectionism)
4.2. IL Processing
4.3. IL Aspects
4.3.1. Social Aspects of IL
4.3.2. Discourse Aspects of IL
4.3. 3. Psycholinguistic Aspects of IL
4.3.4. Linguistic Aspects of IL
LECTURE 5. Individual Learner Differences and SLA (Beyond the Domain of Language)
5.1. Methodology of Individual Difference Research
5.2. Aspects of SLA Influenced by Individual Learner Factors
5.3. Identification and Classification of Learner Factors
5.3.1. Personal Factors (Group Dynamics; Attitudes to the Teacher and Course Materials; Individual Learning Techniques)
5.3.2. General Factors (Age; Intelligence and Aptitude; Inhibition; Attitudes and Motivation; Personality; Anxiety; Willingness to Communicate; Learning Strategies)
LECTURE 6. Language Classroom (CR) and SLA
6.1. Types of CR Research
6.2. Processing Instruction
6.3. Classroom Discourse and Naturalistic Discourse
LECTURE 7. Teachers’ Contribution to CR Discourse
7.1. Teacher Talk (TT)
7.2. Teachers’ Questions
7.3. Corrective Feedback
LECTURE 8. Learners’ Contribution to CR Discourse
8.1. Learner Participation
8.2. Mixed-ability Classes and Classroom Interaction
8.3. Tasks and Interaction
LECTURE 9. Role of Formal Instruction in SLA
9.1. Focus on Form (Form-Focused Instruction/ FFI)
9.1.1. Timing
9.1.2. Forms to Focus on
9.1.3. Input Manipulation and Input Enhancement
9.2. Methodology of FFI Studies
9.3. Effects of Formal Instruction on the Route of SLA
LECTURE 10. Durability of FFI Effects
10.1. Input-based Instruction: Focus-on-Form and Focus-on-Forms
10.2. Implicit vs. Explicit Instruction
10.3. Effects of Instruction on L2 Pragmatics