QATAR UNIVERSITY
COLLEGE OF EDUCATION
EDUC 311: Applications in Second Language Acquisition (3 CRHs)
SEMESTER AND YEAR:
INSTRUCTOR:
EMAIL:
OFFICE NUMBER:
OFFICE HOURS: PHONE:
CLASS MEETING TIME/LOCATION:
COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK
Together We Shape the Future through Excellence in Teaching, Scholarship, and Leadership.
COLLEGE OF EDUCATION UNIT LEARNING OUTCOMES (Checked if addressed in
this course)
Teaching
1. Content: Demonstrate understanding of the key theories and
√
concepts of the subject matter.
2. Pedagogy: Plan effective instruction to maximize student
√
learning.
3. Technology: Use current and emerging technologies in
√
instructionally powerful ways.
4. Diversity: Foster successful learning experiences for all
√
students by addressing individual differences.
Scholarship
5. Scholarly Inquiry: Actively engage in scholarship by
√
learning from and contributing to the knowledge base in
education.
6. Problem Solving: Arrive at data-informed decision by
√
systematically examining variety of factors and resources.
Leadership
7. Ethical Values: Apply professional ethics in all educational
√
contexts.
8. Initiative: lead positive change in education.
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COURSE DESCRIPTION
This course provides an introduction to the field of Second language acquisition and learning, an
intricate process that involves the dynamic interaction of individual and social variables. It
considers a wide range of theories, models, and research that have been proposed to account for
this process and their implications for language learning and teaching. Participants are guided to
evaluate and consider the implications of different perspectives for second language teaching in a
variety of contexts.
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Prerequisites: Acceptance into the B.Ed. in Education Primary Education Program
COURSE OBJECTIVES
Throughout this course, students will
1. examine different theories that account for the process of second language acquisition
(SLA).
2. recognize personal and social factors influencing outcomes in second language
acquisition
3. examine the role of learner’s individual characteristics, including learning strategies and
styles in language learning
4. consider the implications of SLA research findings for teaching a second language
5. analyze second language learner data from multiple perspectives
COURSE LEARNING OUTCOMES
Upon successful completion of the course, students will be able to
1. demonstrate understanding of different theories of second language acquisition
2. explain the role of personal and social factors in second language acquisition
3. account for the role of learner’s individual characteristics, including learning strategies
and styles in language learning
4. analyze second language learner language from different perspectives and identify
possible sources of error
5. reflect on the application of research findings relating to SLA to teaching/learning a
second language
6. formulate questions about aspects of SLA theories that they do not understand
7. summarize and present in class important studies and basic ideas of research studies
8. write coherent reflective papers on topics related to the field of SLA
TEXTBOOKS & READINGS
Gass, S.& Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.)
London: Lawrence Erlbaum Associates.
Required Textbook
Ellis, R. 1997: Second Language Acquisition . Oxford: Oxford University Press.
Lightbown, P. and N. Spada 1999: How languages are learned. (2nd edition) Oxford: OUP
SUPPORTIVE Texts
Doughty, C. & Long, M. (Eds.). (2005). The handbook of second language acquisition. Malden,
MA: Wiley-Blackwell.
.
Long, M. (2006). Problems in SLA (Second language acquisition research. Mahwah, NJ:
Lawrence Erlbaum Associates.
Skehan, P. 1998: A cognitive approach to language learning . Oxford: OUP.
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SUPPORTIVE WEBSITES
 Everything ELS. http://www.everythingesl.net/inservices/language_stages.php
 Center for Advanced Research in Language Acquisition.
http://www.carla.umn.edu/strategies/
 Dr. Cummin’s ESL and Second Language Learning Lab.
http://www.iteachilearn.com/cummins/
 http://www.tesol.org/s_tesol/index.asp TESOL Organization

http://writing.berkeley.edu/tesl-ej/index.html TESL EJ

http://iteslj.org/ Internet TESL Journal

http://www.TEFLcommunity.com TEFL Community side

www.gabrielatos.com On line papers on ELT and other related issues

http://nnest.moussu.net/ Nonnative English speaking members of TESOL

http://www.cal.org/ Center for Applied Linguistics

http://www.ncela.gwu.edu National Clearinghouse for English Language Acquisition

http://iteslj.org/Lessons/ Lesson plans and other information on Internet TESL Journal

http://www.cal.org/ericell/digest/subject.html ERIC Clearinghouse on Languages and
Linguistics (provides short articles on important topics by key writers).

http://www.starfall.com/n/level-a/learn-to-read/load.html lesson plans

www.lessonplanpage.com lesson plans

http://www.rong-chang.com/methods.htm
COURSE REQUIREMENTS
1. Each candidate is expected to attend class and contribute to the community of
learners by being a positive participant in discussions, presentations, and hands-on
projects.
2. All assignments should be submitted on the specified due date. Assignments turned
in later are subject to point deductions.
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3. All written assignments should have a cover sheet with assignment title, candidate
name, course title, and date.
4. All written assignments should be word processed, double spaced, and in 12 point
standard font.
5. All written assignments shall use appropriate citations and references in APA style.
6. In-class mid-term and final exams will be given in this class. Each candidate is
expected to be present for these exams except in cases of certified emergency.
USE OF BLACKBOARD
Students are required to post their work on Blackboard and respond to each other in the
Discussion Board.
COURSE MATRIX
Unit Learning
Outcomes
QNPS
Course
Objectives
Course
Learning
Outcomes
Assessment
(Tasks/Artifacts)
Content
Pedagogy
1, 2,4, 8,
9 9.3
1, 2, 3, 4, 5,
1, 2, 3, 4, 5,
Exams
Reflective paper
Diversity
1
2, 3
2, 3
Reflective paper
Exams
Technology
1, 2, 6
4
5, 8
Facilitate class discussion
Problem
solving
10, 11,
12
5
4
Data collection assignment
6, 7, 8
Reflective paper
Data collection assignment
Facilitate class discussion
Scholarship
inquiry
Ethical values
Initiative
10, 12
4, 5
COURSE OUTLINE
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Week 1
Introduction, SLA and Related Disciplines
Week 2
Second and Foreign Language Data
Week 3
The Role of the Native Language: An Historical Overview
Week 4
Child language learning
Week 5
Beyond the Domain of Language: Personal and social factors in SLA
Week 6
Theories of SLA (1)
Week 7
Theories of SLA (2)
4
Week 8
Mid-term Exam
Week 9
Input, Interaction, and Output
Week 10
Formal approaches to SL teaching
Week 11
Task-based SL learning
Week 12
SLA and teaching language as communication
Week 13
Instructed Second Language Learning
Week 14
An integrated view of SLA and learning
Week 15
Revision
Week 16
Final Exam
METHODS OF INSTRUCTION
This class is a student-centered class with several active learning strategies involved. Different
groupings will be used for the purposes of discussions and social learning. The use of technology
is part of this course either in the presentation, assignments or lecturing. Lecturing and
discussions are part of the course methods.
INSTRUCTIONAL MEDIA
The following equipment will be used: OHP, Whiteboard, computer and data projector, audiocassettes and CD players, video and DVD players.
ASSESSMENTS
Exams (40%) Student knowledge and interpretation of the readings and lectures will be assessed
by two exams. The mid-term exam will be administered in Week 8 of the course during usual
class times and in the same room. The midterm will focus on topics covered in lectures 1 - 7. The
final exam will be given on the last week of the course at the same time and place as our usual
classes. The final will focus on topics covered in lectures 9 - 14.
The mid-term exam is worth 15% of the total final grade and the final exam is worth 25% of the
final grade.
Facilitate class discussion (20%). Students will collaborate in groups of two to facilitate a
presentation and class discussion of one reading for ONE class session. They will lead class
discussion of a reading for one class session. This means that you will need to prepare the
reading carefully, present a summary of its content, make up study guide questions for your
classmates to answer and lead the group through the discussion of the issues of the article. I will
reduce your grade significantly if you are unprepared
Presentations will be graded for effective communication and will be scored on a Presentation
Evaluation Rubric to be provided by the instructor.
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Reflective paper (20%). Each student will write a reflective paper on a topic suggested by the
instructor. The paper should be no less than four pages. It has to be submitted in Week 10. Points
will be deduced for late submissions.
Data Collection Assignment (20%). This will require you to get two language samples from a
second language learner; the language has to be elicited in two different ways. You will then
analyze some aspects of the language and describe how the language differs between the two
samples.
GRADING SYSTEM
A
=
100 - 90
B+
=
89.99 - 85
B
=
84.99 - 80
C+
=
79.99 - 75
C
=
74.99 - 70
D+
=
69.99 - 65
D
=
64.99 - 60
F
=
59.99 – 0
SPECIAL NEEDS
In accordance with Law No 2 of the year 2004, and Article 49 in the Constitution of Qatar: "Education is
the right of all.", and "the State shall extend efforts to achieve fair and appropriate access in education
for all". Qatar University seeks to ensure fair and appropriate access to programs, services, facilities,
and activities for students with special needs. Any student who feels s/he may need an accommodation
based on the impact of a disability should contact the instructor privately to discuss your specific needs.
Please contact the Office for Disability Services to coordinate reasonable accommodations for students
with documented disabilities.
Special Needs Section
Student Activities building
Men’s Campus: 44033854, Fax: 44838925; Women’s Campus: 44033843, Fax: 44839802; Email:
specialneeds@qu.edu.qa; Office hours: 7:30 AM – 2:30 PM
STUDENT COMPLAINTS POLICY
Students at Qatar University have the right to pursue complaints related to faculty, staff, and other
students. The nature of the complaints may be either academic or non-academic. For more information
about the policy and processes related to this policy, you may refer to the students’ handbook.
ACADEMIC HONESTY
Qatar University is an academic community actively engaged in scholarly pursuits. As members of this
community, students are expected to recognize and honor standards of academic and intellectual
integrity. The College of Education supports the ideals of scholarship and fairness by rejecting all
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dishonest work when it is submitted for academic credit. Qatar University encourages students to be
responsible and accountable for their decisions and actions. Any attempt by students to present the
work of others as their own or to pass an examination by improper means is regarded as a most serious
offense and renders those students who do so liable to disciplinary action. Assisting another student in
any such dishonesty, or knowing of this dishonesty and not reporting it, is also considered a grave
breach of honesty. Academic dishonesty and plagiarism are described on page 37 in the Qatar
University Student Handbook.
LEARNING SUPPORT
Qatar University operates Learning Support Centers on each campus to provide services to students to
supplement their in-class instruction and ability to meet course requirements. These services include
tutoring, acquiring efficient learning skills and strategies, academic and learning assessment (in
conjunction with the Counseling Center), and writing labs and workshops. Information about the
Learning Center may be found at http://www.qu.edu.qa/students/services/slsc/
Appendix
QATAR NATIONAL PROFESSIONAL STANDARDS FOR TEACHERS
1. Structure innovative and flexible learning experiences for individuals and groups of
students.
2. Use teaching strategies and resources to engage students in effective learning.
3. Foster language literacy and numeracy development.
4. Create safe, supportive, and challenging learning environments.
5. Construct learning experiences that connect with the world beyond school.
6. Apply information and communication technology in managing student learning.
7. Assess and report on student learning.
8. Apply knowledge of students and how they learn to support student learning and
development.
9. Apply teaching/subject area knowledge to support student learning.
10. Work as a member of professional teams.
11. Build partnerships with families and the community.
12. Reflect on, evaluate, and improve professional practice.
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