THE HONG KONG INSTITUTE OF EDUCATION
Course Outline
Part I
Programme Title : Bachelor of Education (Honours) (English Language) (Five-year
Full-time) Primary
Bachelor of Education (Honours) (English Language) (Five-year
Full-time) Secondary
Course Title
: Psycholinguistics and Second Language Acquisition
Course code
: ENG 3251
Department
: Linguistics and Modern Language Studies
Credit Points
:3
Contact Hours
: 39
Pre-requisite(s)
: Nil
Medium of Instruction: English
Level
:3
For Second Major (English Language): Core Course
For Minor (English Language): Available
_____________________________________________________________________
Part II
1. Synopsis:
This course provides opportunities for students to develop their understanding
of how language is learnt and how it is related to thinking. It introduces students
to theories of second language learning and explores how second language
development is affected by individual learner factors and social contextual
factors.
2. Course Intended Learning Outcomes (CILOs)
Upon successful completion of this course, students will be able to:
CILO1
demonstrate a clear understanding of how people comprehend
and produce language; [PILO1 (SK1)]
CILO2
identify the major theories that seek to explain second language
acquisition; [PILO5 (SPK2)]
CILO3
use relevant theoretical concepts to analyze how individual
learner factors and social contextual factors affect second
language acquisition; [PILO5 (SPK2)]
1
3. Course Intended Language Learning Outcomes (CILLOs)
Upon successful completion of this course, students will be able to:
CILLO1
Write logical and coherent academic texts [PILO3 (SK3)]
4. Content, CILOs and Teaching & Learning Activities
Course Content
CILOs/CILLOs Suggested Teaching
& Learning
Activities
How language develops in the first language
CILO1
CILLO1
Key explanatory theories of second language
acquisition: Behaviourism, Innatism,
CILO1,2
CILLO1
Interactionism
Stages and processes of second language
acquisition:
CILO1,2
CILLO1
 learner language
 developmental sequences
 the processes of transfer,
generalization, simplification and
imitation
Learner factors which affect second language CILO3
acquisition including:
CILLO1




Lecture,
Seminar,
Group work,
Students’ PPT
presentation,
Online learning
activities
language aptitude
personality
motivation
learning styles and strategies
Contextual factors that affect second language CILO3
acquisition: language and identity
CILLO1
Structure a logical and coherent academic text
CILLO1
Lecture, seminar,
group work
5. Assessment
Assessment Tasks
Weighting
(%)
CILOs/CILLOs
2
a. Oral Presentation: Students work in groups to
40
CILO1, 2,3
60
CILO1,2,3
CILLO1
analyze their language learning experiences across
group members, using relevant theoretical concepts to
explain the similarities and differences of second
language learning outcomes.
b. Individual written essay: An essay in which each
individual student analyzes his/her own language
learning experiences in terms of theories associated
with the processes of second language learning and /
or with the effects of learner factors on second
language learning.
6.
Required Text(s)
Nil
7.
Recommended Reading
Baker, C. & Prys Jones, S. (1998). Bilingualism and second language acquisition. In C.
Baker & S. Prys Jones, Encyclopedia of bilingualism and bilingual education (pp.
635-64). Clevedon, UK: Multilingual Matters.
th
Brown, H.D. (2000). Principles of language learning and teaching (4 edition). White
Plains, NY: Addison Wesley Longman.
rd
Cook, V.J. (2001). Second language learning and teaching (3 edition). London: Arnold.
Dornyei, Z. (2001). Teaching and researching motivation. London: Longman.
Dörnyei, Z. (2005). The psychology of the language learner: individual differences in
second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.
Ellis, R. (2004). Individual differences in second language learning. In A. Davies & C. Elder
(eds.) Handbook of applied linguistics (pp. 525-551). Oxford: Blackwell.
Emmitt, M. & Pollock, J. (1997). Language and learning. Melbourne: Oxford University
Press.
Goh, C., & Silver, R. (2004). Language Acquisition and Development. Singapore:
National Institute of Education.
Johnson, K. (2001). An introduction to foreign language learning and teaching. Harlow:
Longman.
Lamb, M. (2009). Situating the L2 self: Two Indonesian school learners of English. In Z. D
Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self
(pp.229-247). Bristol: Multilingual Matters.
Lam, W. Y.K. (2005). Is Strategic Competence Teachable? The Journal of Asia TEFL, 2,
3
4, pp. 87-112.
Leaver, B.L., Ehrman, M. & Shekhtman, B. (2005). Achieving success in second
language acquisition. Cambridge: Cambridge University Press.
Littlewood, W. (2000). Foreign and second language learning. Cambridge: Cambridge
University Press and Beijing: Foreign Language Teaching Press / People's Education
Press. (Available for purchase only in the PRC.)
Littlewood, W. (2004). Second language learning. In A. Davis & C. Elder (eds.)
Handbook of applied linguistics (pp. 501-524). Oxford: Blackwell.
Mackey, A. (2006). Second language acquisition. In R. Fasold & J. Connor-Linton (ed.) An
introduction to language and linguistics. Cambridge: Cambridge University Press.
McDonough, S. (2002). Applied linguistics in language education. London: Arnold.
rd
Peregoy, S.F. & Boyle, O.F. (2001). Reading, writing and learning in ESL (3
edition). New York: Addison Wesley Longman.
Saville-Troike, M. (2005). Introducing second language acquisition. Cambridge
University Press.
Scovel, T. (1998). Psycholinguistics. Oxford: Oxford University Press.
VanPatten, B. (2003) From input to output: a teacher's guide to second language
acquisition. USA: McGraw Hill.
Whitney, P. (1998). The Psychology of language. Boston, MA: Houghton Miffin.
Williams, M. & Burden, R. (1997). Psychology for language teachers. Cambridge:
Cambridge University Press.
8. Related Web Resources
http://www.sk.com.br/sk-vygot.html
This site gives information about language acquisition and the relation between
language and cognitive development.
9. Related Journals
Nil
4