Spring 2016
TESL 623: SECOND LANGUAGE ACQUISITION
IMPORTANT COURSE INFORMATION
Key Contact Information:
Course Duration:
Professor: Jisook Paik
Email: paik@american.edu
Phone: 202-885-6843
Office Hours: T. 2-4 pm, Th. 3-5 pm or by appointment (MGC 326A)
01/14/16 to 04/28/16
Class Meeting Time:
Class Location:
Thursday 5:30-8:00 pm
Classroom: WATK-G08
Online: Blackboard
Mar. 10: Spring Break: No class
Apr. 07: Research Week: Online Discussion
Apr. 28: Final exam week
Online class session will be provided when in class session can’t take
place (e.g. snow day). Most assignments are given and should be
submitted via Blackboard Assignments.
COURSE OVERVIEW
This is an introductory course on second language acquisition (SLA) to explore how languages are learned and also how the first language acquisition is similar or
different from the second or third language learning. Based on relevant SLA theories and research findings, you will gain knowledge on the development processes
of second language learning and internal and external factors that influence second language learning. The course will help you develop a broad, conceptual
framework of second language acquisition processes, which will help you understand your ELLs better and teach a second or foreign language more effectively.
COURSE OBJECTIVES
At the end of the course, you will be able to…
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Demonstrate your understanding on second language acquisition (SLA) processes in linguistic, psychological and sociocultural perspectives.
Identify internal and external factors that influence second language learning processes of language learners and leaner variations.
Analyze types of errors in your student’s oral/written language and describe/explain possible causes of the errors based on SLA theories.
Practice methods and skills relevant to language acquisition research and conduct a mini research project in the field of SLA.
COURSE READINGS
Required Textbooks
Ellis, R. (1997). Second Language Acquisition (3rd ed.). Oxford: Oxford University Press. ISBN: 978019437212 (E)
Lightbown, P., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford: Oxford University Press. ISBN: 9780194541268 (L&S)
Recommended Textbooks
Gass, S.M. (2013). Second language acquisition: An introductory course (4th ed.). New York: Routledge.
Tarone, E., & Swierzbin, B. (2009). Exploring Learner Language. Oxford: Oxford University Press. ISBN-13: 978-0194422918 ISBN10: 0194422917 Edition: Pap/DVD
Mackey A., & Gass, S. (2011). Research Methods in Second Language Acquisition: A Practical Guide. Wiley-Blackwell ISBN: 978-1-4443-3426-5
Nunan, D. (1992). Research Methods in Language Learning. Cambridge Language Teaching Library Cambridge: CUP. ISBN:0-521-42968-4
Other Required Articles/Chapters
Please note: All the required articles or book chapters below will be available on Blackboard.
Week 2
Lessard-Clouston, M. (2007). SLA What It Offers to ESL/EFL teachers. In G. Anderson & M. Kline (Eds.). (2007). Proceedings of the CATESOL State
Conference, 2007. Orinda, CA: CATESOL. Retrieved from http://www.catesol.org/.
Johnson, M (2004) A Philosophy of Second Language Acquisition (Chapter 1, pp. 9-17). New Haven and London: Yale University Press.
Nunan, D. (1992). Research Methods in Language Learning. (Chap. 1) Cambridge Language Teaching Library Cambridge
Recommended
Gass, S.M. (2013). Second language acquisition: An introductory course (4th ed.). New York: Routledge. Introduction (pp. 1-16)
Massachusetts Department of Elementary and Secondary Education (2014). Massachusetts Professional Standards for Teachers of Adult English Speakers of Other
Languages: what ESOL Instructors Need to Know and Be Able to Do. pp. 8-14. (Standard 1 ONLY) Retrieved from
http://www.doe.mass.edu/acls/pd/ESOLstandards.pdf
Week 3
Bialystok, E. (2007). Language acquisition and bilingualism: Consequences for a multilingual society.
De Houwer, A. (2007). Parental language input patterns and children’s bilingual use. Applied Psycholinguistics, 28, 411-424.
Week 4
Gass, SM. (2013). Second language acquisition: An introductory course (4th ed.). New York: Routledge. Chap. 5 (pp. 108-137)
Ellis, R. (2006). Modeling learning difficulty and second language proficiency: The differential contributions of implicit and explicit knowledge. Applied
Linguistics, 27, 431–463.
Week 5
Niederhauser, J. (2012) Motivating Learners at South Korean Universities. English Language Forum 50(3). Retrieved from
http://americanenglish.state.gov/files/ae/resource_files/50_3_6_niederhauser.pdf
Guilloteaux, M.J., & Dörnyei, Z. (2008). Motivating language learners: A classroom-oriented investigation of the effects of motivational strategies on student
motivation. TESOL Quarterly, 42(1), 55-77.
Week 6
Johnson, M (2004) A Philosophy of Second Language Acquisition (Chapter 4 and 8). New Haven and London: Yale University Press.
Week 7
Mackey, A. (2007). Introduction: The role of conversational interaction in second language acquisition. Conversational interaction and second language
acquisition: A collection of empirical studies (pp. 1-26). Oxford: Oxford University Press.
Adams, R. (2007). Do second language learners benefit from interacting with each other? Conversational interaction and second language acquisition: A
collection of empirical studies (pp. 29-51). Oxford: Oxford University Press.
Recommended
Gass, SM. (2013). Second language acquisition: An introductory course (4th ed.). New York: Routledge. Chap. 12 (pp. 339-397)
Week 8
Landolf, J.P., & Thorne, S.L. (2007). Sociocultural theory and second language learning. In B. VanPatten & J. Williams (Eds.), Theories in second language
acquisition: An introduction (pp. 201-223). Mahwah, NJ: Lawrence Erlbaum.
Kim, T-Y., (2009). The sociocultural interface between ideal self and ought-to self: A case study of two Korean students' ESL motivation. In Z. Dörnyei & E.
Ushioda (Eds.), Motivation, Language Identity, and the L2 Self (pp. 274-294). Multilingual Matters: Bristol, UK.
Parks, S. (2015). Maximizing Target Language Use in a Pre-service Practicum: Tensions, Power, and Identity Formation. TESL_EJ 19 (1). pp. 1-12.
Week 10
Rodriguez, A. (2009). Teaching Grammar to Adult English Language Learners: Focus on Form, Center for Applied Linguistics. Retrieved from
http://www.cal.org/caelanetwork/resources/teachinggrammar.html
Loewen, S., Shaofeng, L., Fei, F., Thompson, A., Nakatsukasa, K., Ahn, S., & Chen, X. (2009). Second language learners’ beliefs about grammar instruction and
error correction. Modern Language Journal, 93, 91-104.
Recommended
Mu, F. (2003). Motivating Students by Modifying Evaluation Methods. English Teaching Forum 41(1). Retrieved from
http://americanenglish.state.gov/resources/english-teaching-forum-2003-volume-41-number-1#child-138
Week 11
Lyster, R., & Mori, H. (2006). Interactional feedback and instructional counterbalance. Studies in Second Language Acquisition, 28, 269-300.
Ellis, R. (2008). Principles of Instructed Second Language Acquisition, Center for Applied Linguistics. Retrieved from
http://www.cal.org/resources/digest/instructed2ndlang.html
Week 12
Wang, W. (2015). Factor Affecting Learners’ Attention to Teacher Talk in Nine ESL Classrooms. TESL-EJ, 19 (1) pp. 1-20
Sardareh, S. , Saad, M. Othman, A. & Che Me, R. (2014). ESL Teachers’ Questioning Technique in an Assessment for Learning Context: Promising or
Problematic? International Education Studies; Vol. 7, No. 9. Pp. 161-174
Week 16
Johnson, M (2004) A Philosophy of Second Language Acquisition (Chapter 9: Building a new model of second language acquisition, pp. 170-189). New Haven
and London: Yale University Press.
Evaluation
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


Discussion and activity participation
Language learning/teaching essay
Article presentation & discussion leader
Article outline/summary
Mini Research Paper:
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
Proposal
Lit review
Research design (methods, participants, setting)
Research presentation
Final paper
10%
5%
20%
15%
50%
5%
10%
5%
10%
20 %
Important Notes:
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
Attendance and active participation is critical for success in this class. Please note that if you miss more than 2 of the classes, you will not be able to
pass the course. You are also responsible for any material/tasks covered during any absence. Contact the instructor and/or your classmates for any
questions.
All assigned readings must be completed before the day we begin the topic in class. Please come to class prepared!
Late submission for any assignment is accepted without penalty only with written permission, and all late assignments result in an automatic grade
deduction (AA-).
Please be considerate of your classmates by arriving on time and silencing cell phones. It is also considered inappropriate to text or use social media
during class time.
Academic Integrity:

By registering for this course, you acknowledge your familiarity with the Code and pledge to abide by it. All work you submit must be your own or
must be properly documented. In addition, collaborative work and work already submitted in other classes must be approved in advance by the
instructor. All suspected violations of the Code will be immediately referred to the Office of the Dean. Disciplinary action, including failure for the
course, suspension, or dismissal, may result. Additional information about the Code (i.e. acceptable forms of collaboration, definitions of plagiarism,
use of sources including the Internet, and the adjudication process) can be found in a number of places including the University’s Academic
Regulations, Student Handbook, and Academic Integrity Code website. (See http://www.american.edu/provost/registrar/regulations/reg80.cfm#list for
more information.) If you have any questions about academic integrity or standards of conduct in this course, please discuss them with your instructor.
Also, collaborative work and work previously submitted in another class must be approved in advance by the instructor.
Academic Support Services:

If you experience difficulty in this course for any reason, please don’t hesitate to consult with me. In addition to the resources of the department, a wide
range of services is available to support you in your efforts to meet the course requirements.

Academic Support Center (x3360, MGC 243) offers study skills workshops, individual instruction, tutor referrals, and services for students with
learning disabilities. Writing support is available in the ASC Writing Lab or in the Writing Center, Battelle 228. Please visit the Academic Advising &
Resources website for more information.
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Counseling Center (x3500, MGC 214) offers counseling and consultations regarding personal concerns, self-help information, and connections to offcampus mental health resources. Please visit the Counseling Center website for more information.

Disability Support Services (x3315, MGC 206) offers technical and practical support and assistance with accommodations for students with physical,
medical, or psychological disabilities. If you qualify for accommodations because of a disability, please notify me in a timely manner with a letter
from the Academic Support Center or Disability Support Services so that we can make arrangements to address your needs. Please visit the Disability
Support Services website for more information.
EMERGENCY PREPAREDNESS FOR DISRUPTION OF CLASSES
In the event of an emergency, American University will implement a plan for meeting the needs of all members of the university community. Should
the university be required to close for a period of time, we are committed to ensuring that all aspects of our educational programs will be delivered to
our students. These may include altering and extending the duration of the traditional term schedule to complete essential instruction in the traditional
format and/or use of distance instructional methods. Specific strategies will vary from class to class, depending on the format of the course and the
timing of the emergency. Faculty will communicate class-specific information to students via AU e-mail and Blackboard, while students must inform
their faculty immediately of any absence. Students are responsible for checking their AU e-mail regularly and keeping themselves informed of
emergencies. In the event of an emergency, students should refer to the AU Student Portal, the AU Web site for Emergency Preparedness and the
AU information line at (202) 885-1100 for general university-wide information, as well as contact their faculty and/or respective dean’s office for
course and school/ college-specific information.
SLA Course Schedule and Assignments
[HLL] Lightbown, P., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford: Oxford University Press.
[SLA] Ellis, R. (1997). Second Language Acquisition (3rd ed.). Oxford: Oxford University Press.
Week
Topic
Readings
1
(1/14)
Introduction to
SLA

HLL:
Introduction
2
(1/21)
SLA as a field of
research (tradition
and methods
overview)

3
(1/28)
4
(2/4)
5
(2/11)

Why SLA for
language teachers?


Explaining First
Language
Acquisition and
Child Bilingualism


Second Language
Learning and
Learner Errors
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Individual
Difference in
Second Language
Learning
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Topics of the Week
Assignments
THEORETICAL FOUNDATION OF SLA WEEK 1-8
 Introduce yourself
 Popular opinions about
language learning and
teaching (HLL survey):
what do you
agree/disagree? Why?
Notes
LessardClouston
(2007).
Johnson
(2004) Chap. 1
Nunan Chap. 1
SLA Ch. 1

Article presentation sign up
HLL: Ch. 1
Bialystok, E.
(2007)
De Houwer
(2007)
HLL Ch.2
SLA Ch. 2-3
Gass Ch. 5
Ellis (2006)

HLL Ch.3
SLA Ch. 8
Niederhauser
(2012)
Guilloteaux
and Dornyei
(2008)
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Learning Objectives of
SLA for language teachers
Two case studies: what do
we learn about SLA
research?
SLA research traditions
and research methods
review
Different views on
language acquisition
Issues with (child)
bilingualism
Student survey
Research interest discussion
Explore Eric site (eric.ed.gov)
Reflection paper due
LA video
Article presentation (1)
Explore learner language:
Learner analysis
Interlanguage and
developmental sequences.
L1 influence on SLA
Article presentation (2)
Learner variation
Factors related to SLA:
motivation, anxiety, age,
attitude
Research proposal due
Learning style survey
Article presentation (3)
Week
6
(2/18)
7
(2/25)
8
(3/3)
Topic
Explaining Second
Language
Learning:
theoretical
approaches
Readings
 HLL Ch. 4
 SLA Ch. 6-7
 Johnson
(2004) Ch. 4
and 8
Topics of the Week
 Linguistic and
psycholinguistic
explanation of SLA
 Social and discursive
approaches in SLA
 Input, interaction, and
output
Explaining SLL:
theoretical
approaches (II)
Social cultural
perspective in SLA
 Mackey (2007)
 Adams, R.
(2007)
 SLA Ch. 4-5
 Impact of social context,
 Lantolf and
sociocultural theory on
Thorne (2007)
SLA
 Kim T-Y
(2009)
 Parks (2015)
9
(3/10)
Assignments
Notes
Krashen’s SLA lecture
Article presentation (4 & 5)
Article presentation (6)
Lit review due
Article presentation (7 & 8)
Spring Break: No Class!
APPLICATION OF SLA THEORIES TO PRACTICE WEEK 10-16
 Various contexts and
Research design/methods due
types of second language
learning
 Contextual influences on
second language
acquisition
 Tools for SLA classroom
research
The Roles of
Instruction in
Second Language
Learning
 HLL chap. 5
 SLA chap. 9
 Rodriguez
(2009)
 Loewen et al
(2009)
11
(3/24)
Classroom-based
second language
learning research
 HLL Ch. 6
 Ellis (2008)
 Lyster, R., &
Mori, H.
(2006)
 Educational and other
external factors that
influence SLA
 Research-based
instructional methods
Article presentation (10)
12
(3/31)
Special issues in
SLA: Teacher talk
in the classroom
 Wang (2015)
 Sardareh et al
(2014)
 The role of teacher talk in
SLA processes
 Questioning as a tool for
assessment and language
development
Article presentation (11 &12)
10
(3/17)
Article presentation (9)
Research progress report
Week
13
(4/7)
14
(4/14)
15
(4/21)
16
(4/28)
Topic
Readings
Topics of the Week
Assignments
Research Week (Online discussion session)
Notes
Research Presentation I
Research Presentation II
Using SLA as an
Inquiry Tool for
Practice
 HLL Ch. 7
 Johnson
(2004) Ch. 9
 Revisit the popular ideas for critical
reflection
 How would SLA research be useful for
you?
Articles in boldface are for presentation/discussion and outline/summary.
Final Paper Due
Group discussion
Wrap up
Language learning and teaching essay (5%)
Write a paper on language learning and teaching based on the survey result, readings, class discussions, and
your language learning/teaching experiences. The paper has two sections:
I.
Describe your idea about how language is learned by incorporating answers to the following
questions:




II.
Why do you think second language acquisition is more difficult than first language
acquisition?
What do you agree or disagree with the myths and misconceptions about language
learning you read and discussed in class? Why?
In your opinion, how would popular ideas or beliefs about language learning and
teaching influence language learners and teachers?
What is the role of language learning contexts? Do you think it is an important in
learning a second/foreign language? Why or why not?
What do you think is the value of SLA research/theories for language teachers? What are
question(s) or areas of interest in the field of SLA that you’d like to delve into throughout this
course? (This can be prelim work for your research!) What tools or methods you think are proper
to find answers to your questions?
Length: 4-5 pages, Times New Roman (font size 12), double-spaced
Due: Jan. 28 (Wk 3) via Assignment on Blackboard
Article presentations and discussion leader (20%)
You will sign up for an article presentation/discussion leader. The articles will be closely related to the topics
discussed in class, and the presentation will be a summary and follow up discussion of the study. For the
presentation and discussion, you need to prepare PPT slides and one-page handout for your classmates that
highlights the major points of the article and 1-2 questions you would like to discuss with your peers. Your
classmates will also bring questions for the discussion, so you need to be prepared to incorporate them into
the discussion section.
When presenting an article, make sure to include the purpose of the study, research questions, methodology,
and findings/implications. Based on this, discuss the major takeaway and/or critiques about the study.
The time for presentation/discussion is 30-35 minutes total. Plan first 10-15 minutes for presentation and the
rest for discussion and Q&A
Making an Outline Summary of Articles (15%)
You will demonstrate your understanding of the article(s) assigned each week by making an
outline/summary that describes the structure(organization) of the study and key points of the article. At the
end of the summary, write 1-2 questions for in class discussion. This assignment will help you better
understand the content and design of SLA research.
The length: 1~1.5 pages.
How to submit: In class (online submission is accepted only on Snow days or in absence)
Grading: content (7) research design/organization (5) questions (3)
You don’t have to submit one when you lead the discussion. You prepare a handout for the class
11
Final project (50%)
The final project is designed to give you the opportunity to study a particular topic of your interest in SLA
in depth and to develop research skills necessary to explore/find answers to questions you have about the
topic. This is a ‘pilot’ study based on a lit review and a small-scale research design. The report should
follow the format of a typical paper in the field including the following sections: (More details and
grading rubrics will be available on Blackboard.)
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

Title Page
Abstract with 3-5 key words (200-300 words)
Introduction with clear statement of your research question(s) (with overarching
theories/hypotheses)
Literature review tailored to your project (discussing and synthesizing 10-15 research articles to
motivate your investigation, 6-7 of which must be empirical)
Research methods (participants, materials, procedures, setting)
Discussion of findings (Use tables and charts if applicable.)
Conclusion and Implications: A summary of the study followed by limitations of the study and
future direction of the research
A list of references (APA style, 6th ed.)
A list of appendices that includes copies of data collection methods and proof of analysis (e.g.,
survey forms, interview questions, etc.)
You will need to work on this project throughout the course and it is strongly recommended to get started
as soon as you can! To this end, components of the project will be due throughout the semester.
Assignments
Proposal: topic, research question(s) and a list of at least
8-10 references
Lit review with 10-15 references (6-7 empirical)
Research design/methods
Research presentation (PPT slides and handout)
Time: 20-25 mins (followed by Q&A)
Length: 18-20 pages, Times New Roman, (font size 12),
double-spaced.
Submission Due via
Blackboard
Feb. 11 (Wk. 5)
Mar. 3 (Wk. 8)
Mar. 17 (Wk. 10)
Apr. 14/21 (Wk.
14/15)
Apr. 21 (Wk. 15)
Grading
5%
10%
5%
10%
20%
Please discuss your plans with me before you venture ahead with them – I would be happy to help you
figure out what seems feasible in terms of designing your study (e.g. the number of participants, types of
tests or other materials, coding procedures, etc.) for your specific project. I will be available throughout
the project to give you feedback and assistance.
For the in-class research presentation, you should address the following tasks: research topic, research
questions, previous research related to your project, methods description, results summary, and
implications of the findings to ELT. The presentation will contain only the key information about the
study you conduct in PPT format. Please provide one-page handout for your audience.
12
Sample final projects from other semesters:
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Conduct open-ended interviews with two bilingual couples with at least one child each. Try to get
the parents to discuss how family language policy was established and how they are using their
languages with their child (e.g., are they raising their child bilingually? how? why or why not?).
Obtain language samples in both formal and informal written and spoken situations from ESL
learners of different L1 backgrounds and look for evidence of L1 influence and
overgeneralization processes in the sorts of L2 errors they make.
Examine the role of individual differences in L2 learning experiences (as a case study or a
comparative study).
In an ESL class with learners from the same L1 background, in which the teacher also speaks the
students’ L1, examine when, how often, and for what purposes the L1 is used.
Set up communicative situations between non-fluent learners of English and different types of
native speakers (e.g., ESL teachers and non-teachers). Record and transcribe the interactions, and
look for variations and similarities in “foreigner talk” on part of the native speakers (e.g., input
and interactional modifications).
Explore the relationships among culture, motivation, learning strategies, and perceived L2
success through questionnaires and interviews.
Research the effectiveness of different kinds of instruction with respect to improving learners’
recognition of L2 pragmatic violations.
13
Article Presentation/Discussion Sign Up
Class
3 (Jan. 28)
Article Presentation
De Houwer, A. (2007). Parental language input patterns and
children’s bilingual use. Applied Psycholinguistics, 28, 411-424.
4 (Feb. 4)
Ellis, R. (2006). Modeling learning difficulty and second
language proficiency: The differential contributions of implicit
and explicit knowledge. Applied Linguistics, 27, 431–463.
5 (Feb. 11)
Guilloteaux, M.J., & Dörnyei, Z. (2008). Motivating language
learners: A classroom-oriented investigation of the effects of
motivational strategies on student motivation. TESOL Quarterly,
42(1), 55-77.
6 (Feb. 18)
Johnson, M (2004) A Philosophy of Second Language
Acquisition (Chapter 4: Information Processing Models). New
Haven and London: Yale University Press.
7 (Feb. 25)
8 (Mar. 3)
10 (Mar. 17)
11 (Mar 24)
12 (Mar. 31)
Name(s)
(2)
Johnson, M (2004) A Philosophy of Second Language
Acquisition (Chapter 8: Vygotsky’s Sociocultural Theory and
Second Language Learning). New Haven and London: Yale
University Press.
Adams, R. (2007). Do second language learners benefit from
interacting with each other? From Mackey (2007) Conversational
interaction and second language acquisition: A collection of
empirical studies (pp. 29-51). Oxford: Oxford University Press.
Kim, T-Y., (2009). The sociocultural interface between ideal self
and ought-to self: A case study of two Korean students' ESL
motivation. In Z. Dörnyei & E. Ushioda (Eds.), Motivation,
Language Identity, and the L2 Self (pp. 274-294). Multilingual
Matters: Bristol, UK.
Parks, S. (2015). Maximizing Target Language Use in a Preservice Practicum: Tensions, Power, and Identity Formation.
TESL_EJ 19(1). pp. 1-12.
Loewen, S., Shaofeng, L., Fei, F., Thompson, A., Nakatsukasa,
K., Ahn, S., & Chen, X. (2009). Second language learners’
beliefs about grammar instruction and error correction. Modern
Language Journal, 93, 91-104.
Lyster, R., & Mori, H. (2006). Interactional feedback and
instructional counterbalance. Studies in Second Language
Acquisition, 28, 269-300.
Wang, W. (2015). Factor Affecting Learners’ Attention to
Teacher Talk in Nine ESL Classrooms. TESL-EJ, 19 (1) pp. 120
Sardareh, S. , Saad, M. Othman, A. & Che Me, R. (2014). ESL
Teachers’ Questioning Technique in an Assessment for Learning
14
(2)
(2)
Context: Promising or Problematic? International Education
Studies; Vol. 7, No. 9. Pp. 161-174
15