INTRODUCTION TO THE STUDY OF LANGUAGES
HOW LANGUAGES ARE LEARNED.
Course Instructor: Mgr. Andrea Billíková, PhD.
abillikova@ukf.sk
COURSE DESCRIPTION: The course is aimed for the students who want to find
out how languages are learned. The seminars will provide you with many
opportunities to be actively involved in discussions about the process of the first and
foreign language learning and acquiring across age levels. The course will help you
understand the reasons why some learners are more successful at learning languages
than others.
COURSE OBJECTIVES
By the end of the course, successful students will be able to
- identify influential factors in the process of language learning/acquiring
- explain similarities and differences between two processes: learning and
acquiring languages
- articulate the differences between various age learners and acquirers
- identify the strengths and weaknesses of learners in formal/ informal setting
- make links between theoretical and practical knowledge about
learning/acquiring languages
COURSE TOPICS
FIRST LANGUAGE ACQUISITION
1. Introduction to
Ideas, facts and opinions:
Learning, acquiring, L1, L2, FL
2. Acquiring the first language
Telegraphic speech, baby talk.
Analysis. Comparisons: Slovak and English
children acquiring L1.
3. Critical period Hypothesis. Wolf
children.
Strong and weak version. The cases of wolf
children.
4. Brain and its functions
Lateralisation. Aphasias. Relevance to L1
acquisition.
Bilingualism. Plurilingualism.
5. Behaviourist, innativism,
interactionism.
Skinner, Chomsky.
Application to learning and teaching a FL via
TPR and ALM.
6. Krashen’ s hypothesis about SLA
Learning/acquiring. Affective filter. Monitor
model. Input. The natural order.
Application to learning and teaching a FL via
Direct Method.
READING LIST
Spada, N., Lightbrown, P.M: How languages
are learned, Oxford University Press, 1993,
pp:111- 116
ibid pp: 1-16
Steinberg, D.D.: An introduction to
psycholinguistics, Longman 1993.pp 66
Brown, D., H.: Principles of language
…pp20-48
Spada, N., Lightbrown, P.M: How languages
are learned, Oxford University Press, 1993
Steinberg, D.D.: An Introduction to
Psycholinguistics. Longman 1998.pp. 174199
ibid pp: 1-16
ibid pp: 19- 30.
TEST
FOREIGN LANGUAGE LEARNING
7. Learning/ acquiring in formal &
informal setting. Qualities of good language
teachers and language learners.
ibid 1993, pp: 53- 67
ibid pp242 ,
8. Accounting for differences between
learners- Children and adults learning L2.
The optimum age for learning a FL.
Comparing and contrasting the processes of
acquisitions and learning. The critical period
hypothesis. Neurological, psychomotor,
cognitive, affective, linguistic considerations.
9. Factors affecting foreign language
learning.
Focus on motivation, learning styles,
intelligence, attitude, aptitude. Multiple
intelligences.
ibid pp: 69-105
Brown, D., H.: Principles of language
learning and teaching. pp 48-74
10. Interlingual and intralingual mistakes/
errors.
True friends vs. false friends.
Contrastive analysis hypothesis.
Interlanguage. Error analysis. Fossilization.
Littlewood, W.
11. Language learners´ strategies.
Styles vs. strategies. Developing strategic
awareness. Implementing strategy training
into EFL class.
ORAL EXAM
R. Oxford
ibid pp: 33- 50
Brown, D., H.: Principles of language
learning ... p134-163
Maria Ann Christian
STUDY SOURCES
1.
2.
3.
4.
5.
6.
7.
8.
Spada, N., Lightbrown, P.M: How Languages are Learned, Oxford
University Press, (1993, 1995, 2007)
Ellis, R.: Second Language Acquisition. Oxford University Press, 1997.
Littlewood, W.: Foreign and second language learning. Cambridge University
Press, 2006
Ellis, R.: Second Language Acquisition in context. Cambridge. 1997.
Steinberg, D.D.: An Introduction to Psycholinguistics. Longman 1998.
Brown, D.H.: Principles of Language Learning and Teaching. Longman. 200
Oxford, R.L., 1990: Language Learning Strategies: What Every Teacher Should
Know. Boston: Heinle & Heinle.
materials on Multiple intelligences by Maria Ann Christian and Susan Kovalik
ASSESSMENT
1. ACTIVE PARTICIPATION AND ATTENDANCE
- active involvement in class discussions based on home reading which is required from
session to session according to the list provided, critical thinking
2. TEST: testing theory (50%)
There will be no extra dates for writing test. Only serious personal or medical
circumstances will be considered by the course instructor.
Passing the test is the prerequisite to the oral exam. Students CANNOT CONTINUE
the course, if they do not take the test or fail it (obtain less than 70%). There is no
possibility for test re-taking.
3. QUIZ: (20%) not announced in advance. The quiz will be based on your home
reading.
4. ORAL EXAM: testing application of theory into teaching practice (30%)
MARKING SCALE
100%- 95% 1
94%-90%- 189%-85%- 2
84%-80%- 279%-70%
3
Less than 70% FAIL