Hong Kong Shue Yan University
Department of English Language & Literature
2nd Term 2015-2016
Course Title:
Second Language Acquisition
Course Code:
ENG364
Year of Study:
3rd Year
Number of Credits:
3
Duration in Weeks:
15 (Mondays: 10:05-12:45)
Contact Hours per Week:
Lecture (2 hours)
Tutorial (1 hour)
Pre-requisite(s):
ENG160 Introduction to Linguistics
Prepared by:
Dr. Theodora LEE
Course Aims
The course aims to introduce to students important theories and research findings concerning
the various aspects of learning English as a second language (ESL). It starts with first
language acquisition research because this is necessary to understand second language
acquisition. The early sessions in the course trace the early developments of SLA as a
discipline. These are then followed by examining individual learner differences that can affect
second language acquisition, such as age, intelligence, creativity, language aptitude, mindset,
motivation, learning strategies, learner beliefs, social context etc. This course aims to help
students to gain a comprehensive understanding of how languages are learned, and what
major factors (both internal and external) can influence this learning process. Students are
expected to reflect upon their own learning experience of English vis-à-vis the theories
learned from this course.
Course Outcomes, Teaching Activities and Assessment
Course Intended Learning Outcomes (ILOs)
Upon completion of this course, students should be able to:
Describe major theories and key findings in first and second language
ILO1
acquisition research;
Interpret and synthesize research studies of second language acquisition;
ILO2
Familiarize themselves with classic research techniques used in second
ILO3
language acquisition research;
Reflect on their own learning history (of English);
ILO4
Apply these research techniques to conduct and present a small-scale
ILO5
research project (group based).
TLA1
TLA2
TLA3
TLA4
TLA5
TLA6
TLA7
Teaching and Learning Activities (TLAs)
Pre-class reading assignments
Presentation of key concepts and theories
In-class discussions
Video-watching and discussion
Quizzes on comprehension of lecture notes
Oral presentations by students in groups
Written paper (personal narrative)
1
Assessment Tasks (ATs)
AT1
AT2
AT3
AT4
Group presentation
Individual paper (personal narrative)
Oral presentation (group-based project)
Final examination
10%
15%
35%
40%
TOTAL 100%
Alignment of Course Intended Learning Outcomes, Teaching and Learning Activities
and Assessment Tasks
Course Intended Learning
Teaching and Learning
Assessment Tasks
Outcomes
Activities
ILO1
TLA1,2,3,4
AT1,2,4
ILO2
TLA1,2,3,4,5
AT1,2,3
ILO3
TLA1,2,3,4,5
AT1,3
ILO4
TLA7
AT2
ILO5
TLA6
AT3
Course Outline
Week 1
Introduction and overview
Week 2
Theories of language acquisition, First language (L1) grammar development
Week 3
(L1 and) second language (L2) phonology development
Week 4
Age factor in second language acquisition (SLA)
Week 5
Methodology in SLA (Tested variables in L2 researches)
Week 6
The role of first language in SLA and Full Transfer Full Access Theory
Week 7
Reading Week (Presentation Proposal consultation)
Week 8
L2 syntactic development
Week 9
The role of L2 input and the poverty-of-the-stimulus problem
Week 10
Social factors of SLA
Week 11
Instructed SLA
Week 12
Project presentations
Week 13
Project presentations
Week 14
Revision Week
Week 15
Revision Week
2
Resources
Required Textbooks:
Ellis R. (1997). Second Language Acquisition. Oxford: Oxford University Press.
Lightbown P. & Spada N. (2013). How Languages are Learned (4rd Edition). Oxford: Oxford
University Press.
(*Note: All are available in mainland versions)
AV Material:
Genie (Secret of the Wild Child)
https://www.youtube.com/watch?v=hmdycJQi4QA
Readings:
Week 1 Introduction and overview
Required readings:
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press. (Chapter 1)
Lightbown, P. & Spada, N. (2013). How Languages are Learned (4rd Edition). Oxford:
Oxford University Press. (Chapters 1)
Week 2 Theories of language acquisition, L1 grammar development
Required readings:
Bloom, P. (1990). Subjectless sentences in child language. Linguistic Inquiry 21: 491-504.
Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press. (Chapter 3)
Lightbown, P. & Spada, N. (2013). How Languages are Learned (4rd Edition). Oxford:
Oxford University Press. (Chapter 4)
Week 3 (L1 and) L2 phonology development
Required readings:
Cristia, A. (2013). Input to language: The phonetics and percepton of infant-directed speech.
Language and Linguistics Compass 7: 157-170.
Flege, J. E., and MacKay I. RA. (2004). Perceiving Vowels in a second language. Studies in
second language acquisition 26:1-34.
Week 4 Age factor in SLA
Required readings:
Asher, J. J. and García. (1969). The optimal age to learn a foreign language. The Modern
Language Journal 53: 334-341.
Flege, J. E., and MacKay I. RA. (2011). What account for “age” effects on overall degree of f
oreign accent? In M. Wrembel, M. Kul and Dziubalska-Kołaczyk, K. (Eds)
Achievements and perspectives in the acquisition of second language speech: New
Sounds 2010, Vol. 2, Bern, Switzerland: Peter Lang, Pp. 65-82.
Optional reading:
Lightbown, P. & Spada, N. (2013). How Languages are Learned (4rd Edition). Oxford:
Oxford University Press. (pp. 92-99)
Week 5 Methodology in SLA (Tested variables in SLR)
Required readings:
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
(Chapters 1 & 2)
3
Week 6 The role of first language in SLA and the role of Universal Grammar
Required readings:
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. (Chapter 6
& 7)
Schwartz, B. D., and Sprouse, R. A. (1996). L2 cognitive states and the Full Transfer/Full
Access Model. Second Language Research 12, 40–72.
Optional reading:
Lightbrown, P. and Spada, N. (2013). How Languages are Learned (4th Edition).
Oxford: Oxford University Press. (pp.57-60)
Week 7 Reading Week (Presentation Proposal consultation)
Week 8 L2 syntactic development
Required readings:
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. (pp. 20-24)
Lightbrown, P. and Spada, N. (2013). How Languages are Learned (4th Edition).
Oxford: Oxford University Press. (pp.45-57)
Slabakova, R. (2000). L1 transfer revisited: the L2 acquisition of telicity marking in
English by Spanish and Bulgarian native speakers. Linguistics 38: 739-70.
Optional reading:
Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge: Cambridge
University Press. (Chapter 3)
Week 9 The role of L2 input
Required readings:
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. (Chapter 5
& 7)
Flege, J. E., (2009). Give input a chance! In Piske, Thorsten & Young-Scholten, Martha (eds.)
Input matters in SLA. Bristol: Miltilingual Matters. 175-190.
Optional reading:
Schwartz, B. D., and Sprouse, R. A. (2000). When syntactic theories evolve: consequences for
L2 acquisition research. In John A., editor, Second language acquisition and linguistic
theory. Oxford: Blackwell, 156–86.
Week 10 Social factors of SLA
Required readings:
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. (Chapter 4)
Lightbown, P. & Spada, N. (2013). How Languages are Learned (4rd Edition). Oxford:
Oxford University Press. (pp. 118-120)
Optional reading:
Horwitz, E. (1999). Cultural and situational influences on foreign language learners beliefs
about foreign language learning: A review of the BALLI studies. System, 27, 557-576.
Week 11 Instructed SLA
Required readings:
Ellis, R. (1997). Second Language Acquisition. Oxford: Oxford University Press. (Chapter 9)
Lightbown, P. & Spada, N. (2013). How Languages are Learned (4rd Edition). Oxford:
Oxford University Press. (Chapter 5)
Optional reading;
Mackey, A. and Philip, J. (1998). Conversational interaction and second language
development: recasts, responses, and red hearings. Modern Language Journal 88:
338-356.
4
Academic Honesty
You are expected to do your own work. Dishonesty in fulfilling any assignment undermines the
learning process and the integrity of your college degree. Engaging in dishonest or unethical behavior
is forbidden and will result in disciplinary action, specifically a failing grade on the assignment with
no opportunity for resubmission. A second infraction will result in an F for the course and a report to
College officials. Examples of prohibited behavior are:
Cheating – an act of deception by which a student misleadingly demonstrates that s/he has
mastered information on an academic exercise. Examples include:
Copying or allowing another to copy a test, quiz, paper, or project
Submitting a paper or major portions of a paper that has been previously submitted for another
class without permission of the current instructor
Turning in written assignments that are not your own work (including homework)
Plagiarism – the act of representing the work of another as one’s own without giving credit.
Failing to give credit for ideas and material taken from others
Representing another’s artistic or scholarly work as one’s own
Fabrication – the intentional use of invented information or the falsification of research or other
findings with the intent to deceive
To comply with the University’s policy, the written report has to be submitted to VeriGuide.
Class Attendance and Participation Assessment Rubric
Criteria
Preparation
Weight for this
criterion:
30% of total score
Initiative
Weight for this
criterion:
10% of total score
Response
Weight for this
criterion:
30% of total score
Discussion
Weight for this
criterion:
30% of total score
Exemplary
Satisfactory
Arrives fully
prepared at every
class session (e.g.
pre-class reading)
Questions asked
focus, clarify and
summarize
discussion
Quality of response
reflects knowledge,
comprehension and
application of
readings
Quality of response
extends the
discussion with
peers and reflects
analysis, synthesis
and evaluation
Arrives mostly, if not
fully, prepared
(ongoing)
Preparation is
inconsistent
Developing
Rarely or never
prepared
Unsatisfactory
Occasionally ask
good questions
Raise questions
only when asked by
lecturer
Demonstrates a
noticeable lack of
interest
Quality of response
reflects knowledge,
and some
comprehension of
readings
Quality of response
extends the
discussion with peers
Quality of response
occasionally
reflects knowledge
of readings
Quality of response
shows a lack of
knowledge of
readings
Quality of response
is poor
Unable to
participate in
discussion
Individual Paper (Personal Narrative) Assessment Rubric
Content
Weight for this
criterion:
50% of total score
Organization
Weight for this
criterion:
25% of total score
Exemplary
Satisfactory
Developing/
Emerging
Unsatisfactory
Presents an insightful
and focused thesis
statement.
Presents a thesis
statement with
adequate insight and
focus.
Provides adequate
evidence support the
thesis
Adequately provides a
progression
of ideas and
supporting
information
in the body of the
paper.
Presents a thesis
statement with
minimal insight and
focus.
Provides some
evidence support the
thesis
Provides a poorly
organized progression
of ideas and
supporting
information in the
body of the paper.
Presents a thesis
statement with no
insight or focus.
Provides strong and
convincing evidence
support the thesis
Effectively provides a
logical
progression of related
ideas and supporting
information in the
body of the paper.
5
Lack of supporting
evidece
Does not provide a
progression
of ideas and
supporting
information in the
body of the paper.
Language and
Style
Weight for this
criterion:
25% of total score
Effectively
uses transitions to
connect supporting
information clearly.
Arrives at a
well-documented,
logical conclusion,
involving critical
thinking.
Exhibits skillful use of
language, including
effective word choice,
clarity, and consistent
tense and voice.
Demonstrates
exceptional fluency
through varied
sentence structure,
paragraphing, flow of
ideas, and transitions.
Adequately
uses transitions to
connect supporting
information.
Arrives at an
adequatelydocumented
conclusion.
Ineffectively uses
transitions to connect
supporting
information.
Arrives at an
insufficiently
documented
conclusion.
Does not use
transitions to connect
supporting
information.
Does not arrive at a
documented
conclusion.
Exhibits good use of
language, including
some mastery of word
choice, clarity, and
consistent use of tense
and voice.
Exhibits ineffective
use of language,
including weak word
choice, limited
clarity, and
inconsistent tense and
voice.
Exhibits severely
flawed use of
language, including
weak word choice, no
clarity, and no sense
of tense and voice.
Demonstrates
sufficient fluency
through sentence
structure,
paragraphing, flow of
ideas, and transitions.
Demonstrates limited
fluency through
sentence structure,
paragraphing, flow of
ideas, and transitions.
Lacks fluency
through sentence
structure,
paragraphing, flow of
ideas, and transitions.
Oral Presentation (Group-based) Assessment Rubric
Criteria
Content
Weight for this
criterion:
50% of total score
Style
Weight for this
criterion:
30% of total score
Responses to
questions
Weight for this
criterion:
20% of total score
Exemplary
Satisfactory
Developing
Unsatisfactory
Effectively defines a
main idea and
clearly adheres to its
purpose throughout
presentation.
Employs a logical
and engaging
sequence which the
audience can follow.
Demonstrates
exceptional use of
supporting details/
evidence.
Demonstrates a very
fluent and clear
flow
Interact effectively
with the audience
Adequately defines
a main idea and
adheres to its
purpose throughout
presentation.
Employs a logical
sequence which the
audience can follow.
Insufficiently
defines a main idea
and adheres to its
purpose throughout
presentation.
Employs an
ineffective sequence
confusing to the
audience.
Demonstrates
insufficient
supporting details/
evidence.
Flow is acceptable
Does not define a
main idea or adhere
to its purpose.
Adequate
interaction with the
audience
Good time
management
Can interact with the
audience
Just manage to
finish on time
No interaction or
rely on cue cards too
much
Unable to finish on
time
Clear responses to
lecturer’s or
classmates’
questions and
comments.
Manage to respond
to lecturer’s or
classmates’
questions and
comments.
Fail to respond to
lecturer’s or
classmates’
questions and
comments.
Effective teamwork
and time
management
Confidently,
politely, and
accurately responds
to lecturer’s or
classmates’
questions and
comments.
Demonstrates
sufficient use of
supporting details/
evidence.
Flow is generally
fluent and clear
6
Lacks an
organizational
sequence.
Demonstrates no
supporting
details/evidence.
Flow is unclear or in
a complete mess