autumn 2018
ENG-2050 Second Language Acquisition - 10 ECTS
Course content
This course focuses on different theories of how people learn a language after they have acquired their native language. The students will learn about:
- differences between the acquisition of L1 and L2,
- the role of the native language and universal grammar,
- different processes involved in the learning of a second language,
- the role of learner characteristics and instruction in second language acquisition.
Objectives of the course
The students have the following learning outcomes:
Knowledge
The student has:
- know the basic theories of SLA
- have a good knowledge of important aspects in the field of SLA, such as the differences between first and second language acquisition, the role of the native language, universal grammar, learner characteristics and instructed learning in SLA.
Skills
The student is able to/can:
- give an account of the basic theories of SLA
- explain the role of the native language, universal grammar, learner characteristics and instruction in SLA
- explain the differences between the acquisition of L1 and L2
- use their knowledge to evaluate and analyze different theories, texts and samples of language production.
Assessment
The following coursework requirements must be completed and approved in order to take the final exam:
Coursework requirements: A short essay (2000 words) and an oral presentation. The coursework requirements will be evaluated as approved or not approved.
Assessment method: A 4-hour written school exam
Performance in the course will be assessed on an A-F grades scale. Grades are A-E for passed and F for failed. A re-sit examination is offered in the beginning of the next semester in the event of an F grade. The deadline to register (in the Studentweb) for a re-sit examination is January 15th for the autumn semester and August 15th for the spring semester.
Recommended reading/syllabus
Textbook:Gass, S., J. Behney and L. Plonsky. 2014. Second Language Acquisition. An Introductory Course (4th edition).
Papers:
1. Westergaard, M. 2003. Unlearning V2. Transfer, markedness, and the importance of input cues in the acquisition of word order in English by Norwegian children. EUROSLA Yearbook 3, 77-101.
2. Jensen, I.N., Slabakova, R. & M. Westergaard. 2017. The Bottleneck Hypothesis in L2 acquisition: A study of L1 Norwegian speakers¿ knowledge of syntax and morphology in L2 English. BUCLD Proceedings 41.
3. Westergaard, Marit, Roksolana Mykhaylyk, Natalia Mitrofanova, and Yulia Rodina. 2017. Crosslinguistic influence in the acquisition of a third language: The Linguistic Proximity Model. International Journal of Bilingualism, 21(6) 666-682.
4. Herschensohn, Julia. 2013. Age-related effects, chapter 15, in Herschensohn & Young-Scholten (eds.) The Cambridge Handbook of Second Language Acquisition, 317-337.
5. Pfenninger, S. E. & D. Singleton. 2016. Affect trumps age: A person-in-context relational view of age and motivation in SLA. Second Language Research, vol. 32, 3: pp. 311-345.
6. Genesee, Fred. 2015. Myths About Early Childhood Bilingualism. Canadian Psychology, Vol. 56, No. 1, 6-15.
Error rendering component
- About the course
- Campus: Tromsø |
- ECTS: 10
- Course code: ENG-2050
- Responsible unit
- Institutt for språk og kultur
- Kontaktpersoner
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