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Vår 2018
ENG-1040 Language Acquisition - 10 stp
The course is administrated by
Type of course
Course contents
Application deadline
Admission requirements
Higher Education Entrance Qualification (generell studiekompetanse) or prior learning and work experience (realkompetanse).
Application code (Nordic applicants): 9199
Objective of the course
The students have the following learning outcomes:
Knowledge:
The student:
- is able to identify different characteristics of (English) child language
- is able to identify different characteristics of second language acquisition
- has a general overview of when different structures are acquired in first language acquisition
- is aware of differences between acquiring a native and a foreign language
- has some knowledge of different theoretical approaches to both first and second language acquisition.
Skills:
The student:
- has an overview of various methods used in language acquisition studies
- is able to describe child language data
- is able to anticipate what kinds of errors Norwegian learners of English will make
- is able to discuss issues related language acquisition both orally and in writing.
Language of instruction
Teaching methods
The course will be taught four hours per week and will consist of lectures and seminars.
Quality assurance:
The course undergoes a midterm evaluation or an end-of-term evaluation every third year.
Assessment
The following coursework requirements must be completed and approved in order to take the final exam:
Coursework requirement: One oral presentation.
Assessment method: A 4-hour 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 event of an F grade. The deadline to register for a re-sit examination is January 15th for the autumn semester and August 15th for the spring semester.
Date for examination
The date for the exam can be changed. The final date will be announced at your faculty early in May and early in November.
Recommended reading/syllabus
Textbook:
Patsy M. Lightbown & Nina Spada (2013). How languages are learned. Oxford Handbooks for Language Teachers. (4th edition).
Compendium:
1. Pinker, S. (1994). The Language Instinct. Chapter 2, Chatterboxes. pp. 25-54.
2. Crain & Lilo-Martin (1999) Linguistic Theory and Language Acquisition. Chapter 3: Stages of Language Acquisition. pp. 25-32.
3. O'Grady, W. How Children Learn Language. Chapter 4. Words all in a row. pp. 80-113.
4. Westergaard, M. (2003) Unlearning V2. (same as in Compendium ENG-1040 Spring 2015). EUROSLA Yearbook 2003. pp. 77-101.
5. Jensen, Isabel N., Roumyana Slabakova & Marit Westergaard. 2017. 'The Bottleneck Hypothesis in L2 acquisition: A study of L1 Norwegian speakers¿ knowledge of syntax and morphology in L2 English.' In Maria LaMendola & Jennifer Scott (eds.), Proceedings of the 41st annual Boston University Conference on Language Development, 333-346. Somerville, MA: Cascadilla Press. (This paper will be available in open access).
6. Herschensohn, Julia. 2013. Age-related effects, chapter 15, in Herschensohn & Young-Scholten (eds.) The Cambridge Handbook of Second Language Acquisition, 317-337, 21 pages.
7. Gregersen, Tammy and Peter D. MacIntyre. 2014. Capitalizing on Language Learners' Individuality: From Premise to Practice. Multilingual Matters. Chapter 1. Anxiety, pp. 1-13.
8. Gregersen, Tammy and Peter D. MacIntyre. 2014. Capitalizing on Language Learners' Individuality: From Premise to Practice. Multilingual Matters. Chapter 4. Motivation, pp. 107-118.
9. Genesee, Fred. 2015. Myths About Early Childhood Bilingualism. Canadian Psychology, Vol. 56, No. 1, 6-15.
10. Rodina, Y. & M. Westergaard. 2015. 'Grammatical gender in Norwegian: Language acquisition and language change.' Journal of Germanic Linguistics 27, 145-187.