230174 Introduction to Second Language Acquisition (S) (WiSe 2014/2015)
The course will introduce students to what is known about how languages are learned. Connecting to the courses Linguistics I and II we will first revise briefly the stages children go through in acquiring their first language and review the major theories which attempt to account for this remarkable achievement. Further, contexts and characteristics of first and second language learning will be compared to then take a closer look at second language acquisition. We will start with examining developmental sequences of grammatical features of English as a second language, also reflecting on the idea of interlanguage as well as the development of pragmatics, phonology and vocabulary. Further we'll consider what makes a language learner successful, looking at factors such as intelligence, ethnic identity and age. We will then look at how the theories of first language acquisition are reflected in the multitude of second language acquisition theories, touching on some of the most important innatist, cognitive, interactionist and sociocultural theories of language learning. Towards the end of the semester we will analyse different classroom settings and go further into detail with learning and teaching a second language. We'll spend some time on errors, in particular different types of corrective feedback. Another aspect dealt with is teacher questions ans wait time. As the course draws to a close we will consider the implications of what we have learned for language teaching in schools, examining six different approaches of teaching English as a foreign language. Throughout the whole semester we'll take a close look at the practical side of doing empirical research in second language acquisition - in particular finding topics of interest, formulating research questions, planning research designs and developing appropriate research instruments to gather, analyse and interprete empirical data. The basics of this process should be clear after finishing the course. You'll further learn how to present a research project on an academic poster.
Die verbindlichen Modulbeschreibungen enthalten weitere Informationen, auch zu den "Leistungen" und ihren Anforderungen. Sind mehrere "Leistungsformen" möglich, entscheiden die jeweiligen Lehrenden darüber.
3CP: All students are expected to work on small-scale, empirical research projects in small groups. Results of these studies will be presented on posters. There will be a poster-presentation in class as well as a public presentation in the great hall at the end of the semester.
2CP: A number of reading tasks from the course book have to be completed by the end of the semester.
The 'Modulabschlussprüfung' for BM3 is a final exam that can be taken during the semester break.
Details about assessment as well as criteria will be given in the first session and are also to be found in the syllabus.
Hier finden Sie weitere Materialien zur Veranstaltung:
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