Language Acquisition and Development
Course Aims:
This course intends to acquaint learners with major theoretical approaches to explaining language acquisition and development, particularly how additional target languages (e.g., second or foreign languages) are learned after a first language has already been acquired. Learners will explore both the internal and external factors associated with target language acquisition along with their implications of target language teaching and learning. More importantly, they will have opportunities to conduct and present a mini research project that explores a target language acquisition topic of their choice.
Proposed Topics:
1.Introduction: the development of language
The first three weeks we will have online classes at Google Meet. Please click the following link.
meet.google.com/cea-jmog-zfj
My email is [email protected]
Line ID: celiage
2.Communication development in infancy (Gleason, chap 2)
3.Language learning in early childhood (Lightbown, chap 1)
4.Small talk (eBook - O’Grady W. Chap 1)
5.The great word hunt
6.What’s the meaning of this?
7.Words all in a row
8.Invited guest lecture
9.What sentences mean
10.Talking the talk
11.How do they do it?
12.Invited guest lecture
13.Explaining second language learning
14.Individual differences in second language learning
15.Learner language
16.Observing learning and teaching in the second language classroom
17.Second language learning in the classroom
18.Term report
Course Activities:
Attendance and participation would be the basic requirement. If there is any need to be absent, asking for leave is requested. Classroom engagement is highly encouraged. Each learner is required to submit a short reflection as an assignment after the class.
Grading:
General Performance: 40%
Assignment: 30%
Final term report:30%
Required Textbooks:
Carroll, D.W. (2008). The psychology of language (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Gass, S. M. & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge.
*Gleason, J.B. & Ratner, N.B. (ed.) (2013). The development of language (8th ed). New York: Macmillan.
*Lightbown, P. M. & Spada, N. (2006). How languages are learned (3rd Edition). Oxford: Oxford University Press.
WILLIAM O’GRADY,How children learn language. Cambridge: Cambridge
University Press, 2005. Pp. 248. ISBN 0521531926 (pa
WILLIAM O’GRADY,How children learn language. Cambridge: Cambridge
University Press, 2005. Pp. 248. ISBN 0521531926 (pa
WILLIAM O’GRADY,How children learn language. Cambridge: Cambridge
University Press, 2005. Pp. 248. ISBN 0521531926 (pa
*O’Grady W. (2005). How children learn language. Cambridge: Cambridge University Press.
Course Aims:
This course intends to acquaint learners with major theoretical approaches to explaining language acquisition and development, particularly how additional target languages (e.g., second or foreign languages) are learned after a first language has already been acquired. Learners will explore both the internal and external factors associated with target language acquisition along with their implications of target language teaching and learning. More importantly, they will have opportunities to conduct and present a mini research project that explores a target language acquisition topic of their choice.
Proposed Topics:
1.Introduction: the development of language
The first three weeks we will have online classes at Google Meet. Please click the following link.
meet.google.com/cea-jmog-zfj
My email is [email protected]
Line ID: celiage
2.Communication development in infancy (Gleason, chap 2)
3.Language learning in early childhood (Lightbown, chap 1)
4.Small talk (eBook - O’Grady W. Chap 1)
5.The great word hunt
6.What’s the meaning of this?
7.Words all in a row
8.Invited guest lecture
9.What sentences mean
10.Talking the talk
11.How do they do it?
12.Invited guest lecture
13.Explaining second language learning
14.Individual differences in second language learning
15.Learner language
16.Observing learning and teaching in the second language classroom
17.Second language learning in the classroom
18.Term report
Course Activities:
Attendance and participation would be the basic requirement. If there is any need to be absent, asking for leave is requested. Classroom engagement is highly encouraged. Each learner is required to submit a short reflection as an assignment after the class.
Grading:
General Performance: 40%
Assignment: 30%
Final term report:30%
Required Textbooks:
Carroll, D.W. (2008). The psychology of language (5th ed.). Belmont, CA: Wadsworth/Thomson Learning.
Gass, S. M. & Selinker, L. (2008). Second language acquisition: An introductory course. New York: Routledge.
*Gleason, J.B. & Ratner, N.B. (ed.) (2013). The development of language (8th ed). New York: Macmillan.
*Lightbown, P. M. & Spada, N. (2006). How languages are learned (3rd Edition). Oxford: Oxford University Press.
WILLIAM O’GRADY,How children learn language. Cambridge: Cambridge
University Press, 2005. Pp. 248. ISBN 0521531926 (pa
WILLIAM O’GRADY,How children learn language. Cambridge: Cambridge
University Press, 2005. Pp. 248. ISBN 0521531926 (pa
WILLIAM O’GRADY,How children learn language. Cambridge: Cambridge
University Press, 2005. Pp. 248. ISBN 0521531926 (pa
*O’Grady W. (2005). How children learn language. Cambridge: Cambridge University Press.