| School/Faculty/Institute | Faculty of Education | ||||
| Course Code | ELT 207 | ||||
| Course Title in English | Language Acquisition | ||||
| Course Title in Turkish | Language Acquisition | ||||
| Language of Instruction | EN | ||||
| Type of Course | Exercise,Flipped Classroom,Guided Personal Study,Lecture,Project,Seminar | ||||
| Level of Course | Introductory | ||||
| Semester | Fall | ||||
| Contact Hours per Week |
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| Estimated Student Workload | 136 hours per semester | ||||
| Number of Credits | 5 ECTS | ||||
| Grading Mode | Standard Letter Grade | ||||
| Pre-requisites | None | ||||
| Expected Prior Knowledge | None | ||||
| Co-requisites | None | ||||
| Registration Restrictions | Only Undergraduate Students | ||||
| Overall Educational Objective | |||||
| Course Description | This course provides an introduction to the field of second language acquisition (SLA). This course will cover issues, and problems in current SLA research and theory; background on the historical development of the field; analysis of learner data; language acquisition stages; reading and discussing research articles in SLA, comparing first language acquisition to SLA; and analyzing learner data. The course outlines the major theories of second language acquisition in both naturalistic and instructed learning settings, and uncover what the theories have to offer to second and foreign language teachers. | ||||
| Course Description in Turkish | Bu ders ikinci dil edinimi (SLA) alanına giriş sağlar. Bu ders, güncel SLA ve birinci dil edinimi araştırma ve kuramlarını kapsar; alanın tarihsel gelişimi üzerine arka plan; öğrenci verisinin analizi; dil edinme süreçlerini, SLA'daki araştırma makalelerini okuma ve tartışma, ilk dil ediniminini SLA ile karşılaştırma; ve öğrenci verilerini analiz etmeyi içerir. Ders, hem doğal ortamda hem de sınıf ortamlarında ikinci dil ediniminin temel teorilerini özetler ve teorilerin ikinci ve yabancı dilde öğretmenlere ne sunmaları gerektiğini ortaya çıkarır. |
Course Learning Outcomes and CompetencesUpon successful completion of the course, the learner is expected to be able to:1) show an understanding of the issues and problems in current SLA research and theory; 2) evaluate major developments in the field of SLA historically; 3) analyze second language learner data from multiple perspectives; 4) discuss the terminology and important figures, and important studies in SLA 5) carry out mini action research studies to understand problems that learners have and promote their language acquisition. |
| Program Learning Outcomes/Course Learning Outcomes | 1 | 2 | 3 | 4 | 5 |
|---|---|---|---|---|---|
| 1) Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | |||||
| 2) Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | |||||
| 3) Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | |||||
| 4) Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | |||||
| 5) Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | |||||
| 6) Internalization and dissemination of professional ethical standards. | |||||
| 7) Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | |||||
| 8) Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | |||||
| 9) Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | |||||
| 10) Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | |||||
| 11) Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | |||||
| 12) Ability to acquire knowledge independently, and to plan one’s own learning. | |||||
| 13) Demonstration of advanced competence in the clarity and composition of written work and presentations. |
| N None | S Supportive | H Highly Related |
| Program Outcomes and Competences | Level | Assessed by | |
| 1) | Thorough knowledge of the major concepts, theoretical perspectives, empirical findings, and historical trends in psychology. | N | |
| 2) | Understanding of and ability to apply essential research methods in psychology, including research design, data analysis, and data interpretation. | N | |
| 3) | Competence to use critical and creative thinking, skeptical inquiry and a scientific approach to solving problems related to behavior and mental processes. | H | Exam,HW,Participation |
| 4) | Understanding and ability to apply psychological principles, skills and values in personal, social, and organizational contexts. | N | |
| 5) | Ability to weigh evidence, to tolerate ambiguity, and to reflect other values that underpin psychology as a discipline. | N | |
| 6) | Internalization and dissemination of professional ethical standards. | N | |
| 7) | Demonstration of competence in information technologies, and the ability to use computer and other technologies for purposes related to the pursuit of knowledge in psychology and the broader social sciences. | N | |
| 8) | Skills to communicate the knowledge of psychological science effectively, in a variety of formats, in both Turkish and in English (in English, at least CEFR B2 level). | N | |
| 9) | Recognition, understanding, and respect for the complexity of sociocultural and international diversity. | S | Participation |
| 10) | Recognition for the need for, and the skills to pursue, lifelong learning, inquiry, and self-improvement. | S | HW,Participation |
| 11) | Ability to formulate critical hypotheses based on psychological theory and literature, and design studies to test those hypotheses. | N | |
| 12) | Ability to acquire knowledge independently, and to plan one’s own learning. | S | Exam,HW |
| 13) | Demonstration of advanced competence in the clarity and composition of written work and presentations. | H | Exam,HW |
| Prepared by and Date | HATİME ÇİFTÇİ , December 2023 |
| Course Coordinator | HATİME ÇİFTÇİ |
| Semester | Fall |
| Name of Instructor | Asst. Prof. Dr. ŞÜKRÜ NURAL |
| Week | Subject |
| 1) | Introduction to the course |
| 2) | First language acquisition |
| 3) | Acquisition of morphemes, syntax and words |
| 4) | Learning theories |
| 5) | Key Issues in Second Language Acquisition |
| 6) | Overview of SLA Theories |
| 7) | Overview of SLA Theories (Cont.) |
| 8) | Learner Language |
| 9) | Individual learner differences and SLA |
| 10) | Project feedback session |
| 11) | Second language learning in the classroom |
| 12) | Second language learning in the classroom (Cont.) |
| 13) | Observing learning and teaching in L2 classroom |
| 14) | Popular ideas about language learning |
| 15) | Final Examination Period |
| 16) | Final Examination Period |
| Required/Recommended Readings | Lightbown, P. & Spada, N. (2006). How languages are learned. Oxford: Oxford University Press. | |||||||||||||||||||||
| Teaching Methods | Some lecture, but mostly seminar/discussion. Students will work in groups to negotiate understanding of the issues and conduct an action research study. Students will read the assigned chapter and watch videos and complete pre-class work before coming to class. Group and class discussion and student presentations will take place in class. Students are expected to participate actively in class discussions. | |||||||||||||||||||||
| Homework and Projects | Students will have a reading assignment and reflective questions to answer every week. Students are expected to read and answer questions prior to class and in the class students are expected to ask questions and complete tasks according to the flipped classroom methodology. | |||||||||||||||||||||
| Laboratory Work | --- | |||||||||||||||||||||
| Computer Use | Written assignments and communication | |||||||||||||||||||||
| Other Activities | Group and whole class discussions, presentations and project | |||||||||||||||||||||
| Assessment Methods |
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| Course Administration |
ciftcih@mef.edu.tr Attendance is required for 70% of the course session, if you exceed this you may fail by F or FX. Any plagiarism or academic dishonesty will be treated very seriously with the most serious appropriate disciplinary action in the education context. Plagiarism involves copying any material from a book, online material, or another student or your own papers previously completed and graded in other classes without using proper citation. Plagiarism also involves asking anyone to review or do your assignment. Rules for attendance: The student must attend at least 70% of the classes. Statement on academic dishonesty and plagiarism: Law on Higher Education Article 54. |
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| Activity | No/Weeks | Hours | Calculation | ||||
| No/Weeks per Semester | Preparing for the Activity | Spent in the Activity Itself | Completing the Activity Requirements | ||||
| Course Hours | 14 | 2 | 3 | 2 | 98 | ||
| Homework Assignments | 4 | 4 | 3 | 28 | |||
| Final Examination | 1 | 8 | 2 | 10 | |||
| Total Workload | 136 | ||||||
| Total Workload/25 | 5.4 | ||||||
| ECTS | 5 | ||||||