| Course Title | Code | Language | Type | Semester | L+U Hour | Credits | ECTS |
|---|---|---|---|---|---|---|---|
| Language Acquisition | İÖZ204 | English | Compulsory | 4. Semester | 3 + 0 | 3.0 | 3.0 |
| Prerequisite Courses | |
| Course Level | Undergraduate |
| Mode of delivery | face to face |
| Course Coordinator | Dr. Öğr. Üyesi Ammar TEKİN |
| Instructor(s) | |
| Goals | The objective of this course is to introduce and define basic principles of language acquisition, to compare first and second acquisition theories and to relate these theories to second language teaching and learning. |
| Course Content | Theories of first and second language acquisition (e.g.:behaviorism, innatism, information processing, connectionism, the interactionist position) and developmental stages and sequences of first and target language acquisition; case studies, comparative analysis of the use of native and target languages in corpus data (e.g.: CHILDES database), recordings and/or transcriptions of real second language classroom interaction will be employed for the analysis of first and second language acquisition; comparison of second language acquisition in children and in adults; identifying developmental sequences in first language acquisition; stages in second language morpho-syntactic development; processes in second language acquisition; learner characteristics and individual variation in ultimate attainment in second language acquisition (e.g.: role of personality, language aptitude, intelligence, age of acquisition, motivation and attitudes, learner preferences and beliefs); differences between second language acquisition and foreign language learning contexts (e.g.: natural vs. instructional settings). |
| # | Öğrenme Kazanımı |
| 1 | Students will define and describe the concepts of "first language”, “second language” and “foreign language”. |
| 2 | Students will explain first and language acquisition processes |
| 3 | Students will explain and examplify phonological, morphological, lexical and syntactic developmental stages of young children. |
| 4 | Students will compare and contrast the basic concepts of second/foreign language acquisition/learning. |
| 5 | Students will explain and argue the variables that affects the process of second/foreign language acquisition/learning. |
| 6 | Students will analyze and interpret the observations of second/foreign language acquisition/learning classes. |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Acquisition vs. learning | Research, Interview, Practice, Presentation (Preparation), Preparation, After Class Study, Other Activities |
| 2. Week | Basic concepts and theories of first language acquisition | Interview, Presentation (Preparation), Preparation, After Class Study, Research, Practice, Other Activities |
| 3. Week | Behaviourist models | Interview, Research, Practice, Preparation, After Class Study, Other Activities, Presentation (Preparation) |
| 4. Week | Naturalistic models (innatism) | Preparation, After Class Study, Other Activities, Research, Interview, Presentation (Preparation), Practice |
| 5. Week | Cognitive and connectionist models | Interview, Presentation (Preparation), Practice, Preparation, After Class Study, Research, Other Activities |
| 6. Week | Phonological and morphological development of children | Preparation, After Class Study, Research, Other Activities, Interview, Presentation (Preparation), Practice |
| 7. Week | Lexical, semantic and syntactic development of children | Other Activities, Interview, Presentation (Preparation), Preparation, After Class Study, Research, Practice |
| 8. Week | Midterm 1 | Practice, Research, Other Activities, Interview, Presentation (Preparation), Preparation, After Class Study |
| 9. Week | Basic concepts and theories of second language acquisition/learning | Presentation (Preparation), Interview, Practice, Other Activities, Preparation, After Class Study, Research |
| 10. Week | Simultaneous bilingualism | Preparation, After Class Study, Research, Other Activities, Practice, Interview, Presentation (Preparation) |
| 11. Week | Sequential bilingualism | Preparation, After Class Study, Other Activities, Interview, Presentation (Preparation), Practice, Research |
| 12. Week | Mid-term exam 2 | Other Activities, Interview, Presentation (Preparation), Practice, Preparation, After Class Study, Research |
| 13. Week | Factors affecting second language acquisition/learning | Preparation, After Class Study, Research, Other Activities, Practice, Presentation (Preparation), Interview |
| 14. Week | Final | Presentation (Preparation), Practice, Preparation, After Class Study, Research, Other Activities, Interview |
| Course Category | Percentage |
|---|---|
| Required Courses | 2 |
| No | Program Requirements | Level of Contribution | |||||
|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | He/she speaks English very well and is knowledgable about the concepts related to English language teaching and its pedagogy. | ✔ | |||||
| 2 | He/she adapts the language teaching programs, strategies, approaches and techniques to his/her own teaching conditions. He/she also makes use of his/her existent knowledge of language testing and evaluation. | ✔ | |||||
| 3 | He/she chooses the best teaching strategies, approaches and techniques, considering the individual and developmental differences of students and the subject area. | ✔ | |||||
| 4 | He/she develops appropriate teaching materials, taking the students' needs into consideration. | ✔ | |||||
| 5 | He/she collaborates with other English teachers, participates in various organizations and conferences and follows the recent literature on language teaching. | ✔ | |||||
| 6 | Is aware of the theoretical foundations (philosophical, sociological, psychological, historical, legal, economic, etc.) on which education is based and reflects these theories in their practices. | ✔ | |||||
| 7 | Is aware of the attitude, responsibility, and ethical values related to the teaching profession and behaves accordingly. | ✔ | |||||
| 8 | Plans, implements, and evaluates the learning-teaching process effectively, considering the curricula' basic concepts, principles, and characteristics. | ✔ | |||||
| 9 | Designs and manages an effective and supportive learning environment based on learning and teaching theory, approach, strategy, methods, and instructional technologies in creating the learning-teaching process. | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 | DK6 |
|---|---|---|---|---|---|---|
| PY1 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY2 | 5 | 5 | 5 | 5 | 5 | 5 |
| PY3 | 3 | 5 | 2 | 2 | 4 | 5 |
| PY4 | 5 | 4 | 5 | 4 | 5 | 5 |
| PY5 | 5 | 4 | 5 | 4 | 5 | 5 |
| PY6 | 3 | 4 | 5 | 4 | 4 | 5 |
| PY7 | 5 | 4 | 2 | 4 | 5 | 5 |
| PY8 | 3 | 2 | 2 | 2 | 4 | 5 |
| PY9 | 3 | 4 | 2 | 4 | 4 | 5 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 13 | 3 | 39 |
|
Ders Dışı |
Research | 5 | 5 | 25 |
| Practice | 4 | 3 | 12 | |
|
Sınavlar |
Midterm 1 | 1 | 1 | 1 |
| Midterm 2 | 1 | 1 | 1 | |
| Final | 1 | 1 | 1 | |
| Total Workload | 79 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
