Rapor Tarihi: 14.04.2026 15:36
| 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) | Dr. Öğr. Üyesi Ammar TEKİN (Bahar) |
| Goals | To examine first and second language acquisition theories (behaviorism, innatism, cognitive and sociocultural models); to compare the developmental stages of native and target languages; to analyze learner language (interlanguage) through corpus data; and to comprehend the impact of individual differences (motivation, age, identity, etc.) and classroom/natural learning contexts on acquisition. |
| Course Content | Language learning in early childhood and bilingualism; second language learning conditions and error analysis; individual differences; theories explaining second language acquisition; observing teaching and interactions in the second language classroom; evaluating proposals for classroom teaching. |
| # | Öğrenme Kazanımı |
| 1 | Students explain the processes and developmental stages of first language acquisition in early childhood based on fundamental theories (behaviorist, innatist, etc.) |
| 2 | Students analyze the language produced by second language learners (interlanguage) and interpret developmental sequences and the influence of the first language (L1) on the target language (L2) |
| 3 | Students critically evaluate the effects of individual differences such as aptitude, motivation, age, identity, and learning styles on the rate and success of second language learning |
| 4 | Students classify interactions in natural and instructional classroom settings (teacher-student dialogue, corrective feedback) through observation schemes |
| 5 | Students synthesize different pedagogical proposals for second language teaching in light of current L2 acquisition research |
| Week | Topics/Applications | Method |
|---|---|---|
| 1. Week | Language learning in early childhood 1: The first three years, developmental sequences, and pre-school/school years | Preparation, After Class Study, Presentation (Preparation), Lecture, Question and Answer, Discussion |
| 2. Week | Language learning in early childhood 2: Behaviourist, innatist, and interactionist perspectives; childhood bilingualism | Preparation, After Class Study, Lecture, Question and Answer, Discussion |
| 3. Week | Second language learning 1: Learner characteristics, learning conditions, and studying learner language | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion |
| 4. Week | Second language learning 2: Developmental sequences, first language influence; vocabulary, pragmatics, and pronunciation | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion, Case Study |
| 5. Week | Individual differences in second language learning 1: Language learning aptitude, personality, attitudes, and motivation | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion |
| 6. Week | Individual differences in second language learning 2: Identity, beliefs, rate of learning, age, and the Critical Period Hypothesis | Preparation, After Class Study, Lecture, Question and Answer, Discussion, Case Study |
| 7. Week | Explaining second language learning 1: The behaviourist perspective and the innatist perspective (Krashen's Monitor Model) | Preparation, After Class Study, Research, Presentation (Preparation), Lecture, Question and Answer, Discussion |
| 8. Week | Explaining second language learning 2: The cognitive perspective (information processing), sociocultural perspective, and Complex Dynamic Systems | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion, Case Study |
| 9. Week | Observing learning and teaching in the L2 classroom 1: Natural vs. instructional settings, structure-based and communicative classrooms; observation schemes | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion, Case Study |
| 10. Week | Observing learning and teaching in the L2 classroom 2: Teacher-student interactions, corrective feedback, and questions in the classroom | Preparation, After Class Study, Practice, Lecture, Question and Answer, Discussion |
| 11. Week | Second language learning in the classroom 1: Proposals for teaching ("Get it right from the beginning", "Just listen and read", "Let's talk") | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion |
| 12. Week | Second language learning in the classroom 2: Proposals for teaching ("Get two for one", "Teach what is teachable", "Get it right in the end") | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion, Problem Solving |
| 13. Week | Popular ideas about language learning 1: Reflecting on popular ideas through current research findings | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion, Case Study |
| 14. Week | Popular ideas about language learning revisited 2: General conclusion of the course and reflections on teaching practice | Preparation, After Class Study, Research, Lecture, Question and Answer, Discussion, Case Study |
| Course Category | Percentage |
|---|---|
| Compulsory Course | 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. | ✔ | |||||
| 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. | ✔ | |||||
| 13 | Knows at least one foreign language at a level to monitor and communicate with colleagues | ✔ | |||||
| Program Requirements | DK1 | DK2 | DK3 | DK4 | DK5 |
|---|---|---|---|---|---|
| PY1 | 5 | 5 | 4 | 4 | 4 |
| PY2 | 5 | 4 | 4 | 4 | 5 |
| PY6 | 5 | 4 | 4 | 4 | 5 |
| PY13 | 5 | 4 | 4 | 4 | 5 |
| Ders Kitabı veya Notu | Ders Kitabı veya Ders Notu bulunmamaktadır. |
|---|---|
| Diğer Kaynaklar |
|
| Bahar Dönemi | |||
| Responsible Personnel | Grup | Evaluation Method | Percentage |
|---|---|---|---|
| Dr. Öğr. Üyesi Ammar TEKİN | Vize | 40.00 | |
| Dr. Öğr. Üyesi Ammar TEKİN | Final | 60.00 | |
| Toplam | 100.00 | ||
| ECTS credits and course workload | Quantity | Duration (Hour) | Total Workload (Hour) | |
|---|---|---|---|---|
|
Ders İçi |
Class Hours | 13 | 3 | 39 |
|
Ders Dışı |
Preparation, After Class Study | 13 | 1 | 13 |
| Research | 10 | 1 | 10 | |
| Presentation (Preparation) | 1 | 0.5 | 0.5 | |
| Other Activities | 10 | 1 | 10 | |
|
Sınavlar |
Midterm | 1 | 1 | 1 |
| Midterm Preparation | 1 | 1 | 1 | |
| Final | 1 | 2 | 2 | |
| Total Workload | 76.5 | |||
| *AKTS = (Total Workload) / 25,5 | ECTS Credit of the Course | 3.0 | ||
