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| Unit name |
Second Language Learning |
| Unit code |
EDUCM5904 |
| Credit points |
20 |
| Level of study |
M/7
|
| Teaching block(s) |
Academic Year (weeks 1 - 52)
|
| Unit director |
Dr. Giampapa |
| Open unit status |
Not open |
| Pre-requisites |
None |
| Co-requisites |
None |
| School/department |
School of Education |
| Faculty |
Faculty of Social Sciences and Law |
Description including Unit Aims
This unit focuses on the ways in which language learners acquire a second language with particular reference to formal and informal contexts of learning in TESOL. The unit introduces language teachers to the cognitive, affective, linguistic and sociocultural processes in second language learning and to some of the key theoretical frameworks for examining such processes in second language acquisition research. Student engagement with such processes facilitates links with TESOL pedagogy in formal contexts of learning while close study of the design and outcomes of key research which form a key part of the core unit Research Methods for TESOL on the MSc TESOL. Sociocultural perspectives on language learning foreground the role of social interaction in the learning process while sociolinguistic perspectives consider how a language learner's changing identity interfaces with the second language learning process in diverse contexts of learning.
Aims:
- To develop an awareness of how different perspectives on second language learning (for example sociocultural and sociolinguistic) facilitate an understanding of second language acquisition processes
- To explore the implications of the influences of such processes for classroom pedagogy as these affect second language learning.
- To develop an understanding of the cognitive, affective and linguistic influences on second language learning in diverse second language learning contexts.
Intended Learning Outcomes
By the end of this unit, students will have developed an understanding of:
- The role of individual differences in second language learning and the implications of these for TESOL pedagogy.
- The application of theoretical frameworks in second language learning to language teaching pedagogy and the value of such frameworks in explaining second language learning
- The role of social, affective and cognitive factors which influence the processes of second language learning and acquisition in a range of formal and informal contexts of learning.
By the end of this unit, students will have developed skills in:
- Critically evaluating research reports in second language acquisition
- Analysing and interpreting data from second language acquisition research
- Identifying the implications of second language acquisition research for professional learning contexts.
- Applying theoretical frameworks in second language acquistion (for example on motivation and cognitive and metacognitive strategies in second language learning) to an understanding of classroom learning processes.
- Identifying researchable issues in second language acquisition.
Teaching Information
- Lecture input
- Online learning support (Blackboard)
- Presentations,
- Small group work,
- Seminars or workshops,
- Action research,
- Simulations,
- Individual tutorials and supported self study.
Individualised and supervised studies to include on-line discussion, supervision and directed reading
Assessment Information
A 4,000 word focussed literature review in an area of second language acquisition.
Reading and References
- Block, D. 2003. The Social Turn in Second Language Acquisition. Edinburgh: Edinburgh University Press.
- Dornyei, Z. 2005. The Psychology of the Language Learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum.
- Johnson, K. 2001. An Introduction to Foreign language Learning and Teaching. Harlow: pearson.
- Lightbown, P.L & N. Spada. 2006 (3rd Edition). How Languages are Learned. Oxford: Oxford University Press.
- Macaro, E. 2001. Learning Strategies in foreign and second language classrooms. London: Continuum.
- Mitchell, R. & F.Myles. 2004 (2nd Edition) Second Language Learning Theories. London: Arnold.
