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Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS ING 2008 LANGUAGE ACQUISITION COMPULSORY 2 0 0 3

Offered By

ENGLISH LANGUAGE TEACHER EDUCATION

Level of Course Unit

First Cycle Programmes (Bachelor's Degree)

Course Coordinator

ASSISTANT PROFESSOR BERNA GÜRYAY

Offered to

ENGLISH LANGUAGE TEACHER EDUCATION

Course Objective

The aim of this course is to introduce some key concepts and main theories of first and second lanğuage acquisition and help learner to contribute to their own second language learning and teaching. It also helps learner to relate theories of first and second language acquisition to classroom practice with the help of observation tasks and activities.

Learning Outcomes of the Course Unit

1   Students in ELT Department are supposed to acquire the knowledge of first and second language acquisition theories. 2   Analyze first and second language acquisition by using recordings/transcripts of real classroom interaction 3   Identify developmental sequences in first language acquisition. 4   Compare second language acquisition in children and in adults. 5   Relate first and second language acquisition theories to classroom practice with the help of observation tasks and activities. 6   See the role of learner characteristics and individual variation in second language learning. 7   See the differences between natural and instructional settings and second and foreign language learning processes.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description 1 Introducing the course content & material `Popular Opinions About Learning and Teaching Small Group /Class Discussion on basic issues in Language Learning such as the role of habits / imitation/ intelligence / early start Writing: Discuss two of these ideas in detail. 2 Popular ideas about learning and teaching to be continued. 3 Child s first language acquisition Early Childhood, The Pre-school Years, The School Years Theories Explaining First Language Acquisition: The Behaviourist, Innatist , Interactionist Perspectives &Çonnectionis 4 Theories (to be continued) Theories Explaining Second Language Learning Learner characteristics /Learning conditions Group Work : Student -generated questions 5 Second Language Applications Mimicry&memorization, Universal Grammar, Krashen s `monitor model , Interacting, Noticing&Processing 6 Questions for discussion: Whole class work The Sociocultural perspective Individual Differences in Second Language Learning `Good Language learner Students rate çharacteristics on a scale ındividual work/ class work 7 Lesson review and mid-term exam 8 Good language learner characteristics 9 Learner language Defining basic concepts contrastive analysis, error analysis and interlanguage Examining texts written by learners of English from different contexts (One learner school student and one adult) Gathering data (Group Work) spoken and written texts by Turkish Learners of English , preferably having different learning backgrıound. 10 Further Analysis of learner language texts. Students find the stages of each learner s questions (English text and answers are given) Student introduce the data they have gathered 11 Vocabulary : The importance of vocabulary learning and challenges Class work : Learners are expected to draw some conclusions on their own learning. 12 Pragmatics Learning vocabulary /using language Studying the examples on the acquisition of requests in English 13 Observing Learning and Teaching in the Second Language Classroom Natural and Instructional Settings Structure-based/communicative instructional settings Questions in the Classroom Observation Schemes Interaction Input and Interaction Corrective feedback 14 Report on Classroom Observation Students are assigned to write a report on Classroom Observation using the guidelines they have been given . This work can be graded/assessed as part of their final exam Six proposals for Classroom Teaching Take Home : Students will be assigned to read about These Six Proposals to explain the two proposals with the hyphotheses they are based on. 15 Final Exam

Recomended or Required Reading

Textbooks(s)/References/Materials: How Languages are Learned (Lightbown&Spada)

Planned Learning Activities and Teaching Methods

Lecture, discussion, pair and group work, question-answer.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA 1 VZ Midterm 2 FN Semester final exam 3 BNS BNS Student examVZ * 0.40 + Student examFN * 0.60 4 BUT Make-up note 5 BBN End of make-up grade Student examVZ * 0.40 + Student examBUT * 0.60 *** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

None

Assessment Criteria

To be announced.

Language of Instruction

English

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

bernaguryay@gmail.com

Office Hours

Monday 16:00 17:00

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours) Lectures 13 2 26 Preparations before/after weekly lectures 13 2 26 Preparation for midterm exam 1 1 1 Preparation for final exam 1 1 1 Preparing presentations 10 2 20 Final 1 1 1 Midterm 1 1 1 TOTAL WORKLOAD (hours) 76

Contribution of Learning Outcomes to Programme Outcomes

PO/LO PO.1 PO.2 PO.3 PO.4 PO.5 PO.6 PO.7 PO.8 PO.9 LO.1 5 5 5 5 5 5 5 5 5 LO.2 5 5 5 5 5 5 5 5 5 LO.3 5 5 5 5 5 5 5 5 5 LO.4 5 5 5 5 5 5 5 5 5 LO.5 5 5 5 5 5 5 5 5 5 LO.6 5 5 5 5 5 5 5 5 5 LO.7 5 5 5 5 5 5 5 5 5