Units

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Sample subject outline - Semester 1 2013

Note: Subject outlines often change before the semester begins. Below is a sample outline.

Rationale

Research into second language acquisition (SLA) provides valuable insights into the language teaching/learning process both for teachers of Languages Other Than English (LOTE) and for Teachers of English to Speakers of Other Language (TESOL). This unit will provide you with an understanding of the theories and principles of second language acquisition/learning which inform our classroom practice as second language educators.

Aims

This unit aims to extend your knowledge of research into, and theories of, second language acquisition/learning and to explore possible pedagogical implications.

Objectives

Upon completion of this unit, you should be:

1. Familiar with current issues in SLA and their possible implications for language teaching practice and classroom-based research. [GC:A]

2. Aware of the role of individual differences in language acquisition. [GC:F]

3. Able to explore how the insights gained might be used to create positive environments for second language acquisition and to develop more effective programs and teaching strategies for use with young children, adolescents and adults. [GC:B,C,G]

4. Familiar with SLA research methodology and instrumentation and able to analyse the language occurring in language classrooms and/or natural settings in order to develop a better understanding of its potential contribution to language development. [GC:A,E]

Content

The unit includes the following topics:

• Interlanguage studies and error analysis
  
  A concern of SLA research has been to develop an understanding of the learner-internal factors which contribute to acquisition and the extent to which learners follow common developmental paths or are, in fact, influenced by their first language. This topic explores the contribution of inter-language theory and error analysis to our understanding of SLA processes.



• Theories of second language acquisition
  
  This topic explores the major nativist, environmentalist and interactionist theories of SLA (including Chomsky's Universal Grammar, Krashen's Monitor Theory, Schumann's Acculturation Model) and the assumptions which underpin them.



• The linguistic environment for second language acquisition/learning
  
  One of the most interesting areas of SLA looks at what it is in the linguistic environment that actually leads to language development. This topic covers issues such as the impact on learners of linguistic adjustments or modification, comprehensible input and output and the relationship of input/output frequency to acquisition.



• Instructed second language acquisition
  
  A major goal of much SLA research is to provide a sound psycholinguistic basis for second language teaching. This topic will explore the implications of SLA research for classroom practice and syllabus design and look, in particular, at the results of studies which have sought to establish explicitly the effect of instruction on inter-language development.



• Learner differences
  
  Of considerable interest to all classroom practitioners is the question of differential success and why some learners achieve considerable mastery of their second language while others struggle to achieve very modest outcomes. SLA research seeks to provide explanations of such differences. This topic will look at a range of possible factors including age, social psychological factors, cognitive style and learning strategies.

Approaches to Teaching and Learning

The pedagogic approach in this unit is constructivist through a series of interactive seminars, workshops and lectures, which will facilitate a collaborative approach to learning in this unit. You will be encouraged to relate your reading and assessment tasks to your own teaching context and to participate actively with others in discussing the theoretical and practical implications of the topics covered.

Assessment

Formative assessment is provided through feedback to students and through comments on assignment work. Students are required to complete one substantial and two smaller summative assessment tasks.Opportunities for formative feedback on your assignments are built into the study timetable. Summative feedback will be provided through criteria sheets used in marking.

Assessment name: Presentation/Reflect Journal
Description: Internal Students
Presentation
This will consist of one oral presentation (40%) and an accompanying short report giving related research study details (10%). The oral presentation will be due on the week that topic appears in the unit schedule. The short paper will be due mid-semester to allow feedback to be given before students undertake their major assessment task.
Length: Oral presentation is equivalent to 1,850 words; Summary paper is 650 words

External Students
Reflective Journal
Informed by the relevant literature, students should analyse and reflect on what they have learned in relation to key themes in Second Language Acquisition.
Length: Reflective Journal is equivalent to 2,500 words
Relates to objectives: 1, 2, 3 & 4
Weight: 50%
Internal or external: Both
Group or individual: Group with Individual Component
Due date: Mid-Semester

Assessment name: Literature Review
Description: A major written assignment based on formal library research. The topic for this research will be from the unit content and will be negotiated individually with the lecturer.

Length: 2500 words.
Relates to objectives: 1, 2 & 4
Weight: 50%
Internal or external: Both
Group or individual: Individual
Due date: Late-Semester

Academic Honesty

QUT is committed to maintaining high academic standards to protect the value of its qualifications. To assist you in assuring the academic integrity of your assessment you are encouraged to make use of the support materials and services available to help you consider and check your assessment items. Important information about the university's approach to academic integrity of assessment is on your unit Blackboard site.

A breach of academic integrity is regarded as Student Misconduct and can lead to the imposition of penalties.

Resource materials

There is a book of readings for this unit which you can purchase from the QUT bookshop, KG campus.
You are not required to purchase any other textbook. Readings are also made available on CMD, where there is no copyright block. In addition, you will need to access readings through the QUT library for your assignments.

Risk assessment statement

There are no out-of-the-ordinary risks associated with the general conduct of this unit. Workplace health and safety protocols in relation to computer use will apply.

Disclaimer - Offer of some units is subject to viability, and information in these Unit Outlines is subject to change prior to commencement of semester.

Last modified: 14-May-2012