人文科学研究科Graduate School of Humanities
LIN600B3（言語学 / Linguistics 600）理論言語学・認知科学ＡTheoretical Linguistics, Cognitive Science A
ブライアン・ウィスナー
授業コードなどClass code etc
| 学部・研究科Faculty/Graduate school | 人文科学研究科Graduate School of Humanities |
| 添付ファイル名Attached documents | |
| 年度Year | 2021 |
| 授業コードClass code | X0225 |
| 旧授業コードPrevious Class code | |
| 旧科目名Previous Class title | |
| 開講時期Term | 春学期授業/Spring |
| 曜日・時限Day/Period | 木3/Thu.3 |
| 科目種別Class Type | |
| キャンパスCampus | 市ヶ谷 |
| 教室名称Classroom name | |
| 配当年次Grade | |
| 単位数Credit(s) | 2 |
| 備考（履修条件等）Notes | |
| 実務経験のある教員による授業科目Class taught by instructors with practical experience | |
| カテゴリーCategory | 英文学専攻(修士課程)-専門科目 |
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Outline (in English)
This course examines key concepts in second language (L2) acquisition theory, research, and pedagogy. Students examine and classify theories of L2 learning and apply the findings to the development of principled approaches to L2 pedagogy.
＜講義題目＞
第二言語習得 Second Language Acquisition
授業で使用する言語Default language used in class
英語 / English
授業の概要と目的（何を学ぶか）Outline and objectives
This course examines key concepts in second language (L2) acquisition theory, research, and pedagogy. Students examine and classify theories of L2 learning and apply the findings to the development of principled approaches to L2 pedagogy.
＜講義題目＞
第二言語習得 Second Language Acquisition
到達目標Goal
Upon successful completion of this course, M.A. and doctoral students are expected to be able to do the following:
1. Explain the core issues in L2 acquisition research
2. Examine the connection between L2 research and pedagogy
In addition to 1 and 2, doctoral students are expected to be able to do the following:
3. Conduct research on instructed L2 learning, and relate the findings to L2 learning and teaching in Japan
授業で使用する言語Default language used in class
英語 / English
授業の進め方と方法Method(s)（学期の途中で変更になる場合には、別途提示します。 /If the Method(s) is changed, we will announce the details of any changes. ）
Most classes will consist of group discussions, presentations, and lectures on topics in L2 acquisition and pedagogy. Students then apply this knowledge by conducting research, presenting findings, and discussing these topics. Feedback will be given after each presentation. This course will be conducted online.
アクティブラーニング（グループディスカッション、ディベート等）の実施Active learning in class (Group discussion, Debate.etc.)
あり / Yes
フィールドワーク（学外での実習等）の実施Fieldwork in class
なし / No
授業計画Schedule
春学期
※各回の授業形態は予定です。教員の指示に従ってください。
第1回：Introduction to the course
Presentation of key concepts in second language acquisition and teaching
第2回：First language acquisition
How do people learn an L1?
第3回：Second language acquisition
How do adults learn an L2?
第4回：Age and L2 acquisition
How does age affect L2 acquisition?
第5回：Interaction in L2 classrooms
Does interaction lead to L2 acquisition?
第6回：Focus on form
Attending to meaning and form in L2 learning
第7回：Acquisition of L2 grammar
How is L2 grammar acquired?
第8回：Acquisition of L2 vocabulary
Issues related to L2 vocabulary acquisition
第9回：Contexts of instructed second language acquisition
In what ways does the linguistic environment influence L2 acquisition?
第10回：Foreign language aptitude
Does language aptitude influence L2 learning?
第11回：Motivation
To what extent does motivation affect L2 learning?
第12回：Affect and other individual differences
What other variables play a role in L2 learning?
第13回：Research presentations
Research project presentations
第14回：Feedback on research presentations and final exam
Discussion of and feedback on students' research projects and final exam
授業時間外の学習（準備学習・復習・宿題等）Work to be done outside of class (preparation, etc.)
本授業の準備学習・復習時間は、各2時間を標準とします。
Students should complete reading assignments before the class in which they are discussed. Presentations should be prepared outside of class--this entails meeting and coordinating with your group members.
テキスト（教科書）Textbooks
There is no required textbook for this course.
参考書References
Patsy M. Lightbown, and Nina Spada. (2013). How languages are learned. Oxford University Press.
Shawn Loewen. (2015). Introduction to instructed second language acquisition. Routledge.
Lourdes Ortega. (2009). Understanding second language acquisition. Hodder Education.
Rod Ellis. (2008). The study of second language acquisition (2nd edition). Oxford University Press.
H. Douglas Brown. (2007). Teaching by principles: An interactive approach to language pedagogy (3rd edition). Longman.
H. Douglas Brown. (2006). Principles of language learning and teaching (5th edition). Longman.
Publication Manual of the American Psychological Association (APA Manual)
成績評価の方法と基準Grading criteria
<M.A. Students>
In-class presentations: 50%
Written report: 25%
Final Exam: 25%
<Doctoral Students>
In-class presentations: 25%
Written report: 25%
Research proposal: 25%
Final Exam: 25%
Students will be evaluated based on in-class presentations related to the content covered in class and their performance on writing assignments and a final exam. Highly evaluated presentations and reports demonstrate synthesis of the course content and follow academic presentation and writing conventions. Details will be given in class. Students are expected to attend every class. A grade of "E" will be given for missing an assignment (i.e., presentation, report, or test) or for being absent from four or more classes.
学生の意見等からの気づきChanges following student comments
Students commented that they benefited from conducting research and preparing presentations on the course content. I plan to allot more time for students to reflect on the course content and to conduct research for their presentations.
担当教員の専門分野等
＜専門領域＞ 第二言語習得・英語教育学
＜研究テーマ＞ 第二言語習得におけるメタ言語的知識の役割、言語テストの妥当性
＜主要研究業績＞
・『MY WAY: English Communication I』 共著 2013年3月 三省堂
・『MY WAY: English Expression I』 共著 2013年3月 三省堂
・『英語教育学の実証的研究法入門』 共著 2012年8月 研究社