人文科学研究科Graduate School of Humanities
LIN500B3（言語学 / Linguistics 500）言語科学特講Ⅴ ALecture: Linguistics ⅤA
常本 亜希
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 | 2024 |
| 授業コードClass code | X0282 |
| 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 | 金2/Fri.2 |
| 科目種別Class Type | |
| キャンパスCampus | 市ヶ谷 |
| 教室名称Classroom name | 市院棟-704 |
| 配当年次Grade | 院人英・博士後期課程・選択必修科目 |
| 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 （博士後期課程） |
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Outline (in English)
（Course outline）
This course examines key concepts in second language (L2) acquisition theories, research, and pedagogy.
（Learning Objectives）
Upon successful completion of this course, 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
3. Develop individual research question(s) within SLA and propose research investigating the question(s)
（Learning activities outside of classroom）
Before/after each class meeting, students will be expected to spend four hours to understand the course content
（Grading Criteria /Policy）
Your overall grade in the class will be decided based on the following
In-class presentations: 50%
Written report: 25%
Research proposal: 25%
授業で使用する言語Default language used in class
日本語・英語併用 / Japanese & 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 theories, research, and pedagogy. Students critically engage with key concepts and research methodologies, develop insights into second language acquisition (SLA), and apply theoretical knowledge to practical language teaching and learning contexts.
<講義題目>
第二言語習得 Second Language Acquisition
到達目標Goal
Upon successful completion of this course, 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
3. Develop individual research question(s) within SLA and propose research investigating the question(s)
この授業を履修することで学部等のディプロマポリシーに示されたどの能力を習得することができるか（該当授業科目と学位授与方針に明示された学習成果との関連）Which item of the diploma policy will be obtained by taking this class?
ディプロマポリシーのうち、「DP1」「DP2」「DP3」に関連
授業で使用する言語Default language used in class
日本語・英語併用 / Japanese & 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 will engage with research articles pertinent to each week's theme, deepening their understanding of the subject matter. Students are encouraged to select a question of personal interest within the field, synthesize existing research related to this question, and report their findings through presentations. Feedback will be given after each presentation.
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
授業形態/methods of teaching：オンライン/online
※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[オンライン/online]：Introduction to the course
Presentation of key concepts in second language acquisition and teaching
第2回[オンライン/online]：First language acquisition
Examine how children acquire their first language (L1), including stages and theories of L1 acquisition, to understand the basis of language learning
第3回[オンライン/online]：Second language acquisition
Delve into key theories of second language (L2) acquisition, highlighting differences in learning processes between L1 and L2
第4回[オンライン/online]：Cognitive approaches to SLA
Focus on how cognitive processes such as memory, attention, and perception affect the learning of a second language
第5回[オンライン/online]：Cognitive-Interactionist Perspectives
Explore the role of interaction in SLA from a cognitive-interactionist viewpoint, including input, output, and feedback mechanisms
第6回[オンライン/online]：Analysing Learner Language
Study the evolution of learner language, focusing on error analysis and the concept of interlanguage
第7回[オンライン/online]：Age Effects in SLA
Investigate how age impacts language learning capabilities, including critical period hypotheses and age-related differences in acquisition
第8回[オンライン/online]：Crosslinguistic Influences
Examine how learners’ L1 can influence the acquisition of an L2, including transfer, interference, and facilitation effects
第9回[オンライン/online]：Individual Differences in SLA (1)
Focus on the cognitive and affective dimensions of individual differences, including how personal beliefs, aptitudes, and emotional states shape the language learning process
第10回[オンライン/online]：Individual Differences in SLA (2)
Examines the strategic and psychological aspects of individual differences such as learning strategies, self-regulation, anxiety, and enjoyment
第11回[オンライン/online]：Motivation in SLA
Delve into various types of motivation and their impact on L2 learning
第12回[オンライン/online]：Social Approaches to SLA
Examine the influence of sociocultural contexts on language acquisition, focusing on key concepts and methodologies that explore the role of social interaction in L2 learning
第13回[オンライン/online]：Research presentations
Research project presentations
第14回[オンライン/online]：Feedback on research presentations and review
Discussion of and feedback on students' research projects and course review
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
Patsy M. Lightbown, and Nina Spada. (2021). How languages are learned (5th edition). Oxford University Press.
参考書References
Zoltán Dörnyei and Ema Ushioda. (2021). Teaching and researching motivation (3rd edition). Routledge.
Susan M. Gass, Jennifer Behney, and Luke Plonsky. (2020). Second language acquisition: An introductory course (5th edition). Routledge.
Lourdes Ortega. (2009). Understanding second language acquisition. Hodder Education.
Rod Ellis. (2015). Understanding second language acquisition (2nd edition). Oxford University Press.
大関浩美（2010）『日本語を教えるための第二言語習得入門』 くろしお出版
新多了, 馬場今日子（2016）『はじめての第二言語習得論講義: 英語学習への複眼的アプローチ』大修館書店
成績評価の方法と基準Grading criteria
In-class presentations: 50%
Written report: 25%
Research proposal: 25%
Students will be evaluated based on in-class presentations related to the content covered in class and their performance on writing assignments. 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 being absent from four or more classes.
学生の意見等からの気づきChanges following student comments
Not applicable.
担当教員の専門分野等
＜専門領域＞
applied linguistics, foreign language education, second language speech production and perception
＜研究テーマ＞
Linguistic and non-linguistic features relevant to second language speech perception
Second language speakers’ self- and other-assessments of pronunciation
Teachers’ cognition of second language pronunciation teaching
＜主要研究業績＞
Tsunemoto, A., & Trofimovich, P. (2023). Pre- and in-service teachers’ beliefs about second language pronunciation teaching, their experience, and speech assessments. System, 118, 103125
Tsunemoto, A., Lindberg, R., Trofimovich, P., & McDonough, K. (2022). Visual cues and rater perceptions of second language comprehensibility, accentedness, and fluency. Studies in Second Language Acquisition, 44, 659–684.
Trofimovich, P., Isaacs, T., Kennedy, S., & Tsunemoto, A. (2022). Speech Comprehensibility. In T. Derwing, M. Munro, & R. Thomson. (Eds.), The Routledge Handbook on Second Language Acquisition and Speaking (pp. 174–187). Routledge.