GISDepartment of Global and Interdisciplinary Studies

The course provides an overview of second language (L2) learning; in particular, it provides basic studies and theories of how languages are learned from different perspectives such as first language (L1) acquisition and individual differences (ID).  It also covers issues on characteristics of L2 learners and learning through the observation of L2 classrooms and discussion about it.

Upon completion of this course, students should be able to do the following:
(1) Learn important concepts, perspectives, and theories in second language learning, including influence by first language acquisition and its studies
(2) Understand basic factors influence on of second language learning
(3) Explain basic factors that influence building theoretical frameworks of L2 learning.

Will be able to gain “DP 2” and “DP 4”.

英語 / English

This course looks at how languages are learned: based on the lecture giving explanation of terms of SLA in the first half of the course, students are to make a presentation of core issues on L2 learning in the classroom with their L2 learning experiences in the second half of the course.

あり / Yes

なし / No

授業形態/methods of teaching：対面/face to face

※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。

1[オンライン/online]：Introduction

Introduction

2[対面/face to face]：Language Learning in Early Childhood

First language acquisition
Explaining first language acquisition
- The behaviorist perspective
- The innatist perspective
- Interactionist/ development perspective

3[対面/face to face]：Second Language Learning (1)

Learner characteristics
Learning conditions
Studying the language of second language learners
- Contrastive analysis, error analysis, and interlanguage
- Developmental sequences

4[対面/face to face]：Second Language Learning (2)

More about first language influence
Vocabulary
Pragmatics
Phonology
Sampling learners' language

5[対面/face to face]：Individual Differences in Second Language Learning (1)

Research on learner characteristics
- Intelligence
- Language learning aptitude
- Learning styles
- Personality
- Attitudes and motivation
- Motivation in the classroom
- Identity and ethnic group affiliation
- Learner beliefs

6[対面/face to face]：Individual Differences in Second Language Learning (2)

Individual differences and classroom instruction
Age and second language learning
Age and second language instruction

7[対面/face to face]：Explaining Second Language Learning (1)

The behaviourist perspective
The innatist perspective
The cognitive perspective

8[対面/face to face]：Explaining Second Language Learning (2)

Second language applications: interacting, noticing, processing, and practising
- The interaction hypothesis
- The noticing hypothesis
- Input processing
- Processability theory
- The role of practice

9[対面/face to face]：Observing Learning and Teaching in the Second Language Classroom (1)

Natural and instructional settings
Classroom comparions: Teacher--student interaction

10[対面/face to face]：Observing Learning and teaching in the Second Language Classroom (2)

Observation schemes
- Classroom comparions: Teacher--student interaction
- Classroom comparisons: Student--student interaction
- Corrective feedback in the classroom
- Questions in the classroom
Ethnography

11[対面/face to face]：Second Language Learning in the Classroom (1)

1 Get it right from the beginning
2 Just listen… and read
3 Let's talk

12[対面/face to face]：Second Language Learning in the Classroom (2)

4 Get two for one
5 Teach what is teachable
6 Get it right in the end

13[対面/face to face]：Popular Ideas about Language Learning Revisited

Reflecting on the popular ideas: Learning from research

14[対面/face to face]：Consolidation of Second Language Learning

Reflection & Summary

Preparation 2 hours, review 2 hours, a total of 4 hours.
Students are expected to complete weekly reading assignments

Lightbown, P. M. & Spada, N. (2013). How languages are Learned. 4th. Oxford University Press. ¥2,099

1.Benati, A. G. & Angelovska, T. (2016). Second Language Acquisition: A Theoretical Introduction to Real-World Applications. Bloomsbury Academic.
2.VanPatten, B., Smith, M. & Benati, A. G. (2019). Key Questions in Second Language Acquisition: An Introduction. Cambridge University Press.

Evaluation will be based on:
1. Class participation (20%)
2. Presentation (30%)
3. Presentation material (10%)
4. Final assignment (40%)
More than 2 unexcused absences will result in failure of this course.

Not applicable.

Use a laptop in class, get lecture materials, etc. in Hoppi.

None.