Gaia
Hizkuntzaren Jabekuntzako Ikerketa Mintegia
Gaiari buruzko datu orokorrak
- Modalitatea
- Ikasgelakoa
- Hizkuntza
- Ingelesa
Irakasgaiaren azalpena eta testuingurua
This course aims to bring students closer to the study of First, (early and late) Second and additional language acquisition through their familiarization with current research oriented to the study of early and late bilingualism.This interdisciplinary course allows students to connect the knowledge acquired in the master’s theoretical subjects such as phonetics/phonology, morphosyntax, semantics, pragmatics and psycholinguistics and neurolinguistics with the practice of language acquisition and learning and provides students with insights into issues about teaching and learning a second language. It also allows students to assess different theoretical proposals and methodologies in the field
of language acquisition providing them with a wider perspective to develop their research papers within the master.
Irakasleak
Izena | Erakundea | Kategoria | Doktorea | Irakaskuntza-profila | Arloa | Helbide elektronikoa |
---|---|---|---|---|---|---|
EZEIZABARRENA SEGUROLA, MARIA JOSE | Euskal Herriko Unibertsitatea | Irakaslego Osoa | Doktorea | Elebiduna | Hizkuntzalaritza Orokorra | mj.ezeizabarrena@ehu.eus |
GUTIERREZ MANGADO, MARIA JUNCAL | Euskal Herriko Unibertsitatea | Irakaslego Agregatua | Doktorea | Elebiduna | Ingeles Filologia | junkal.gutierrez@ehu.eus |
Gaitasunak
Izena | Pisua |
---|---|
Comprender las motivaciones de los diferentes resultados obtenidos en la investigación sobre la adquisición de lenguas. | 20.0 % |
Ser capaz de presentar de manera estructurada, tanto oralmente como por escrito, sus conclusiones en torno a un problema avanzado relacionado con los temas tratados en el curso. | 40.0 % |
Ser capaz de construir hipótesis nuevas a partir de la comparación e interpretación crítica de hipótesis ya existentes. | 40.0 % |
Irakaskuntza motak
Mota | Ikasgelako orduak | Ikasgelaz kanpoko orduak | Orduak guztira |
---|---|---|---|
Magistrala | 18 | 0 | 18 |
Gelako p. | 12 | 0 | 12 |
Ordenagailuko p. | 0 | 45 | 45 |
Irakaskuntza motak
Izena | Orduak | Ikasgelako orduen ehunekoa |
---|---|---|
Ariketak | 10.0 | 33 % |
Banakako eta/edo taldeko lana | 45.0 | 0 % |
Edukien azalpena eta eztabaida | 10.0 | 33 % |
Informazio-azalpena | 10.0 | 33 % |
Ebaluazio-sistemak
Izena | Gutxieneko ponderazioa | Gehieneko ponderazioa |
---|---|---|
Bertaratzea eta Parte-hartzea | 0.0 % | 20.0 % |
Banakako eta/edo taldeko lana, entsegua | 0.0 % | 50.0 % |
Lanen erakusketa, irakurketak... | 0.0 % | 30.0 % |
Irakasgaia ikastean lortuko diren emaitzak
After successfully completing the course, students will
- Be able to compare different theoretical and methodological approaches to the study of L1 and L2 language
acquisition
- Be able to provide answers to theoretical, methodological and empirical questions concerning the acquisition of Abar
movement structures such as Wh-questions, Relative clauses as well as other kinds of embedded clauses.
- Be able to describe the variability of bi- or multilingual acquisition processes and to identify the effect of
crosslinguistic influence in the acquisition of each of the languages involved.
Ohiko deialdia: orientazioak eta uko egitea
In order to complete the course students will have to participate actively in class (20% of the final mark) and orally presenta paper (%30 of the final mark) and hand in a written paper (12-15 pages long) (50% of the final mark).
Students must make sure that all written assignments must be written by the author. Students must identify and include all
facts, ideas, opinions and points of view of others correctly through the use of in-text citations and must also be properly
identified in the reference list provided at the end of the assignment. All direct quotations taken from books, journals, the
internet or any other source must be adequately acknowledged and identified in the reference list.
Ezohiko deialdia: orientazioak eta uko egitea
Students will have to hand in a written paper (12-15 pages long) (50% of the final mark) which includes the discussion of some theoretical and/or methodological aspect related to the topics covered in classIrakasgai-zerrenda
1.Relative clauses in early child language research2.Theories on the early acquisition of RCs
3.Early bilingual studies: research questions, methods and results
4.RCs in TD children and in children with DLD
5.Movement in L2/Ln language acquisition : Wh-questions, islands, Relative Clauses
6.L2/Ln acquisition: issues past and present
Bibliografia
Nahitaez erabili beharreko materiala
Oinarrizko bibliografia
Diessel, Holger & Tomasello, Michael. 2005. A new look at the acquisition of relative clauses. Language 81 (4), 882-906. DOI: 10.1353/lan.2005.0169.Friedman, Naama; Belleti, Adriana & Rizzi, Luigi. 2009. Relativized relatives: Types of intervention in the acquisition of A'-dependencies. Lingua 119 (2009) 67–88.
Ortega-Santos, I., Reglero A. & Franco, J. 2018. Wh-islands in L2 Spanish and L2 English: Between Poverty of the Stimulus and Data Assessment. Fontes Linguae Vasconun 126, 435-471.
Schwartz, B. D. & Sprouse, R. A. 2020. The Full Transfer/Full Access model and L3 cognitive states. Linguistic Approaches to Bilingualism 11(1), 1-29.
Aldizkariak
Bilingualism: Language and Cognition: http://journals.cambridge.org/action/displayJournal?jid=BILChild Language: http://www.tandfonline.com/toc/hlac20/current
First Language: http://fla.sagepub.com/
Journal of Child Language: http://journals.cambridge.org/action/displayJournal?jid=JCL
Language Learning: http://onlinelibrary.wiley.com/journal/10.1111/(ISSN)1467-9922
Linguistic Approaches to Bilingualism: https://www.benjamins.com/#catalog/journals/lab/main
Porta Linguarum: http://www.ugr.es/~portalin/
Second Language Research: http://slr.sagepub.com/
Studies in Second Language Acquisition: http://journals.cambridge.org/action/displayJournal?jid=SLA