Irakasgaiaren azalpena eta testuingurua

.

Ohiko deialdia: orientazioak eta uko egitea

Final evaluation will be based on the oral presentation (30%), homework assignments (20%), class participation (commenting seminar readings) (10%), and a final exam (40%), which will be based on key concepts presented during class discussion, seminar readings and the oral presentations. The percentage corresponding to the oral presentation, class participation and homework assignments will be considered if and only if the final exam has been passed.



This is a graduate course and it is assumed that you are here to learn as much as possible. Therefore, class attendance is compulsory. You are not permitted to be absent without a very good reason and you should let me know of any planned absences in advance. It is virtually impossible to make up what you will have lost from missing class discussions.

Ezohiko deialdia: orientazioak eta uko egitea

The final evaluation will be based on a written exam (40%), whose result will be added to the ones obtained in the other parts of the course (oral presentation, homework assignments and class participation).

Irakasgai-zerrenda

This course aims to present the fundamental concepts of second language acquisition (SLA), specifically as they apply to the acquisition of the morphosyntax of English as a non-native language. The main objectives of the classes will be the following:



(i) familiarize you with two theoretical perspectives within the formal and the functional tradition in the study of non-native systems,

(ii) analyze and understand the basic ideas in the Universal Grammar (UG) and the interactionist approaches to non-native language acquisition,

(iii) present the major methodological tools used in each of the approaches,

(iv) provide a strong knowledge basis to allow you to further study some of the issues presented in your final research paper (12 credits)



For the practical component of the course, you will be required to do an oral presentation of an article related to any of the topics dealt with in the program. As will be explained the first day of class, articles may be selected from the following journals (all of them at the university library): Applied Linguistics, International Review of Applied Linguistics, Language Learning, Language Teaching Research, Second Language Research, Studies in Second Language Acquisition and TESOL Quarterly. With previous approval from the instructor, you may also present chapters from books which have been a key contribution to the field. Guidelines on how to present a seminar paper will be provided. Homework will be assigned throughout the course and will be returned the following week with the necessary comments. Students are encouraged to ask questions about those corrections during office hours.







Class material



The material for the course (handouts for each thematic unit and complementary readings) will be available in the photocopy center at the beginning of the semester. Whenever possible ¿ that is, when there are pdf documents available- the complementary readings will be uploaded in Moodle (http://moodle5.ehu.es). A list with the oral presentations (titles of papers and student/pair presenting) will also be available in due course. It is the students¿ responsibility to collect this material.





Attendance policy



This is a graduate course and it is assumed that you are here to learn as much as possible. Therefore, class attendance is compulsory. You are not permitted to be absent without a very good reason and you should let me know of any planned absences in advance. It is virtually impossible to make up what you will have lost from missing class discussions.





Final evaluation



Final evaluation will be based on the oral presentation (30%), homework assignments (20%), class participation (commenting seminar readings) (10%), and a final exam (40%), which will be based on key concepts presented during class discussion, seminar readings and the oral presentations. The percentage corresponding to the oral presentation, class participation and homework assignments will be considered if and only if the final exam has been passed.





Requirements for written homework



1. All written homework must be done by computer, double-spaced.

2. Assignments of more than one page must be stapled together.

3. Assignments must be handed in prior to the beginning of the class period that they are due.

4. Late assignments will receive no credit.





Program



Unit 1. Introduction



1.1 Some preliminary questions

1.2 Defining the object of the field of study: What is second language acquisition (SLA)?

1.3 General issues in SLA research

1.4 The nature of learner language

1.5 Formal and functional approaches

1.6 Conclusion



Seminar readings



Myles, F. 2004. Second language acquisition (SLA) research: Its significance for learning and teaching issues ( )



VanPatten, B. & J. Williams. 2007. The nature of theories. In B. VanPatten & J. Williams (eds.) Theories of Second Language Acquisition. An Introduction (pp. 1-16). Mahwah, New Jersey: Lawrence Erlbaum







Unit 2. The role of the first language in non-native language acquisition



2.1 What is transfer?

2.2 Early research: Behaviorism and the Contrastive Analysis Hypothesis (CAH)

2.3 The 70s: Error analysis, the morpheme studies and the first theoretical models

2.4 Current views on transfer



Seminar reading



Pei-sui Luk, X. and Y. Shirai. 2009. Is the acquisition order of grammatical morphemes impervious to L1 knowledge? Evidence from the acquisition of plural ¿s, articles and possessive `s. Language Learning 59(4): 721-754. ( )







Unit 3: Universal Grammar and second language acquisition



3.1 Introduction

3.2 Why a Universal Grammar (UG)?

3.3 What does UG consist of?

3.4 SLA and UG

3.5 The nature of data available to the L2 researcher

3.6 Common misunderstandings









Seminar reading



White, L. 2007. Linguistic theory, Universal Grammar and second language acquisition. In B. VanPatten & J. Williams (eds.) Theories of Second Language Acquisition. An Introduction (pp. 37-56). Mahwah, New Jersey: Lawrence Erlbaum.



Zykik, E. 2008. Null objects in second language acquisition: Grammatical vs. performance models. Second Language Research 24(1): 65-110 ( )







Unit 4: The SLA of English grammatical morphology



4.1 Introduction

4.2 Basics of morphology

4.3 Early studies on the acquisition of grammatical morphemes

4.4 Linking L2 accuracy profiles of grammatical morphology to the building of a mental grammar

4.5. The category Infl and phrase structure

4.6 The role of VP and IP in the L2 acquisition of English verbal morphology





Seminar readings



García Mayo, M.P., A. Lázaro Ibarrola & J. M. Liceras. 2005. Placeholders in the English interlanguage of bilingual (Basque/Spanish) children. Language Learning 55(3): 445-489.



Ionin, T. & K.Wexler. 2002. Why is `is¿ easier than `-s¿? Acquisition of tense-agreement morphology by child second language learners of English. Second Language Research 18(2): 95-136.







Unit 5: Conversational interaction and morphosyntax (I)



5.1. Introduction

5.2 Conversational interaction in L1 acquisition

5.3 Conversational interaction in L2 acquisition

5.4 Output as a tool in cognitive activity

5.5 Factors affecting conversational interaction

5.6 Achievements and limitations of research on conversational interaction



Seminar readings



García Mayo, M.P. & E. Alcón Soler. 2013. Negotiated input and output. Interaction. In J. Herchensohn & M. Young-Scholten (eds.). The Cambridge Handbook of Second Language Acquisition (pp. 209-229). Cambridge: Cambridge University Press.







Mackey, A., S. Gass & K. McDonough. 2000. How do learners perceive interactional feedback? Studies in Second Language Acquisition 22: 471-497.





Unit 6: Conversational interaction and morphosyntax (II)



6.1. Introduction

6.2 Background on focus-on-form (FonF)

6.3 Some empirical studies in ESL and EFL settings

6.4 Conclusions and lines for further research





Seminar readings



Adams, R. 2007. Do second language learners benefit from interacting with each other? In A. Mackey (ed.) Conversational Interaction in Second Language Acquisition (pp.29-52). Oxford: Oxford University Press.



García Mayo, M.P. 2011. The relevance of attention to L2 form in communicative classroom contexts. Estudios de Lingüística Inglesa Aplicada 11: 11-45.



Kim, Y. & McDonough, K. 2011. Using pretask modelling to encourage collaborative learning opportunities. Language Teaching Research 15(2): 183-199.

Bibliografia

Nahitaez erabili beharreko materiala

The material for the course (handouts for each thematic unit, Power-Point presentations and complementary readings) is available in Egela (https://egela1718.ehu.eus/). Compulsory readings are available in pdf format. A list with the oral presentations (titles of papers and student/pair presenting) will also be available in due course. It is the students’ responsibility to download this material.







Note 1: Besides the seminar readings, you will find other material in Egela. It is there for your information but you are not required to go through it.







Note 2: Requirements for written homework







1. All written homework must be done by computer, double-spaced.



2. Assignments of more than one page must be stapled together.



3. Assignments must be handed in prior to the beginning of the class period that they are due.



4. Late assignments will receive no credit.

Oinarrizko bibliografia

.

Basic references



Ellis, R. 1994. The Study of Second Language Acquisition. Oxford: Oxford University Press.

García Mayo, M.P. (ed.) 2007. Investigating Tasks in Formal Language Learning. Clevedon: Multilingual Matters.

García Mayo, M.P. and R. Hawkins (eds.) 2009. Second Language Acquisition of Articles. Empirical Findings and Theoretical Implications. Amsterdam: John Benjamins.

Gass, S. M. and Selinker, L. 2001. Second Language Acquisition: An Introductory Course. Mahwah, NJ: Lawrence Erlbaum Associates.

Gass. S.M, Behney, J. and Plonsky, L. 2013. Second Language Acquisition. An Introductory Course. New York: Routledge.

Hawkins. R. 2001. Second Language Syntax: A Generative Introduction. Malden, MA: Blackwell.

Mackey, A. (ed.). 2007. Conversational Interaction in Second Language Acquisition. Oxford: Oxford University Press.

Mackey, A. 2012. Input, Interaction and Corrective Feedback in L2 classrooms. Mackey, A. and S. M. Gass. 2011. A Guide to Research Methods in Second Language Acquisition. London: Basil Blackwell.

Mitchell, F. and Myles, F. 2004. Second Language Learning Theories. London: Arnold.

Gehiago sakontzeko bibliografia

García Mayo, M.P. (ed.) 2017. Learning Foreign Languages in Primary Education. Research Insights. Bristol: Multilingual Matters.



García Mayo, M.P. and R. Hawkins (eds.) 2009. Second Language Acquisition of Articles. Empirical Findings and Theoretical Implications. Amsterdam: John Benjamins.

Aldizkariak

Useful journals



- Applied Linguistics

- Bilingualism: Language and Cognition

- International Journal of Bilingualism

- International Review of Applied Linguistics

- Language Acquisition

- Language Awareness

- Language Learning

- Linguistic Approaches to Bilingualism

- Second Language Research

- Studies in Second Language Acquisition

- The Modern Language Journa

Estekak

Useful internet links



- AILA (Association Internationale de Linguistique Appliquée)

http://www.aila.info



- AAAL (American Association of Applied Linguistics) http://www.aaal.org



- BAAL (British Association of Applied Linguistics) http://ww.baal.org.uk



- EUROSLA (European Second Language Association): http://eurosla.org/home.html



- ICOSLA (International Commission on Second Language Acquisition) http://www.hw.ac.uk/langWWW/icsla/icsla.htm



- The Linguist List. http://www.linguistlist.org



- Second Language Research Forum (annual meeting): http://www.nflrc.hawaii.edu/slrf08/