updated: September 1, 2003
|English 232: Second Language Acquisition||Graham Thurgood|
|MWF 11:00-11:50, 2:00-2:50TALR 210; M 7-9:50||Office: Building D 110|
|Office phone: 898-5450||Office hours: MWF 1:00-5:00; TR 10-11|
|email: email@example.com||& by arrangement|
ENGL 232 Theory and Practice of Second Language Acquisition. 3.0. Prerequisite: ENGL 121. Introduction to major issues in second language acquisition and teaching. Includes 3.0 hours field experience with second language learner(s).
Packet of materials: Available from the Bookstore. (and online)
Requirements and grading:
Late work: Late work will not be accepted for any reason unless you discuss it with me before the assignment is due (and, I agree in advance to accept the work late).
Cheating: Students caught cheating or plagiarizing will not be warned. Instead, they will be given a failing grade for the semester.
Disabilities: Any student in this class who has a disability of any kind that might prevent the fullest expression of his or her abilities should contact me the first week of class so that we can discuss class requirements.
Religious holidays: Any student who foresees conflicts with assignments in the course because of religious holidays should discuss it with me the first week of class
The focus of this class is, as the catalogue description
notes, on the issues surrounding second language acquisition and teaching, that
is, on the theory and the practice. This class will take a critical look at
both, continually attempting to relate the two while separating the wheat from
the chaff. Various general topics will form the initial focus of each class
session, with the notions then connected, where possible, to specific classroom
materials and activities.
Note: Topics will not always be covered in the order given below, although a serious attempt will be made to follow this order.
Note: Various general topics will form the initial focus of each class session, but the intention is also to discuss and recycle various topics as they come up in the course of discussing how concepts relate to one another and to the materials presented for discussion.
* = Not in packet, that is, just for reference.
Conversation partners & Lab reports (1)
Elementary Amharic is a fresh language learning experience as a starting point for our exploration of the theory and practice of second language learning. (Although it is of minor importance, the learning experience will be done using Gattegno's Silent Way. What is of importance is what we can learn from observing the techniques used, rather than the specifics of the method itself.)
Preparation for Lab Report #1, which involves phonetic transcription:
Phonology basic transcription pdf pdf pdf pdf Haas transcription
-- related to two transcription quizzes
-- the English spelling system and how it works
-- Contrastive Analysis: Hmong and English (packet)
Authentic listening activities.
First language acquisition.
Learning a first language
Milestones and patterns in development
Early childhood bilingualism
2.1 Second language acquisition and TESOL
Theories: Behaviorism, innativism, interactionism (31)
James Cummins - defining language proficiency (35)
Stephen Krashen - (40)
Practice sets (44)
Relative clauses (50)
- inflectional versus derivational
- contrasts with several languages
- countables versus uncountables
Culture (65, 66)
4.1 Maturational constraints
Critical period hypothesis; sensitive period hypothesis
(see differential success, immediately below)
4.2 Differential success: Motivation and so on (68)
Research on learner characteristics
Motivation and attitude
Age of acquisition
4.3 Memory: storage adn retrieval
article containing most of the notes (71)
5.1 Communicative approaches
defining "communicative" in functional terms
"Who am I?" (81)
5.2 Audiolingual approach
- Burling's assumptions (83)
Morrow on testing (151)