| CODE | LLT3190 | ||||||||
| TITLE | Second Language Acquisition and Language Learning | ||||||||
| UM LEVEL | 03 - Years 2, 3, 4 in Modular Undergraduate Course | ||||||||
| MQF LEVEL | 6 | ||||||||
| ECTS CREDITS | 4 | ||||||||
| DEPARTMENT | Institute of Linguistics and Language Technology | ||||||||
| DESCRIPTION | Second language acquisition (SLA) refers to the study of individuals and groups who are learning/acquiring one or more languages after their first one/s. The ‘additional’ language is called a second language (L2), even though it may be the third, fourth etc. to be acquired. The study of language acquisition has a theoretical and applied dimension. Both are directly related to, and build upon, features of first language acquisition and of the development of human language. Studies on L2s also deal with variation in language as they evolve as developing systems, and with cognitive aspects related to the acquisition of linguistic competences, thus building on prior knowledge. The first part of this study-unit will provide a brief historical overview by referring to structuralist frameworks, as well as to contrastive and error analysis. Subsequently, notions such as interlanguage, a dynamic second language learner variety, and developmental sequences, involving the various stages throughout which one builds competence in a L2, will be presented and discussed. Reference will be made to interlanguage phonetics and phonology, as well as to the development of morphological and syntactic structures, with examples from both spoken and written speech. Other acquisitional models, such as the processability theory and connectionist approach, will then be referred to. Both individual and social implications will be discussed, as language acquisition is influenced by age, by social and educational backgrounds, as well as by individual learning differences (language learning aptitudes, personality, learning styles etc.). Reference will also be made to audiovisual input and the role of the media in L2 acquisition. The final part of the study-unit will be dedicated to second language learning within classroom and/or guided settings, in order to outline similarities and differences with respect to acquisitional processes and to incidental learning. The concept of ‘language error’ will also be discussed, also by referring briefly to assessment. Throughout the study-unit examples from different contexts and situations will be presented, and there will be a special focus on the Maltese context and on the experience of language learning/acquisition of the students themselves. Study-Unit Aims: The aims of this study-unit are: - to introduce students to the nature and processes of second language acquisition and learning; - to gain awareness on different approaches regarding language acquisition and learning; - to discuss and analyse applications of second acquisition and learning; - to familiarise students with the major works on second acquisition and learning; - to gain awareness of the development of different linguistic features, involving both spoken and written speech; - to enable students to reflect on their own experience of second language acquisition and learning; - to discuss language use from a variationist perspective, enabling students to understand language as a developing system. Learning Outcomes: 1. Knowledge & Understanding: By the end of the study-unit the student will be able to: - describe and analyse features of second language acquisition and learning by discussing and reflecting critically about them; - demonstrate theoretical and applied understanding of second language acquisition and learning by analysing L2 spoken and written texts; - demonstrate knowledge of cognitive processes involved in second language acquisition and learning by comparing them to other linguistic processes, including those of L1 acquisition; - explain the main characteristics of L2s by referring to the lexis, morphology and syntax of different languages, - demonstrate an understanding of language as a developmental system by referring to interlanguage and developmental sequences. 2. Skills: By the end of the study-unit the student will be able to: - use the theoretical notions illustrated during the course by applying them in practice in order to analyse L2 written and spoken texts; - demonstrate knowledge of meta-linguistic terms related to second language acquisition and learning by using them in order to reflect critically on L2s; - use the general notions illustrated during this course by applying them to his/her own recognition and productive competences of languages s/he is familiar with; and - demonstrate an ability to access L2 data by referring to corpora available online and to other methods of data collection. Main Text/s and any supplementary readings: Main Texts: - Douglas Brown, H. (2014). Principles of language learning and teaching: A course in second language acquisition (6th edition). White Plains (MY): Pearson Education. - Lightbown, P., & Spada, N. (2013). How languages are learned (4th edition). Oxford: Oxford University Press. - Saville-Troike, M., & Barto, K. (2017). Introducing second language acquisition (3rd ed). Cambridge:Cambridge University Press. Supplementary Readings: - Archibald, J. (1998). Second language phonology, Amsterdam: John Benjamins. - Caruana, S. (2021). An overview of audiovisual input as a means for Foreign Language Acquisition in different contexts. Language and Speech. doi:10.1177/0023830920985897. - Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – companion volume. Strasbourg: Council of Europe Publishing. - Ellis, R. (2005). Principles of instructed language learning. System. 33 (2): 209–224. doi:10.1016/j.system.2004.12.006. - Gullberg M., & Indefrey P. (2006). The cognitive neuroscience of Second Language Acquisition. Oxford: Blackwell. - Hummel, K.M. (2014). Introducing second language acquisition: Principles and perspectives. West Sussex: John Wiley. - Larsen-Freeman, D., & Long, M. (2014). An introduction to second language acquisition research. London/New York: Routledge. - Panzavecchia, M., & Little, S. (2020). Beyond words. Language hybridity in postcolonial multilingual classroom environments: Malta’s way forward. In V. Anderson, & H. Johnson (Eds.), Migration, education and translation. Cross-disciplinary perspectives on human mobility and cultural encounters in education settings (pp. 161-173). London & NY: Routledge. - Scovel T. (1998). Psycholinguistics, Oxford: Oxford University Press. Students will also be required to read recent journal articles available online, as instructed during the course. |
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| STUDY-UNIT TYPE | Lecture | ||||||||
| METHOD OF ASSESSMENT |
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| LECTURER/S | Sandro Caruana |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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