Stephen van Vlack
Sookmyung Women`s University
Graduate School of TESOL
Second Language Learning Theories
Policy
Spring 2007
Overview: This three-hour-per-week course is designed to provide students with a comprehensive overview of second language learning theories. After a brief philosophical introduction to the form and purpose of language in general, we will be focusing in turn on different approaches taken by leading researchers to the question of how second languages are learned. In addition, a strong connection will be made between specific approaches to SLA and certain language teaching methodologies, focusing more specifically on the distinction between theories and practices in second language and foreign language situations. By the end of the course students should have acquired not only a wide overview of second language acquisition but also how these different theories have been and can be used to generate specific teaching practices in the foreign language classroom.
Objectives: This course has three main objectives: to provide the students with a well-rounded and comprehensive view of the current state of the field of SLA. Students will also need to form a clear set of associations between specific SLA theories and classroom teaching practices by analyzing the actual meaning and potential of each of the proposed models or theories. In the end, this newly found knowledge will be used to initiate a paradigm shift in the ideas that the students hold in relation to language acquisition/learning specifically for their own situation; and to get them to have a better understanding of how language and language acquisition works.
Text and Materials:
♦ Mitchell, R. and F. Myles. (2004). Second language learning theories (2nd Edition). London: Arnold.ISBN: 0340807660
● Johnson, Marysia. (2004). A philosophy of second language acquisition. New Haven: Yale University Press. ISBN: 0300100264
These are the two main texts we will be using and we will be covering both of them. They both provide a somewhat generalized overview of several important SLA theories, but while Mitchell and Myles (2004) presents a neutral overview, Johnson (2004) has her own agenda and ultimately develops a model of her own. We will be using both these books a framework upon which to extend out to journal articles and other types of reading and ultimately student presentations.
Winter Reading
● Singleton, D. and L. Ryan. (2004). Language acquisition: The age factor (2nd Edition). Clevedon: Multilingual Matters. ISBN: 1853597570
(This book provides a comprehensive and accessible review of the issue of age factors in language acquisition, an issue which is often discussed and used in teaching but is poorly understood.)
■ In addition to the main texts there will also be a large amount of other further reading materials for which the students will be held responsible. Students will have access to these via a reading packet which is specially produced for this class. Make sure you get the reading packet early.
Methodology
English Only: The working language of this class is English. This means all official aspects of the course including all assignments, presentations and in-class discussion will be conducted in English only. As this is a multilingual classroom, students are expected to follow international standards on language use and sensitivity. Failure to do so will result in a lower participation grade.
Classroom: Various approaches will be employed in the classroom. Direct lecturing will kept to a minimum while group work, in-class activities, presentations, and direct and indirect questioning will be stressed. Remember students, the classroom is supposed to serve as a model. Be critical and observant of what your instructor does.
Attendance: Students are expected to attend all scheduled classes. Two or more absences will result in a significantly lowered final grade. Being late twice is counted as an absence. Arriving more than half an hour late is also counted as an absence. Students themselves are responsible for all material covered and assigned in class during their absence. If you are going to be absent and know it beforehand, make sure you contact your teacher as far in advance as possible.
Assignments
Homework: Students will be given homework for each class. All assignments, unless you are told otherwise, must be typed and handed in during class on the day they are due. Students will need to go to the website to get the weekly homework assignments, make sure to do so early.
Presentations: Virtually every week from week 3 on, the students are expected to give a presentation. The presentation should take the SLA theory for that week and try to present classroom practices which may be developed from that theory. In the presentations the students are expected to make use of the articles set for the reading for that week (in the reading packet) to help them figure out the actual practices associated with a specific theory.
Exams
Midterm Project: The midterm will be due in the 9th week of class (May 3rd). It will be in the form of a short research paper and students will be able to do this in groups of two or three. Another option students will have access to would be to do a short take-home exam due on the same day.
Final Project: The final project will be a continuation of the midterm project. An option for other students would be to do a take home exam asking specific questions about the practical ramifications of such theories as we have gone over in the class. It should be done alone and is due no later than June 22nd (Date subject to change).
Grades: Final grades will be based on performance in the following categories.
Attendance 10%
Assignments 30%
Presentations 10%
Participation 15%
Midterm Project 10%
Final Project 25%
Important Notes
-Late assignments will not be accepted for marks and missed in class work cannot be made up. If, however, you know in advance that you will be late or absent make sure you contact the teacher and maybe something can be worked out.
-The penalty for plagiarism and cheating is automatic failure. Don`t try it.
Instructor - Stephen P. van Vlack
Office - Sookmyung Professional Center 410
Tel. - 710-7761
E-mail - [email protected]
There is also a web page that accompanies the course. I will try to upload class summaries and comments into the web site every week, so please make sure you visit there and leave your comments on the web board as well. The address of the web site is: http://www.geocities.com/utlaagt