Language acquisition

Entry language skills at least at the level of B1 + (CEFR)

przedmiot obowiązkowy

Contact hours with the teacher:

- participation in classes and consultation with the instructor - 30 hrs

Self-study hours:

- preparation for classes - 20 hrs

- preparation for the final test - 10 hrs

Altogether: 60 hours (2 ECTS points)

The student

W1: has broadened understanding of linguistic terminology and concepts in order to understand issues related to linguistic and communicative competence. ( K_W03)

W2: has broadened knowledge of psychology and pedagogy, enabling the comprehension and discussion of topics related to language acquisition and learning/teaching. (K_W06)

The student

U1: is able to read and understand English language texts on language acquisition. (K_U02)

U2: has the ability to make presentations in the English language, using different sources. (K_U10)(K_U15)

U3: has sufficient language skills to understand linguistic-academic genre (K_U17)

The student

K1: is aware of his/her language learning processes and understands the need for lifelong learning. (K_K01)

Observation/demonstration: exhibition

Expository teaching methods:

- discussion and participatory lecture

Exploratory teaching methods:

- brainstorming, case study, practical presentation of a paper

Classes will involve the interaction with the teacher, for example, frequent references to the personal experiences of the students.

- opis
- opowiadanie
- pogadanka
- wykład konwersatoryjny

- ćwiczeniowa
- referatu
- studium przypadku

- metody odnoszące się do autentycznych lub fikcyjnych sytuacji
- metody oparte na współpracy
- metody rozwijające refleksyjne myślenie
- metody służące prezentacji treści

The aim of the course is to introduce students to the basic problems, concepts and theories relating to the process of language acquisition in the first (native) and a second (or foreign) language, and to relate them to the student's self-reflection on their own learning/acquisition processes (e.g. individual learning strategies).

Content distribution :

The course will discuss the theories of first and second language acquisition and learning, such as:

- basic concepts in language acquisition

- first language acquisition in early childhood: developmental sequences

- theories of first language acquisition (the behaviourist, innatist, and interactionist/developmental perspectives)

- language disorders and delays

- childhood bilingualism

- theories of second language acquisition

- the behaviourist perpsective

- the innatist perspective - Krashen's Monitor Model

- the cognitive perspective - information processing, usage-based

approaches, the competition model, language and the brain, skill acquisition

theory, the declarative/procedural model, input processing, processability

theory

- the sociocultural perspective

- the sociocognitive perspective - complexity theory

Required reading (selected chapters):

Lightbown, P.M. and N. Spada, 2013. How Languages are Learned. OUP, 4th ed.

van Patten, B and J. Williams, eds. 2015. Theories in Second Language Acquisition: an introduction. Routledge

Additional reading:

Atkinson, D. (ed.). 2011. Alternative Approaches to Second Language Acquisition. Routledge.

Moodle platform will the basic repository of class materials and channel through which homework will be submitted.

Assessment Methods

- Preparation for classes and active participation in classes (U1, U2, U3, K1)

- final test (W1)

The final grade will be given in reference to the following scale:

60%-71% = 3.

72%-76% = 3+

77%-84% = 4.

85%-90% = 4+

91%-100% = 5.

The students are evaluated in accordance with the university regulations, and they must attend all course meetings, physical or virtual.

Informed participation in class discussions (including on-line interaction)– based on completion of the assigned reading and supportive collaboration with classmates – is also required.

Each class absence (from physical or virtual class) has to be excused in the first week after the lesson missed. The final grade percentage can be reduced by 10% for every unexcused absence. This relates also to the failure to complete the assigned tasks (homework or asynchronour tasks).

The instructor is authorized to refuse credit when the student’s absenteeism rate is around 50% even if the absences have had valid reasons.