Degree | Type | Year |
---|---|---|
2504212 English Studies | OT | 3 |
2504212 English Studies | OT | 4 |
You can view this information at the end of this document.
A C2 level of English (proficiency) of the Common Euroean Framework of Reference for Languages is needed.
The aim of this course is to give students an insight into theories of second and third language acquisition, to appreciate the evolution in this field over recent years and to recognise the implications of research findings for classroom practice. By the end of the course students will be familiar with the major theoretical proposals in the field of second language acquisition, will be able to follow the discussion of current topics in research journals and will have a critical position from which to evaluate methodological proposals for classroom practice.
1. Basic concepts in the field of Second Language Acquisition
2. Theories of Second Language Acquisition
3. Theories of Third Language Acquisition
4. Individual differences in the acquisition of languages
5. Data analysis in language acquisition
Title | Hours | ECTS | Learning Outcomes |
---|---|---|---|
Type: Directed | |||
Classes teòriques | 25 | 1 | 1, 15, 6, 9, 10, 13 |
Discussió d'exercicis | 15 | 0.6 | 6, 9, 10, 13 |
Discussió de textos acadèmics | 10 | 0.4 | 3, 11, 10, 13 |
Lectura de textos acadèmics | 15 | 0.6 | 1, 3, 15, 9, 14 |
Type: Supervised | |||
Feedback individualitzat dels exercicis | 10 | 0.4 | 1, 10, 13, 14 |
Resolució de dubtes | 15 | 0.6 | 6, 9, 11, 10 |
Type: Autonomous | |||
Estudi | 20 | 0.8 | 15, 6, 10 |
Resolució d'exercicis | 15 | 0.6 | 11, 10, 13, 14 |
Directed activities:
Lectures with IT support and group debate.
Supervised activities:
Exercises.
Back-up tutorials to help in the realisation of exercises.
Autonomous activities:
Reading of manuals, textbooks and handouts.
Elaboration of study diagrams, summaries and texts.
Practical exercises (individual and in group).
Use of the Virtual Campus (Moodle).
Annotation: Within the schedule set by the centre or degree programme, 15 minutes of one class will be reserved for students to evaluate their lecturers and their courses or modules through questionnaires.
Title | Weighting | Hours | ECTS | Learning Outcomes |
---|---|---|---|---|
Assignment | 20 | 7 | 0.28 | 1, 2, 3, 4, 5, 15, 6, 8, 9, 7, 11, 12, 10, 13, 14 |
Midterm 1 | 40 | 9 | 0.36 | 3, 15, 6, 11, 10, 14 |
Midterm 2 | 40 | 9 | 0.36 | 1, 3, 6, 11, 10 |
Review of assessment items:
On carrying out each assessment activity, lecturers will inform students (on Moodle) of the procedures to be followed for reviewing all grades awarded, and the date on which such a review will take place.
SINGLE ASSESSMENT
This subject allows single assessment, which consists in the following items:
1. Theoretical exam (1 hour and a half/40%)
2. Practical exam (1 hour and a half/40%)
3. Assignment (handed in on the day of the exam/20%)
Re-assessment:
Re-assessment for this course will involve a final summative test (date and time to be announced by the Faculty) which will cover all course content with the following conditions:
VERY IMPORTANT: Total or partial plagiarism of any of the exercises will automatically be considered "fail" (0) for the plagiarised exercise. If plagiarism occurs for a second time, the entire course will be failed. PLAGIARISM is copying one or more sentences from unidentified sources, presenting it as original work (THIS INCLUDES COPYING PHRASES OR FRAGMENTS FROM THE INTERNET AND ADDING THEM WITHOUT MODIFICATION TO A TEXT WHICH IS PRESENTED AS ORIGINAL). Plagiarism is a serious offense. Students must learn to respect the intellectual property of others, identifying any source they may use, and take responsibility for the originality and authenticity of the texts they produce.
Those evaluation items with irregularities (copy, misuse of AI, etc...) cannot be reassessed.
Archibald, John (ed) (2000) Second Language Acquisition and Linguistic Theory, Oxford: Blackwell.
Cattel, Ray. (2000) Children’s Language: Consensus and Controversy, London: Cassell.
Corder, Pit. (1967) The Significance of Learner's Errors. De Gruyter Mouton.
Crain, Stephen. & Diane Lillo-Martin (1999) An Introduction to Linguistic Theory and Language Acquistion, Oxford: Backwell.
Ellis, Rod. (2004) Individual Differences in Second Language Learning.The Handbook of Applied Linguistics.
Guasti, Maria Teresa (2002) Language Acquisition. The Growth of Grammar, Cambridge, Mass: MIT Press.
Hawkins, Roger (ed) (2001) Second Language Syntax. A Generative Introduction, Oxford: Blackwell.
Radford, Andrew (2004) Minimalist Syntax. Exploring the Structure of English, Cambridge, C.U.P
Slabakova, Roumyana (2016) Second Language Acquisition, Oxford: O.U.P.
White, Lydia (2003) Second language acquisition and Universal Grammar. (2nd edition) Cambridge: CUP.
Doesn't apply.
Name | Group | Language | Semester | Turn |
---|---|---|---|---|
(PAUL) Classroom practices | 1 | English | first semester | morning-mixed |
(TE) Theory | 1 | English | first semester | morning-mixed |