This course is offered in the second term of the third year of the English Studies degree. This course aims to provide students with basic knowledge of the field of Second Language Acquisition (SLA). It focuses on both SLA research outcomes and theoretical proposals from different disciplines (linguistics, psychology, sociology, etc.) with especial emphasis on findings concerning the acquisition of English as an additional language. It also introduces research methodology in SLA. The knowledge gained in this course will lead to a better grasp of the main points covered in elective subjects such as psycholinguistics and teaching methodology. This course will be key in students’ future professional lives as teachers of English as a foreign language.

This subject belongs to the Module M3 Foundations of English Linguistics. Specifically, it aims at achieving the following module competences:



- 2563: To describe and analyse the structure of English in its phonetic, morphological, syntactic and semantic components.

- 2564: To describe the principles /foundations and acquisition processes of English.

- 991: To be able to work autonomously and in teams, making use of the techniques and tools acquired.







Final achievement of the module competences above entails the fulfilment of the following degree competences:



- G001 To be able to produce and understand any type of oral and written text in English.

- G003 To analyse, synthesise, and explain the grammar and use of English.

- G005 To know the history, evolution and varieties of English today.

- G007 To be able to relate the specific knowledge of the degree with other areas and disciplines and to transmit that knowledge in further studies in order to favour conciliatory and tolerant attitudes towards multilingual and multicultural diversity

- G008 To be able to work autonomously and in teams, making use of the techniques and tools acquired.

- G009 To be able to transmit the knowledge acquired in different academic contexts to be used in diverse professional contexts.



Upon completion of this course, students will be able to (i) show basic knowledge of the major SLA theories, (ii) to have a good command of the main factors involved in the acquisition of English as a foreign language, and (iii) to describe and analyse L2 English phenomena related to the different language levels.

1. An introduction to Applied Linguistics and SLA

1.1. Applied Linguistics and Second Language Acquisition

1.2. First, second, third and foreign language acquisition

1.3. Second Language Acquisition: Interdisciplinary and reasons for diversity of SLA

1.4. Main stages in the study of SLA

1.5. The concept of language competence

2. Research Methods in SLA

2.1. Research approaches: The qualitative paradigm vs. the quantitative paradigm; longitudinal vs. cross-sectional

2.2. Data collection Techniques

2.3. The research cycle

2.4. Validity and reliability

2.5. Statistical concepts

3. Interlanguage

3.1. The notion of interlanguage

3.2. Characteristics of interlanguage

3.3. Contrastive Analysis

3.4. Error Analysis

3.5. Developmental patterns in interlanguage

3.6. Communication strategies

4. Linguistic theories in SLA

4.1. An introduction to language universals

4.2. Typological universals

4.3. Universal Grammar

4.4. Evaluation of linguistic theories

5. Cognitive theories in SLA

5.1. An introduction to cognitive theories

5.2. Cognitive mechanisms in SLA

5.3. The Monitor Model: Krashen

5.4. Evaluation of cognitive theories

6. Social psychological Theories and SLA

6.1. An introduction to Social Psychological theories

6.2. Basic concepts in Social Psychological approaches

6.3. Some models of SLA and social factors: The Acculturation Model, the Intergroup Model and the Socio-Educational Model

6.4. The Acculturation Model

6.5. A critical overview of Social Psychological models

7. Input and interaction in SLA

7.1. The Interaction Hypothesis

7.2. Constructs

7.2.1. Input

7.2.2. Interaction

7.2.3. Output

7.2.4. Feedback

7.2.5. Language Related Episodes (LREs)

7.5. Evaluation of input and interaction

8. Individual differences in SLA

8.1. Cognitive elements

8.2. Social-psychological elements

8.3. Personality traits

8.4. Socio-structural elements

9. Cross-linguistic influence in SLA

9.1. Terminological issues

9.2. Behaviourism and transfer

9.3. Cognitive accounts and transfer

9.4. Transfer in learning vs. transfer in communication

9.5. Constraints on cross-linguistic influence

9.6. Cross-linguistic influence in L3 acquisition

10. Third Language Acquisition

10.1. Advantages of bilingualism

10.2. The effect of bilingualism on L3 proficiency

10.3. The effect of bilingualism on specific aspects of language proficiency

Sixty hours will be devoted to in-class activities. Lectures will amount to thirty hours where different power point presentations will be shown in class. Thirty hours will be devoted to interactive sessions in which several exercises, oral presentations and problem-solving activities will be accomplished.

Students will have to do out-of-class work as well, both individually and in groups, which will encompass a variety of activities to consolidate the main theoretical points shown in class, such as a number of readings and the preparation of an oral presentation.



Teaching-learning activities:



Competence 2563-2564: Lectures on the main theoretical issues will be given by the instructor with the help of power point presentations.

Competence 2563-2564-991: Written exercises to consolidate the main theoretical points discussed in class. Exercises will be done both individually and in groups.

Competence 2563-2564-991:Oral presentation in groups on one of the compulsory readings assigned at the beginning of the course.

Competence 2563-2564-991:Class discussion on theoretical concepts, definitions and empirical data.

Competence 2563-2564-991:Readings on articles related to the ten syllabus topics.

Competence 2563-2564: Quizzes on articles related to the ten syllabus topics.

• Sistema de Evaluación Continua
• Sistema de Evaluación Final
• Herramientas y porcentajes de calificación:
  • Prueba escrita a desarrollar (%): 55
  • Trabajos individuales (%): 20
  • Exposición de trabajos, lecturas… (%): 25

The type of assessment that will be implemented in this course is what the Normativa de gestión para las enseñanzas de grado y de primer y segundo ciclo of our University for the 2022/2023 academic year refers to as continuous assessment.Students will be assessed according to their performance in the following testing tasks.



Competences 2563-2564-991: Oral presentation in groups (25%): Each group will have to deliver a 30-minute oral presentation on one of the compulsory readings. Students will be provided with a schedule for the exact dates when presentations will be given, as well as the list with compulsory readings to be done throughout the course. Readings will be assigned on a first-come basis. As part of this task, students will have to prepare a Power-Point Presentation and notes to be distributed in class that summarize the article read (handout). They must follow the guidelines and hints provided for oral presentations at the beginning of the course. The content, structure and delivery of the presentation will be assessed according to the rubric available on E-gela. Students failing to come to class on the day appointed for this assessment task will receive no credit (0 marks).



Competences 2563-2564:Quizzes on compulsory readings (20%): Students will be requested to complete a quiz on each compulsory reading. Students will be provided with a schedule for the exact dates when these quizzes will be administered. Students will be assessed on their ability to provide accurate answers to the questions addressed. Students failing to complete these assignments will receive no credit (0 marks).



Competence 2563-2564: Mid-term exam (25%) and end-of-term exam (30%):These exams will consist of a variety of questions to assess students’ knowledge of SLA theories, main factors that affect the language acquisition process, as well as research methodology in SLA. The arithmetic mean of the mid-term and end-of-term exam will be calculated after taking both exams. A passing score of 5 is required to add the marks from the other testing tasks.



CONDITIONS

1. Continuous assessment: In order for the students to obtain a passing mark for the whole course, they must get a passing mark (50%) in the arithmetic mean of the mid-term and end-of-term exam. In that case and only in that case, partial marks (oral presentation and the mean obtained in the quizzes administered) will be added to the marks obtained in both exams.



2. Information on the use of resources and materials for the assessment tasks/exam: Exam: The use of mobile or electronic devices, notes, books is not allowed.



Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references. Translating from other languages into English and presenting it asone’s own work is also plagiarism. Assignments containing plagiarism will receive a grade of zero (0) on the given task. (Capítulo II, artículo 11, 3; UPV/EHU’s Protocol of Academic Ethics).



3. Withdrawal from Continuous Assessment.All students have the right to be evaluated according to the final evaluation procedure independently of whether or not they have participated in the continuous assessment module. In order to withdraw from the continuous assessment, they must write the instructor responsible for the course expressing their desire to do so. Students can withdraw within the first 9 weeks of the course, according to the academic calendar of their centre. The form that has to be filled in is available at the website of the faculty http://www.ehu.eus/eu/web/letrak/idazkaritza. These students will sit an exam on the official date which comprises a variety of questions related to units 1 to 10, as well as to the list of compulsory readings included in the course syllabus. In order for these students to pass the course, they must obtain a pass mark (5 or above) in the final exam (100%).





4. Withdrawal from an exam call: Withdrawal from a call will be assessed as "no grade reported" [no presentado/a].



a. In the case of continuous assessment, students can withdraw from a call until at least one month before the date of the end of the teaching schedule of the corresponding course. This withdrawal must be submitted in writing to the instructor responsible for the course. b. In the case of final assessment, not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



The new regulation about assessment can be found at the following link: http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia





5. Covid-19: Should the face-to-face academic activity be cancelled: Students who opt for continuous assessment:

- The Oral Presentation in groups will be delivered via Webex on E-gela on the assigned dates for this task.

- Quizzes wil be administered via the virtual environment (i.e. E-gela).

- Mid-term and end-of-term exams will be done via the virtual environment (i.e. Egela, google forms).



Students who opt for final assessment:

-The final exam will be done via the virtual environment (i.e. E-gela, google forms).



The structure of the assessment, the percentages assigned to the different testing tasks and the marking criteria will be maintained as described above. Specific instructions on the procedure to be followed will be provided in the event of the suppression of face-to-face teaching.

1. The mark will be based on a final exam (100%) comprising units 1 to 10 and the set of compulsory readings for the course. In order for students to pass the course, they must obtain a pass mark (5 or above) in the final exam (100%).

2. Partial marks (oral presentation and quizzes) may be kept for the 2nd call provided the student has completed the aforementioned assignments and obtained ‘a pass’ in them (i.e. in the case of quizzes, a passing score of 5 is required after calculating the arithmetic mean of all quizzes). In addition, these marks will be added to the mark obtained in the 2nd call exam (which in this case counts as 55%), if and only if the student gets a pass in this exam. Those students who opt for this option will take an exam consisting of a variety of questions on units 1 to 10.

3. Information on the use of resources and materials: Exam: The use of mobile or electronic devices, notes, books is not allowed. Home-assignments: the work submitted by the students must be their own work and must have been written completely by themselves. The students must identify and include the source of all facts, ideas, opinions and viewpoints of others through in-text referencing and the relevant sources should all be included in the list of references at the end of their work. Direct quotations from books, journal articles, internet sources or any other source must be acknowledged and the sources cited must be identified in the list of references. Translating from other languages into English and presenting it as one’s own work is also plagiarism. Assignments containing plagiarism will receive a grade of zero (0) on the given task. (Capítulo II, artículo 11, 3; UPV/EHU’s Protocol of Academic Ethics).



4. Withdrawal from an Exam call: Withdrawal from a call will be assessed as "no grade reported" [no presentado/a, ez aurkeztua]. Not sitting the exam on the official date of the exam qualifies as an automatic withdrawal from the corresponding call.



The regulation about assessment can be found at the following link: http://www.ehu.eus/es/web/estudiosdegrado-gradukoikasketak/ebaluaziorako-arautegia



5. Covid-19: Should the face-to-face academic activity be cancelled:

-The final exam will be done via the virtual environment (i.e. E-gela, google forms).

-The structure of the assessment, the percentages assigned to the different testing tasks and the marking criteria will be maintained as described above.

-Specific instructions on the procedure to be followed will be provided in the event of the suppression of face-to-face teaching.

Compulsory readings will be available on E-gela. Handouts on each unit will be available on E-gela as the course progresses.

Bibliografía básica

Cook, V. & Singleton, D. (2014). Key topics in second language acquisition. Bristol: Multilingual Matters.

Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press.

Ellis, R. (1997). Second language acquisition. Oxford: Oxford University Press.

Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

Gass, S. & Selinker, L. (2008). Second language acquisition: An introductory course. Hillsday: Lawrence Earlbaum.

Gass, S. M. (2013). Second language acquisition: An introductory course. London: Routledge.

Hummel, K. M. (2014). Introducing second language acquisition: Perspectives and practices. Malden: Wiley Blackwell.

Larsen-Freeman, D., & Long, M. (1991). An introduction to second language acquisition research. London: Longman.

Lightbown, P., & Spada, N. (2013). How languages are learned. Oxford: Oxford University Press.

Mitchell, R., & Myles, F. (2004). Second language learning theories. London: Arnold.

Mitchell, R., Myles, F. & Marsden, E. (2019). Second language learning theories. London: Routledge.

Ortega, L. (2009). Understanding second language acquisition. London: Hodder Education.

Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge: Cambridge University Press.

Singleton, D., & Aronin, L. (2019). Twelve lectures on multilingualism. Bristol: Multilingual Matters.



DE PROFUNDIZACIÓN



Cabrelli-Amaro, J., Flynn, S., & Rothman, J. (2012). Third language acquisition in

adulthood. Amsterdam: John Benjamins.
Cenoz, J. (2004). An introduction to applied linguistics: English as a second language.

Leioa: Universidad del País Vasco.
Cenoz, J., & Genesee, F. (1998). Beyond bilingualism: Multilingualism and multilingual

acquisition. Clevedon: Multilingual Matters.
Cenoz, J., & Jessner, U. (2000). English in Europe: The acquisition of a third language.

Clevedon: Multilingual Matters.

Chapelle, C. (2012). The encyclopedia of applied linguistics. Chichester: Wiley-Blackwell.

Cook, V. (1993). Linguistics and second language acquisition. London: MacMillan.

Cook, V. (2016). Second language learning and language teaching. London: Arnold.

De Bot, K. Lowie, W, & Verspoor, M. (2005) Second language acquisition: An advanced resource book. London/New York: Routledge.

Doughty, C., & Long, M. (2005). The handbook of second language acquisition. Chichester: Blackwell.

García Mayo, M.P. (2007). Investigating tasks in formal language learning. Clevedon: Multilingual Matters.

García Mayo, M. P., Gutiérrez Mangado, J., & Martínez Adrián, M. (2013). Contemporary approaches to second language acquisition. Amsterdam: John Benjamins.

Gass, S. M., & Mackey, A. (2007). Data elicitation for second and foreign language research. Mahwah, NJ: Lawrence Erlbaum.

Gass, S. M., & Mackey, A. (2011). The Routledge handbook of second language acquisition. New York: Routledge.


Hawkins, R. D. (2001). Second language acquisition. A generative introduction. London:Blackwell.


Hawkins, R. D. (2018). How second languages are learned: An introduction. Cambridge: Cambridge University Press.

Hershensohn, J., & Young-Scholten, M. (2013). The Cambridge handbook of second language acquisition. Cambridge: Cambridge University Press.


Hinkel, E. (2005). Handbook of research in second language teaching and research. Hillsdale: Lawrence Erlbaum Associates.


Kaplan, R. B. (2010). The Oxford handbook of applied linguistics. Oxford: Oxford University Press.

Long, M. (2007). Problems in second language acquisition. Hillsday: Lawrence Erlbaum.

Mackey, A., & Gass, S.M. (2005). Second language research: Methodology and design. New Jersey: Lawrence Erlbaum.

Mackey, A., & Gass, S. (2012). Research methods in second language acquisition: A practical guide. Malden, MA: Blackwell.

Meisel, J. (2011). First and second language acquisition. Cambridge: Cambridge University Press.

O'Malley, J.M., & Chamot, A.U. (1990). Learning strategies in second language acquisition. Cambridge: Cambridge University Press.

Ortega, L. (2011). Second language acquisition (6 volume set). London: Routledge.

Ritchie, W. C., & Bathia, T. K. (2009). The new handbook of second language acquisition. Bingley: Emerald.


Robinson, P. (2002) Individual differences and instructed language learning. Amsterdam: John Benjamins.

Robinson, P. (2012). The Routledge encyclopedia of second language acquisition. London: Routledge.

Selinker, L. (1992). Rediscovering interlanguage. London: Longman.


Singleton, D. (1989). Language acquisition. The age factor. Clevedon: Multilingual Matters.

Singleton, D., & Ryan, L. (2004). Language acquisition. The age factor. Clevedon: Multilingual Matters.

Skehan, P. (1989). Individual differences in second language learning. London: Arnold.

Towell, R., & Hawkins, R. (1994). Approaches to second language acquisition. Clevedon: Multilingual Matters.


Van Patten, B., & Williams, J. (2007). Theories in second language acquisition: An introduction. Hillsdale, N.J.: Lawrence Earlbaum.

Revistas

ATLANTIS
Applied Linguistics
BABEL
Bilingualism: Language and Cognition
Canadian Modern Language Review
ELIA
GRETA Journal
Foreign Language Annals
International Journal of Applied Linguistics
International Journal of Bilingual Education and Bilingualism
International Journal of Bilingualism
International Journal of English Studies
International Journal of Multilingualism
International Review of Applied Linguistics
ITL, International Journal of Applied Linguistics
Journal of Immersion and Content-Based Education
Journal of Second Language Writing
Language Learning
Language Learning Journal
Language Teaching Research
Modern Language Journal
Porta Linguarum
RAEL
RESLA
Second Language Research
Studies in Second Language Acquisition
TESOL Quarterly
TESL Canada
VIAL, Vigo International Journal of Applied Linguistics

Direcciones web

ICOSLA: http://www.hw.ac.uk/langWWW/icsla/icsla.htm
TheLinguist List: http://listserv.linguistlist.org/archives/linguist.html
Eslresearcher: http://www.eslresearcher.org/mailinglist.php
Eurosla: http://www.swan.ac.uk/cals/eurosla/
AAL : http://www.aaal.org/
BAAL: http://www.baal.org.uk/
AILA: http://www.aila.info/
AESLA : http://www.aesla.uji.es/
Bilingual list run by the Center for Bilingual Education and Research of Arizona State University: http://lists.asu.edu/archives/biling.html
The Center for Applied Linguistics (USA): www.cal.org
The Center for Information on Language Teaching and Research (CILT): www.cilt.org.uk