ISLAMIC UNIVERSITY OF RIAU

TEACHER TRAINING AND EDUCATION FACULTY

Syllabus English Language Acquisition

August 2013	Miranti Eka Putri., S.Pd., M.Ed
	081268889810
	Miranti_ekaputri@yahoo.com

ENGLISH LANGUAGE ACQUISITION

Course Synopsis

This course is to know how people learn a second language. Although the course is designed to be accessible to students from a wide variety of backgrounds, some knowledge of the linguistic structure of English will be assumed.

Course Objective

In this course students will:

1. Gain an understanding of the nature of second language acquisition processes and how they affect student learning;
2. Study the differences and similarities between first language development in children and second language acquisition by children and older learners;
3. Relate second language acquisition processes to general learning theories;
4. Identify cognitive variations in second language acquisition, including learning styles and learning strategies.
5. Identify personality and affective factors that influence a student’s learning of a second or foreign language;
6. Identify social and cultural aspects of the second language acquisition process;
7. Analyze learners’ errors and relate them to their stage of language development, proficiency level, and acquisition of communicative competence;
8. Identify different models of instructional delivery in the ESL and foreign language classroom;
9. Investigate the language development of a second language learner and relate findings to research on second language acquisition; and
10. Explore classroom applications of language acquisition theory and research.

Course Schedule

DATE	TOPIC	REFERENCES
I	Definitions and Course Requirements
II	First Language Acquisition Reflection on Self as a Language Learner	PLLT Ch.1, (p. 1 - 19; Language, Learning, Teaching)             Ch.2 (p. 20 - 48; First Language Acquisition) RSLA Ch. 1 (p. 1 - 35; Statistics as a FL)
III	Comparing First and Second Language Acquisition	PLLT Ch. 3 (p. 49 - 77; Age & Acquisition) RSLA Ch. 2 (p. 55 - 116; Comparing L1 & L2 Acquisiton)
IV	Human Learning	PLLT Ch. 4 (p. 78 - 111; Human Learning)
V	Cognitive Variations in Language Learning: Styles and Strategies Due: Case Study Presentation	PLLT Ch. 5 (p. 112 - 141; Cognitive Styles & Strategies)
VI	Learning Strategies in Second Language Acquisition Due: Case Study Presentation	RSLA Ch. 6 (p. 138 - 160; Listening Comp. Strategies)
VII	Personality and Affective Factors in Second Language Acquisition Due: Case Study Presentation	PLLT Ch. 6 (p. 142 - 175; Personality Factors) RSLA Ch. 7 (p. 161 - 205; Affective Factors)
VIII	Sociocultural Factors in Second Language Acquisition Due: Case Study Presentation Due: Expert Reports Group A	RSLA Ch. 9 (p. 227 - 261; World Englishes) RSLA Ch. 10 (p. 262 - 280; Pidginization)
IX	Contrastive Analysis, Interlanguage, and Error Analysis Due: Expert Report - Group B	PLLT Ch. 8 (p. 207 - 244; Contrastive Analysis) RSLA Ch. 11 (p. 306 - 330;   Task-Related variation in Interlanguage)
X	Communicative Competence Due: Expert Report - Group C Due: Learning Strategies Diary (From groups A, B, D, & E)	PLLT Ch. 9 (p.245 - 270; Communicative Competence) RSLA Ch. 14 (p. 363 - 385; Sex Differences and Apologies)
XI	Second Language Acquisition in Immersion Classrooms Due: Expert Reports Group D Due: Learning Strategies Diary (Expert Group C)	Immersion Supplemental Reading
XII	Theoretical Perspectives; Practical Applications of Second Language Acquisition Theory Course evaluations Due: Research Project Due: Expert Reports – Group E	PLLT Ch. 10 (p. 271 - 299; Theories of SLA) RSLA Ch. 18 (p. 470 - 488; Least a Theory has to Explain)

Description of Assignments

1. Reflection on self as a language learner: Write a 1-2 page journal-style reflection on your experiences learning language(s).  Some things to think about: effective teachers, classroom experiences, traveling or living abroad, interaction with native speakers and media/Internet. This should be submitted.

2. Team Case Study Presentation: Two to three students will work together to conduct an informal case study of a second language learner. The informal case studies will be presented to the whole class, who will make suggestions for additional research directions. Presentations will be linked to class pages so make sure no identifying names are given in them.
3. Expert Group Reports: The class will work in 5 expert groups, with each group working on one topic. The topics are:

a.    First and second language acquisition
b.   Cognitive variation in second language acquisition
c.    Affective factors in second language acquisition
d.    Sociocultural factors in second language acquisition
e.    Development of second language communicative competence.

Each group will read 5 articles on their topic, two from Readings in Second Language Acquisition and 3 additional articles on the same topic. The groups will analyze, discuss, and report on their articles to other class members. The reports will be presented visually (e.g., graphic organizers, pictorially) and/or through the use of technology (e.g., podcast, computer presentation, video).

4.      Research Project: This individual project will include information from the group informal case study, but with additions and expansions made by the writer, including a review of 4-5 research articles that provide insights into the findings of the case study. The research project should be about 9-10 pages in length

Note:   PLLT = Principles of Language Learning and Teaching
            RSLA = Readings on Second Language Acquisition

Course Requirements

Class attendance, punctuality, completion of reading and other assignments, and active participation in class are required. One excused absence is allowed. The following assignments are required:

ASSIGNMENT	% OF GRADE
Team informal case study presentation	20%
Expert group report on assigned readings	25%
Individual research project	25%

Facilitator

Miranti Eka Putri.,S.Pd., M.Ed

Email: miranti_ekaputri@yahoo.com

Phone: 081268889810

References

Brown, H. D. (2006). Principles of language learning and teaching. Fifth Edition. White Plains, NY: PearsonEducation.

Brown, H. D., and Gonzo, S. (1995). Readings on second language acquisition. Englewood Cliffs, NJ: Prentice-HallRegents.

Additional assigned readings will be provided

Group Report Schedule

Case Study Team
Date of Present	Topics	Team Members
1	First Language Acquisition	(1)Haris, Wana, Selvia, Anisa,
2	Comparing First and Second Language Acquisition	(2)Edgar, Pitrialis, Dwi, Ika,
3	Human Learning	(3)Ade, Enda, Gunawati, Fini
4	Cognitive Variations in Language Learning: Styles and Strategies	(4)Ilham, Tami, Rizka, Robi,
5	Learning Strategies in Second Language Acquisition	(5)Arly, Salvia, Laila, Lusi,
6	Personality and Affective Factors in Second Language Acquisition	(6)Soni, Juli, Rosma, Eka Wati
7	Sociocultural Factors in Second Language Acquisition	(7)Doni, Nurfadila, Fitria, Nursani,
Expert Groups
Date of Present	Topics	Team Members
8	First and Second Language Acquisition (L1 & L2)	(8)Hafis, Nurul Fadila, Widya, Oetari.
9	Cognitive variation in second language acquisition	(9)Adek, Riska, Mega, Siska
10	Affective factors in second language acquisition	(10)Tika, Silfy, Widya O, Vera,
11	Sociocultural factors in second language acquisition	(11)Puja, Riztia, Westy, Asri
12	Development of second language communicative competence.	(12)Rezi, Restu, Fitriyanti, Dinda N,