Sylabus
1. How are languages learned? Introduction to second language acquisition. First language vs. second language learning. Popular beliefs on language learning.Reading: Lightbown, P. M. & Spada, N. (2006). Popular ideas about language learning revisited. How Languages are Learned. Oxford University Press, pp. 201–212. 2. How is foreign language learning / second language acquisition studied? SLA Research and its methodology
Reading: Dörnyei, Z. & Ushioda E. (2011). Main types and methods of motivation research. Teaching and researching motivation. 2nd ed. Harlow: Longman, pp. 212–245. 3. What can affect the process of learning?Factors influencing SLA. Introduction to individual learner differences.
Reading: Dörnyei, Z. (2005). The individual differences paradigm: the myth and the problems. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum, pp. 179–187. 4. How does what learners believe about learning affect the process?Learner beliefs.
Reading: Horwitz, E. (1988). The beliefs about language learning of beginning university foreign language students. Modern Language Journal, 72, pp. 283 – 294. Winke, P. & Amuzie, G. (2009). Changes in language learning beliefs as a result of study abroad. System, 37, pp. 366 – 379. 5. Do people learn better under stress or when they have fun? Affective states: anxiety/enjoyment.
Reading: Horwitz, E. (2010). Foreign and second language anxiety. Language Teaching, 43(2), 154-167. Dewaele, J. M. & MacIntyre, P. D. (2014). The two faces of Janus? Anxiety and Enjoyment in the Foreign Language Classroom. Studies in Second Language Learning and Teaching, 4, pp. 237-274. 6. How does motivation help? Motivation as the key factor
Reading: Duff, P. (2017). Commentary: Motivation for Learning Languages Other Than English in an English-Dominant World. The Modern Language Journal, 101, pp. 597–607. Dörnyei, Z. & Ushioda E. (2011). The L2 Motivation Self System. Teaching and researching motivation. 2nd ed. Harlow: Longman, pp. 79–87. 7. What do learners report on their own learning? Empirical research – diary studies
Reading: Fry, J. (1988). Diary studies in classroom SLA research. Problems and prospects. JALT Journal, 9 (2), 158–167. 8. Should the only language in the classroom be the target one?Using mother tongue/ mediating language in a FL classroom.Reading: Busse, V. & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. Modern Language Journal, 97 (2), pp. 435–456. 9. What strategies do language learners use?Learning styles and learning strategies.Reading: Ellis, R. (2008). Learning strategies. The study of second language acquisition. Oxford: OUP, pp.529–545. 10. The younger, the better? Is there a best age to start learning a language? Reading: Ellis, R. (2008). General factors contributing to individual differences in SLA. The study of second language acquisition. Oxford: OUP, pp.484–494. Dörnyei, Z. (2005). The age effect and its possible sources. The psychology of the language learner: Individual differences in second language acquisition. Mahwah, NJ: Lawrence Erlbaum. 249–263. 11. Do smart people learn faster? Does a talkative person perform better? Intelligence, language aptitude, personality.
Anotace
The course covers two main areas of second language acquisition (SLA:
The first one are the individual differences among language learners (motivation, age etc.) and how they affect the learning process and outcomes. Readings will be assigned and then discussed in class. Research methodology will also be demonstrated on the empirical studies.
The second area is the empirical research, where the key concepts and popular beliefs about language learning will be discussed first and then, we will look into the methods of research in language acquisition/learning. They will be demonstrated mainly on research in one of the key areas of individual differences: motivation to learn a foreign language. Students will be given opportunity to analyze and interpret material from real language classroom and discuss it in class.
In the final exam, students will present their project and discuss it with the lecturer, showing that they are able to apply what they have learned in the class on empirical research (the data for the project will be provided by the lecturer in needed).
The lessons are taught in an interactive way. Students are expected to actively participate by presentations, groupwork and discussions.