IDENTIFYING DATA 2017_18
Subject (*) ENGLISH AS A FOREIGN LANGUAGE Code 12274210
Study programme
Bachelor's Degree in English Studies (2009)
 Cycle 1st
Descriptors Credits Type Year Period
6 Optional 2Q
Language
Anglès
Department English and German Studies
Coordinator
ORTEGA DURAN, MIREIA
 E-mail mireia.ortega@urv.cat
Lecturers
ORTEGA DURAN, MIREIA
Web
General description and relevant information To offer a critical survey of research on the acquisition of English as a second and foreign language and how these findings can be applied to classroom language teaching.

Competences
Type A Code Competences Specific
 A1 Demostrar que coneix els corrents teòrics i metodològics de la lingüística i les seves aplicacions.
 A5 Dominar la llengua anglesa des d’un punt de vista teòric i pràctic i expressar-s’hi oralment i per escrit de manera fluida i precisa.
Type B Code Competences Transversal
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
 A1 Presenta una visió crítica de la investigació entorn de l’adquisició de l’anglès como a llengua estrangera.
Coneix els principis bàsics de l’adquisició de segones llengües.
 A5 Mostra un maneig de la llengua anglesa (de forma oral i/o escrita) en contextos diversos a un nivell superior.
Type B Code Learning outcomes
Type C Code Learning outcomes

Contents
Topic Sub-topic
UNIT 1.- INTRODUCTION. REVISION OF KEY ISSUES 1.1. Second Language Acquisition
1.2. English as a Second Language (ESL) vs. English as a Foreign Language (EFL)
1.3. Second Language Acquisition vs. Third Language Acquisition
1.4. Interlanguage
1.5. Individual Learner Differences
UNIT 2.- THE LINGUISTIC CONTEXT IN ESL / EFL 2.1. Input, intake, output and interaction
2.2. The role of input
2.3. Input in theories of language acquisition
2.4. Foreign talk (ESL)
2.5. Teacher talk (EFL)
2.6. Interlanguage Talk
UNIT 3.- LEARNER STRATEGIES IN EFL 3.1. Definition
3.2. Learning strategies.
3.3. Communication strategies
UNIT 4.- TYPES OF LEARNING CONTEXTS 4.1. Naturalistic context vs. Classroom context
4.2. Instruction in the classroom: Form-focused instruction and meaning-focused instruction
4.3.Mixed contexts: SA programmes
4.4. CLIL
UNIT 5.- THE ENGLISH CLASSROOM 5.1. Developments in teaching approaches
5.2. Teaching the language
5.3. Lesson planning
5.4. Cooperative learning
5.5. L1 use

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
2 3 5
Lecture
A1
 25 60 85
PBL (Problem Based Learning)
A5
 10 1 11
Problem solving, exercises
A1
A5
 14 1 15
Presentations / expositions
A1
A5
 6 10 16
Personal tuition
A5
 3 15 18
 
 
(*) On e-learning, hours of virtual attendance of the teacher.
(**) The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

Methodologies
Methodologies
  Description
Introductory activities Definition and key issues in Second Language Acquisition
Lecture Students will be presented with the most relevant topics in the field of Second Language Acquisition
PBL (Problem Based Learning) Students will have to read and prepare in avance the different readings that will serve as the text for the course. Most of these readings are journal articles or book chapters on the specific topics. These articles and chapters will then be discussed in class.
Problem solving, exercises Students will be asked to carry out 2 assignments during the course
Presentations / expositions Students will be asked to carry out an oral presentation in class
Personal tuition Students will be given personal feedback on their work during the course

Personalized attention
Description
Students will be given personal feedback on their work during the course

Assessment
Methodologies Competences Description Weight        
PBL (Problem Based Learning)
A5
 Class work (10%)
2 exams (50%) 		70%
Problem solving, exercises
A1
A5
 Survey (10%)
Lesson plan (10%) 		20%
Presentations / expositions
A1
A5
 Oral presentation 10%
Others  
 
Other comments and second exam session

Sources of information

Basic

A compilation of required readings will serve as the text for the course. Most of these readings are journal articles or book chapters on the specific topics.

Arabski, J. & Wojtaszek, A. (Ed). 2010. Neurolinguistic and Psycholinguistic Perspectives on SLA. Series editor: David Singleton. Second Language Acquisition. Multilingual Matters.

Bot, K; Lowie, W. & Verspoor, M. 2002. Second language Acquisition. Routledge Applied linguistics

Brown, D.H. 1994. Principles of language Learning and teaching. Prentice Hall

Cook, V. 2002. Portraits of the L2 user. Multilingual Matters

De Angelis, G. 2007. Third or Additional Language Acquisition. Multilingual Matters.

De Houwer, A. 2009. An Introduction to Bilingual Development. Multilingual Matters.

De Houwer, A. 2009. Bilingual First Language Acquisition. Multilingual Matters

Dörnyei, Z. & Ushioda, E. (Eds) 2010. Motivation, Language Identity and the L2 Self.  Multilingual Matters.

Dörnyei, Z. 2005. The Psychology of the Language Learner. Individual Differences in Second Language Acquisition. Lawrence Erlbaum Associates. 

Dörnyei, Z. 2003. Attitudes, orientations and motivations in language Learning. Blackwell Publishing

Ellis, R. 1987. Second language acquisition in context, Cambridge

Ellis, R. 1994. The Study of Second language Acquisition. OUP.

Ellis, R. 1996. Understanding second language acquisition, Oxford University Press

Gao, X. 2010. Strategic language Learning. Multilingual Matters.

Harley, T. 2008. The Psychology of Language. Psychology Press.

Hornberger, N.H. & Lee, S. (Eds). 2010. Sociolinguistics and language Education. New Perspectives on language Education. Multilingual Matters.

Littlewood, W. 1984. Foreign and second language learning, Cambridge University Press.

Ortega, L. 2009. Understanding Second Language Acquisition. Hodder Education.

Spada, N., Lightbrown, P.M 1993: How languages are learned, Oxford University Press.
Complementary

Recommendations
(*)The teaching guide is the document in which the URV publishes the information about all its courses. It is a public document and cannot be modified. Only in exceptional cases can it be revised by the competent agent or duly revised so that it is in line with current legislation.