IDENTIFYING DATA 2023_24
Subject (*) SECOND LANGUAGE ACQUISITION Code 12865101
Study programme
Teaching and Learning English as a Foreign/Second Language (2015)
 Cycle 2nd
Descriptors Credits Type Year Period
6 Compulsory First 1Q
Language
Anglès
Department English and German Studies
Coordinator
GALLEGO BALSÀ, LÍDIA
 E-mail lidia.gallego@urv.cat
Lecturers
GALLEGO BALSÀ, LÍDIA
Web
General description and relevant information <p> This course provides a general overview on the the theoretical foundations of the processes of acquisition and learning of a foreign/second language. </p><div><br /></div>

Competences
Type A Code Competences Specific
 A1 Masters the main theoretical frameworks and methodological approaches that characterize the process of teaching and learning a foreign language in general, and English in particular
 A2 Masters the main linguistic bases of theoretical and applied linguistics
Type B Code Competences Transversal
 CT2 Forming opinions on the basis of the efficient management and use of information
 CT6 Develop abilities to manage their professional career
Type C Code Competences Nuclear

Learning outcomes
Type A Code Learning outcomes
 A1 Identifies, describes and analyses the pedagogical and psychological bases of second language learning, with special reference to the acquisition of English
 A2 Describes, analyses, summarises and compares theoretical trends and models for second language learning, with special reference to the acquisition of English
Type B Code Learning outcomes
 CT2 Master the tools for managing their own identity and activities in a digital environment
Search for and find information autonomously using criteria of importance, reliability and relevance, which is useful for creating knowledge
Organise information with appropriate tools (online and face-to-face) so that it can be updated, retrieved and processed for re-use in future projects
Produce information with tools and formats appropriate to the communicative situation and with complete honesty
Use IT to share and exchange the results of academic and scientific projects in interdisciplinary contexts that seek knowledge transfer
 CT6 Raise their professional self-awareness
Develop a professional attitude
Analyse the professional environment of their speciality
Design specific professional tracks
Type C Code Learning outcomes

Contents
Topic Sub-topic
1. Introduction 1.1. Defining the Field
1.2. Key issues in SLA
2. Learning a First Language 2.1. Language and the brain
2.2. Theoretical approaches in first language acquisition
2.3. Stages in the acquisition of L1
2.4. Child-directed speech
3. Task-creation & Lesson planning 3.1. Strategies and theories used in TEFL
3.2. Presentations of TBL activities
3.3. Lesson Planning and Classroom Management
3.4. Oral presentations and lesson plan analysis
4. Interlanguage 4.1. The concept of IL
4.2. The characteristics of IL
4.3. Error analysis
4.4. Selinker's five processes
4.5. Fossilization
5. Learning a Second Language 5.1. SLA in context and acquisition theories
5.2. The Monitor Model
5.3. Input, interaction, output
5.4. The role of formal instruction in SLA
5.5. The age of acquisition
5.6. Aptitude and intelligence
5.7. Attitude and motivation
5.8. Personality
5.9. Anxiety, self-esteem and willingness to communicate
4.10. Learner preferences and styles

6. Learning English in
Multilingual Contexts
6.1. Bilingualism and Trilingualism
6.2. Multilingual acquisition
6.3. Models of multilingualism
6.4. The multilingual mind

Planning
Methodologies  ::  Tests
  Competences (*) Class hours
 Hours outside the classroom
 (**) Total hours
Introductory activities
A1
CT6
 2 0 2
Lecture
A1
A2
CT6
 10 28 38
Problem solving, exercises in the classroom
CT6
 0 15 15
Assignments
A1
CT6
 0 30 30
Presentations / oral communications
A1
CT6
 2 23 25
Forums of debate
A1
CT6
 0 25 25
Personal attention
CT6
 0 15 15
 
 
(*) 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 First contact with the students and the content of the subject
Lecture Explanation of the key topics
Problem solving, exercises in the classroom Students will be asked to discuss various topics in class. They will also be asked to analyse classroom material and collaborate actively in the class discussions.
Assignments The student will have to read the materials, read through the course seminars and hand in one written assignment proposed by the teacher.
Presentations / oral communications Students will be asked to present a lesson plan and other types of tasks and activities based on the elements discussed throughout the course.
Forums of debate The teacher will provide the students with some questions that the students will have to comment and answer according to the class materials. They will be involved in online debates. All these discussions will be held online in the forum of the class.
Personal attention The students will receive regular feedback on their course work and assignments.

Personalized attention
Description
The students receive personalised attention when participating in the seminars and online activities. The students will also receive personal feedback for their assignments and as well as for the class contributions. Since this is an online subject, personalised attention is a key issue.

Assessment
Methodologies Competences Description Weight        
Problem solving, exercises in the classroom
CT6
 100%
Others  
 
Other comments and second exam session

The course assessment will consist of several activities done in class (once the unit is finished, the students will be asked to submit one of the activities done in class). Some of them will be done in groups. Please note: ALL these activities are done during the class sessions.

If a student cannot submit an assignment (or the mark does not reach the pass mark), it can be submitted in the “segona convocatòria”. A maximum of two assignments can be submitted during the “2a convocatòria”

If the student fails or does not submit 3 or more assignments, s/he will have to sit an exam worth 80% of the final mark. The student will be also asked to hand in the lesson plan on the day of the final exam (20%).

Sources of information

Basic

A compilation of compulsory readings will serve as main sources of information for the course. Most of the readings are journal articles or book chapters on the specific topics. Further information about the main readings will be provided to students on Moodle. 

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. Dörnyei, Z. 2003. Attitudes, orientations and motivations in language Learning. Blackwell PublishingEllis, R. 1987. Second language acquisition in context, Cambridge 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 Littlewood, W. 1984. Foreign and second language learning, Cambridge University Press Kecskes, I. & Papp, T. 2000. Foreign Language and Mother Tongue. Lawrence Erlbaum Mackey, A. & Gass, S. 2005. Second Language Research. Methodology and Design. Routledge. 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.