TEFL271 LANGUAGE ACQUISITION
| Course Code: | 4510271 |
| METU Credit (Theoretical-Laboratory hours/week): | 3 (3.00 - 0.00) |
| ECTS Credit: | 6.0 |
| Department: | English Language Teaching (International Joint Program) |
| Language of Instruction: | English |
| Level of Study: | Undergraduate |
| Course Coordinator: | Assist.Prof.Dr MÜGE GÜNDÜZ |
| Offered Semester: | Fall Semesters. |
Course Objectives
This course is designed as an introductory course into the study of language acquisition (FLA and SLA), and will be of interest to you as prospective language teachers via broadening your understanding of how your students learn a second language. Throughout the course we will be examining not only the findings of particular research areas of SLA but also the theories of them which have often provided the research questions. For language teachers, who usually organize and manage the learning process for their students, any knowledge of how language learning takes place is of vital importance — in order to make decisions which affect learning processes, one must have a conscious knowledge of language learning as a base. An awareness of the various SLA theories will help teachers and future teachers form their own beliefs about how students learn, and thus of how they should be taught. In some ways the course poses many more questions than it provides answers for. This reflects the current state of research and findings mainly in the field of SLA, which still provides conflicting views and theories of language learning: SLA research does provide information on how language learners learn, but by no means provides all the answers.
Course Content
Theories, comparison, and illustration of native and foreign languages; stages of language development and acquisition; learning grammar and other components of language; models of foreign language learning; learner characteristics; using language and learning stages and processes in the teaching of a foreign language.
Course Learning Outcomes
On successful completion of this course, you will be able to:
1) understand the theoretical basis of first and second language acquisition.
2) relate the theories of second/foreign language education with the practices of language teaching.
3) examine and evaluate learner language relying on their understanding of how languages are learnt.
Program Outcomes Matrix
| Level of Contribution | |||||
| # | Program Outcomes | 0 | 1 | 2 | 3 |
| 1 | Fluently and accurately use all receptive and productive English language skills at an advanced level for effective daily and academic communication. | ✔ | |||
| 2 | Make appropriate pedagogical decisions in accordance with their particular English language teaching context (i.e. age, setting, location and learner background) based on a contemporary repertoire of language teaching approaches and methods. | ✔ | |||
| 3 | Identify and generate solutions for specific language-related problems which learners of English may face at different proficiency levels. | ✔ | |||
| 4 | Critically analyze linguistic, literary, cultural and historical issues when selecting, developing and using course materials and assessment instruments. | ✔ | |||
| 5 | With self-confidence, effectively communicate with students and other stakeholders in educational settings. | ✔ | |||
| 6 | Promote creativity, understanding, cooperation and equity to establish a positive classroom environment. | ✔ | |||
| 7 | Engage in reflective teaching, self-evaluation, and ongoing professional development. | ✔ | |||
| 8 | Demonstrate awareness of individual, multicultural and psycho-social diversity in learning environments and adapt to different educational systems. | ✔ | |||
| 9 | Based on their familiarity with educational sciences, literature and linguistics establish cross-disciplinary connections and develop critical intellectual curiosity. | ✔ | |||
| 10 | Design, conduct, and report small-scale educational research projects by employing relevant research methods in investigation of language individually and collaboratively with teachers from local, national or international contexts. | ✔ | |||
| 11 | Analyze and address professional challenges based on an awareness of global systems and comparisons of educational systems | ✔ | |||
| 12 | Effectively translate a diverse set of English and Turkish discourses considering context specific elements. | ✔ | |||
| 13 | Select and utilize appropriate instructional technologies and information literacy skills to increase the effectiveness of foreign language teaching. | ✔ | |||
| 14 | Develop a critical and multicultural perspective to language and language related issues emerging from global English contexts. | ✔ | |||
| 15 | Demonstrate proficiency in the analysis of artistic, literary, philosophic or other works in the humanities through discourse or writing. | ✔ | |||
| 16 | In at least one discipline, describe and analyze the cultural and social context of political, economic, artistic, and/or intellectual developments in the United States. | ✔ | |||
| 17 | Identify some fundamental aspects of the ideas, history, institutions, religions, economy, society and/or arts of western civilizations and cultures. | ✔ | |||
0: No Contribution 1: Little Contribution 2: Partial Contribution 3: Full Contribution