See Moodle. Topics for revision before ANT 1/2 and the final state exam SAJM 1/2: 1. Dynamic systems theory approach to SLA. Properties of complex systems systems. Variation, attractor states. Application of DST to second-language acquisition. DST's criticism of linguistic, psycholinguistic, sociolinguistic approaches to researching L2 development. 2. Multilingualism. Universal Grammar view of linguistic competence. Psycholinguistic view of linguistic competence: Vivian Cook's multicompetence. Behavioral evidence for language interaction in bilinguals. Neuro-linguistic evidence of language organization in bilinguals. Language attrition. 3. Historical development of the SLA field up to the 1980's. Mentalist/rationalist versus empiricist perspectives on langauge and language learning (structuralism, univarsal grammar, emergentism, connectionism). Significant personalities in the field and their contributions; error analysis, transfer/interference, interlanguage, fossilization. Creative construction theories. The Monitor Model. Influence of generative linguistics. 4. Psycholinguistics of bilingual speech production: bilingual lexicon. Monolingual speech production according to Levelt's model. Behavioural evidence of bilingual and monolingual language processing being different. Adaptations of Levelt's model for bilingual speech production, organization of bilingual lexicon, bilingual lexical access (activation and selection). Language control. Revised Hierarchical Model, Bilingual Interactive Activation (BIA) model. 5. Functional approaches to SLA. Linguistic typology in SLA. Markedness. Predictions based on linguistic typology: typological notions of implicational universals and markedness - how do they lead to predictions in L2 learning? 6. Mechanisms of language learning. Linking concepts from Piaget's and Vygotsky's theories to DST views on L2 development. The role of attention in L2 development (Schmidt's Noticing Hypothesis). Krashen's Monitor model: Krashen's distinction between acquisition and learning (1982). The implicit-explicit learning and implicit-explicit knowledge dichotomies discussed in more recent SLA literature (the issue of interface). 7. The role of language environment/experience in L2 development. The role of input, interaction, and output in the process of acquiring a second language (from the perspective of nativist vs usage-based theories). Input in nativist vs. usage-based models of language and language acquisition (Competition model, Frequency models). Cognitive-Interactionist Approach: Krashen's Input Hypothesis. Long's Interaction Hypothesis. Swain's Output Hypothesis. 8. Learner's characteristics. Age and ultimate attainment, evidence for and against CPH, explanations for age effects in L2 development. Aptitude (Carroll's aptitude factors, aptitude testing, Linguistic Coding Differences Hypothesis). Motivation (Gardner & Lambert, Dornyei). Anxiety (Krashen's Monitor model, Scovel, Gardner and colleagues). Researching learner variables, DST view. 9. Role of instruction in L2 development. Methods and Approaches to language teaching. Foundations of Communicative Language Teaching (Hymes, Halliday, Wilkins, Krashen, Long). Strong and weak forms of CLT. Form-focused instruction (Spada). Role of feedback.
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SLA2 is now included among the courses that feed into the ANT1/2 examination and the final state examination SAJM1/2. The aim of the course is to introduce philology students to the field of Second Language Acquisition (SLA) which explores how languages are learned by people who have already acquired their mother tongue. It addresses several basic issues that have emerged over the years in the vast SLA literature (e.g. language acquisition vs. learning, implicit vs. explicit learning), gives an overview of theories which have affected SLA research, discusses what it means to represent and process multiple languages in one mind, what learning mechanism are involved in development of another language, how individual differences among learners affect this development and what role classroom instruction plays in language learning. The aim of the course is to introduce philology students to the field of Second Language Acquisition (SLA) which explores how languages are learned by people who have already acquired their mother tongue. It addresses several basic issues that have emerged over the years in the vast SLA literature (e.g. language acquisition vs. learning, implicit vs. explicit learning), gives an overview of theories which have affected SLA research, discusses what it means to represent and process multiple languages in one mind, what learning mechanism are involved in development of another language, how individual differences among learners affect this development and what role classroom instruction plays in language learning.
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