Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

To introduce students to several different theoretical perspectives and related concepts and empirical research prevalent in the field of Second Language Acquisition (SLA) and to show some ways that these perspectives relate to each other.

Outline Of Syllabus

The syllabus is designed so as to provide students with different perspectives within the field of Second Language Acquisition (SLA). After an introduction session, we will have three sessions dedicated to prevalent cognitive/psycholinguistic approaches to SLA and key concepts and theories therein. Once this approach has been examined, students will be introduced to alternative perspectives, with a particular focus on more ‘social’ views that investigate learning and teaching in social interaction. In later session, students will focus on a particularly important area of debate within SLA: language learning and age. The module will conclude with a session dedicated to student’s assignment.

Indicative list of topics covered:
•       Module introduction
•       Learning vocabulary
•       Learning grammar
•       Communication and Learning strategies
•       SLA reconceptualized
•       Language learning in the classroom (Sociocultural Theory)
•       Language learning outside of the classroom (Conversation Analysis)
•       Language learning and age
•       Assignment preparation

Intended Knowledge Outcomes

Upon completing the module, graduates are expected to:

-       gain a good understanding of key theoretical models, concepts and research findings in the field of psycholinguistics

-       achieve an awareness of critiques of established thinking

-       obtain an understanding of interaction-based perspectives in the field of Second Language Acquisition (SLA) and important empirical research

-       identify and gain a good understanding of core sites of contention in SLA

-       gain knowledge of a range of perspectives in the field of SLA, and how they sit in relation to each other

Intended Skill Outcomes

Upon completing the module, graduates should be able to:

-       relate their own experience as a language learner and/or teacher to key concepts in SLA

-       demonstrate a sound understanding of the theoretical underpinnings of more than one perspective within SLA

-       produce a high-level justification for adopting one particular perspective in SLA

-       critically evaluate more than one perspective on a prevalent concept or theory in SLA

-       effectively compare theoretical insights in SLA to related empirical findings

-       apply knowledge gained on theories of learning to critically assess professional practice in their own discipline

Teaching Rationale And Relationship

Lecture videos provide an introduction to the weekly content, establish a basic level of understanding of the topic, and signal areas for individual further study and essential and further reading.

Follow-up classes provide students with the opportunity to raise questions related to lecture videos, and to discuss material in more depth. Group activities and discussions also allow students to share and engage personal reflections. Group activities are often linked to weekly reading.

Structured Guided Learning activities provide students with weekly opportunities to consolidate learning through guided tasks linked to the weekly topic.

Independent study will enable wider reading, further personal self-reflection and assignment preparation.

Assessment Rationale And Relationship

Study skills, and other relevant knowledge and skills, will be assessed through the reflective learning journal. Critical understanding of relevant theory will be assessed through the end of module essay.

General Notes

N/A