Instructed Second Language Acquisition: Theory, Evidence, and Classroom Practice

Timetable

TBA

Module aim (aims)

The course aims to:

1) introduce students to key theories and concepts in Instructed Second Language Acquisition (ISLA), with particular emphasis on the relationship between theory, empirical research, and classroom practice

2) develop students’ understanding of how languages are learned in instructional settings, including the roles of input, interaction, output, feedback, attention, and explicit instruction

3) familiarize students with the role of grammar instruction and metalinguistic knowledge in instructed language learning, including implicit vs. explicit instruction and form-focused approaches

4) familiarize students with the role of vocabulary learning and vocabulary instruction in second language development, including incidental and intentional learning, depth of vocabulary knowledge, and pedagogical techniques for vocabulary teaching

5) introduce students to the concept of individual differences in foreign language learning and examine their implications for grammar and vocabulary instruction, technology-enhanced learning, and classroom practice.

6) familiarize students with the role of technology in foreign language learning and teaching

7) encourage students to adopt a research-informed approach to language teaching

Pre-requisites in terms of knowledge, skills and social competences (where relevant)

Knowledge

• Knowledge of English at a minimum of B2 level according to the CEFR, enabling students to read academic texts and participate in discussions on language learning and teaching.

Skills

• The ability to read and comprehend academic texts in English.

Social competences

• Openness to different perspectives on language learning, teaching practices, and learner diversity.
• Readiness to reflect critically on one’s own learning experiences and beliefs about language teaching

Syllabus

Course contents:

1)The scope of English language teaching today, What is ISLA (the scope of ISLA, ISLA vs. SLA, the nature of second language knowledge (implicit vs. explicit)), key global teaching approaches and methods

2) input, output, interaction (interaction in the second language classroom, components, variables affecting interaction, the role of input and interaction in language learning, limitations of input). Taxonomy of ISLA instruction, Focus on Form (types, effect), Sociocultural Theory in the second language classroom (Vygotskian Sociocultural Theory)

3) The acquisition of grammar (instruction and grammar acquisition, input-based and output-based instruction, approaches to teach grammar)

4) The acquisition of vocabulary (significance of the lexicon, issues in vocabulary acquisition, receptive vs. productive knowledge, incidental and intentional learning, implicit and explicit vocabulary knowledge, L1 influence, dimensions of knowing a word, teaching vocabulary, principles for vocabulary instruction)

5) Beyond the domain of language – individual differences and ISLA (affect, social distance, age differences, aptitude, motivation, personality and learning style, learning strategies)

6) Technology for language learning and teaching (Dual Coding Theory, Cognitive Theory of Multimedia Learning, Cognitive Load Theory, the benefits of TLLT, TLLT and current teaching approaches, TLLT and language skills)

7) The Research-Pedagogy Link(current relationship between research and pedagogy, ideal relationship between research and pedagogy)

Assessment:

Assessment for the course consists of one final written test

Grading scheme:

0%-59% - 2 (fail)

60%-67% - 3

68% - 75% - 3.5

76% - 83%- 4

84% - 91% - 4.5

92%- 100% - 5

Reading list

Loewen, S. (2020). Introduction to instructed second language acquisition (2nd ed.). Routledge.

Gass, S. M., & Selinker, L. (2008). Second language acquisition: An introductory course (3rd ed.). Routledge.

Richards, J. C. (2015). Key issues in language teaching. Cambridge University Press.

Mayer, R. E. (2009). Multimedia learning. Cambridge University Press.

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory. Springer.

Harmer, J. (2014). The practice of English language teaching (5th ed.). Pearson Education.

Scrivener, J. (2011). Learning teaching (3rd ed.). Macmillan.

Wach, A. (2011). Grammar instruction in ELT: Insights from the classroom. In Extending the boundaries of research on second language learning and teaching. Springer.

Roehr, K., & Gánem-Gutiérrez, G. A. (2013). The metalinguistic dimension in instructed second language learning. Bloomsbury.

Paivio, A. (1986). Mental representations: A dual coding approach. Oxford University Press.