Syllabus for Second Language Acquisition Research

Decisions and guidelines

This module is offered as an independent module in general linguistics and modern languages at graduate level. It is also offered as an elective module in general linguistics at D-level, and as an elective during the final year of the speech pathology and therapy programme.

This curriculum was adopted by the board of the Faculty of Languages on xx-xx-2007 and takes effect as of 01-07-2008.

Learning outcomes

This module aims to deepen the students' understanding of core theoretical and methodological topics in work in second language acquisition research today, focusing on learner development.

Upon completion of the module and in order to obtain a pass mark, students are expected to be able to

* give an account of major theories in second language acquisition and assess their empirical base

* explain and critically assess some of the models which have been proposed to account for second language development

* describe major phonological, morphosyntactic, discourse-pragmatic and lexical topics in second language learner development that have been studied for a variety of language

* define, compare and critically judge language teaching methods, learning strategies and language teaching materials in modern languages by relating them to core findings from language acquisition research

* analyse, describe and compare authentic oral and written learner data

* describe and use some of the techniques employed to collect learner data

* participate actively and independently in seminar discussions by presenting published research by others as well as the students' own small-scale research on specific aspects of second language development

Content

The course familiarises students with core topics in second language acquisition (L2) theory and research methods, by discussing important studies in L2 morphology, phonology, syntax and pragmatics, considering research design, presentation of results and theoretical background. Topics include the nature of interlanguage grammars, transfer, input and age effects, important debates between different camps of researchers, methodological concerns, and hands-on analysis of learner data.

Instruction

Instruction is largely in seminar format and includes lectures, pair and group exercises and class discussions of empirical data and scholarly articles. Set readings are in English. Other materials such as learner data may be in English, Swedish as well as other languages.

Instruction, class discussions and examinations are in English unless the students and the lecturer come to some other mutual agreement.

Assessment

Students are assessed on the basis of their participation in class, take-home assignments, and an end-of-term essay.

If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the University's disability coordinator.