Entry requirements

Fulfilment of the requirements for a Bachelor's degree including 60 credits in linguistics or another language subject. Proficiency in Swedish and English equivalent to the general entry requirements for first-cycle (Bachelor's level) studies.

Learning outcomes

The course aims to deepen the student's understanding of core theoretical and methodological topics in work in second language acquisition research today, focusing on learner development.

For the grade Pass, after completing the course the student should be able to

• describe key second language learning theories and models and critically reflect on their empirical basis
• describe key topics in phonology, morphosyntax, pragmatics and lexicography where second language development has been investigated in several languages
• critically reflect on learning strategies and language teaching methods with regard to current language learning research
• independently analyze, describe and compare oral and written material from learner languages
• describe and use common methods for collecting learner materials
• critically present research literature and own results from small research tasks in second language learning in a seminar context.

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 in the form of seminars where scientific articles and book chapters read and prepared at home are discussed. Exercises and group work are included. Set readings are in English. Other materials such as learner data may be in English, Swedish as well as other languages.

Teaching and assessment are in English unless the students and the lecturer come to some other mutual agreement. The student's own learning activities are of crucial importance for the work on this course.

Assessment

The course has three examinatory components

1. active particpipation in the seminar discussions and exercises (grading scale U/G/VG)
2. assignments (grading scale U/G/VG)
3. presentation of a project where the topic is chosen in consultation with the teacher and where the presentation is done by oral presentation to the group at the last teaching session (grading scale U/G/VG)

Regulations for the seminar discussions and exercises, assignments and project are available at the beginning of the course.

For the grade G, a G is required on all examinatory components. For the grade VG on the course, VG is required on at least two of the components.

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.