LSMSLR-Second Language Learning Principles

Module Provider: English Language and Applied Linguistics
Number of credits: 30 [15 ECTS credits]
Level:7
Terms in which taught: Autumn term module
Pre-requisites:
Non-modular pre-requisites:
Co-requisites:
Modules excluded:
Current from: 2019/0

Module Convenor: Dr Parvaneh Tavakoli

Email: p.tavakoli@reading.ac.uk

Type of module:

Summary module description:
This module aims to review and evaluate general theories of learning; to consider the implications of learning theories for second language (L2) learning and teaching; to outline the development and relationship of different theoretical accounts of the first and second language learning process; to review and evaluate research into important factors in second language learning connected with the learner and the circumstances of learning; and to consider the practical implications of this research into factors in second language learning.

Aims:
This module aims to review and evaluate general theories of learning; to consider the implications of learning theories for second language (L2) learning and teaching; to outline the development and relationship of different theoretical accounts of the first and second language learning process; to review and evaluate research into important factors in second language learning connected with the learner and the circumstances of learning; and to consider the practical implications of this research into factors in second language learning.

Assessable learning outcomes:
By the end of this module students should be able to

•describe the key features, and evaluate the validity, of a range of theories and their application to first and second language learning;
•describe the development of views of the second language learning process from behaviourist-influenced contrastive analysis, via early non-contrastive interlanguage approaches, to current views of interlanguage involving the role of the L1 and of linguistic and situational context.
•describe and evaluate recent research into the roles of input, interaction and output in second language acquisition
•describe and evaluate recent research into the role of formal instruction in second language acquisition
•explain the ways in which the learner’s motivation may affect second language acquisition, drawing on key research during the last thirty years
•explain the ways in which certain cognitive characteristics of the learner (intelligence, aptitude, cognitive style, and learning strategies) may affect second language acquisition, drawing on key research during the last forty years
•choose and/or evaluate language teaching strategies on the basis of theory and research discussed during the course

Additional outcomes:

Outline content:
The topics to be covered during the module are as follows: the development and evaluation of theories of learning; Cognitive views of learning: concept-formation and schema theory, information-processing and skill theory; First language learning: explanations, and implications for second language learning; Second language (L2) learning: the development of views of interlanguage; Input, interaction and output in L2 learning; Formal instruction and L2 learning; The learner (1): attitudes and motivation; The learner (2): cognitive characteristics.

Brief description of teaching and learning methods:
Lectures preceded by introductory reading provided in a special handbook, and followed by recommended readings from lists provided in supporting materials; ‘advance organiser’ and illustrative tasks for discussion in class.

Contact hours:
  Autumn Spring Summer
Lectures 20
Tutorials 5
Guided independent study: 275
       
Total hours by term 20
       
Total hours for module 300

Summative Assessment Methods:
Method Percentage
Written assignment including essay 100

Summative assessment- Examinations:

Summative assessment- Coursework and in-class tests:
Coursework
One essay of 3000-4000 words on a general topic requiring the linking of an area (or areas) of theory and research (chosen by the student) to a teaching and learning situation with which the student is familiar.
This piece of work constitutes 67% of the module mark.

In addition, students will produce an extended annotated bibliography
This piece of work constitutes 33% of the module mark.

Formative assessment methods:

Penalties for late submission:
Penalties for late submission on this module are in accordance with the University policy. Please refer to page 5 of the Postgraduate Guide to Assessment for further information: http://www.reading.ac.uk/internal/exams/student/exa-guidePG.aspx

Assessment requirements for a pass:
A mark of at least 50% overall.

Reassessment arrangements:
Re-examination by coursework to be submitted by 1st September.

Additional Costs (specified where applicable):
1) Required text books:
2) Specialist equipment or materials:
3) Specialist clothing, footwear or headgear:
4) Printing and binding:
5) Computers and devices with a particular specification:
6) Travel, accommodation and subsistence:

Last updated: 10 April 2019

THE INFORMATION CONTAINED IN THIS MODULE DESCRIPTION DOES NOT FORM ANY PART OF A STUDENT'S CONTRACT.

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