ISTANBUL OKAN UNIVERSITY INFORMATION PACKAGE / COURSE CATALOGUE
| English Language Teaching | |||||
| Bachelor | TR-NQF-HE: Level 6 | QF-EHEA: First Cycle | EQF-LLL: Level 6 | ||
General course introduction information
| Course Code: | IDEP208 | ||||||||
| Course Name: | Language Acquisiton | ||||||||
| Course Semester: | Spring | ||||||||
| Course Credits: |
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| Language of instruction: | EN | ||||||||
| Course Requisites: | |||||||||
| Does the Course Require Work Experience?: | Yes | ||||||||
| Type of course: | Compulsory | ||||||||
| Course Level: |
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| Mode of Delivery: | Face to face | ||||||||
| Course Coordinator : | Dr.Öğr.Üyesi AYBARS ERÖZDEN | ||||||||
| Course Lecturer(s): |
Dr.Öğr.Üyesi AYBARS ERÖZDEN |
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| Course Assistants: |
Course Objective and Content
| Course Objectives: | At the end of this course, the student will be able to • Define and explain the concepts of "first language”, “second language” and “foreign language”. • Define and interpret first language acquisition process. • Define and illustrate phonological, morphological, lexical and syntactic developmental stages of young children. • Define, interpret and compare theories of first language acquisition. • Define the basic concepts of second/foreign language acquisition/learning. • Define, interpret and compare theories of second/foreign language acquisition/learning. • Explain and argue the variables that affects the process of second/foreign language acquisition/learning. • Question and interpret the observations of second/foreign language acquisition/learning classes. |
| Course Content: | Theories of first and second language acquisition (e.g.: behaviorism, innatism, information processing, connectionism, the interactionist position) and developmental stages and sequences of first and target language acquisition; case studies, comparative analysis of the use of native and target languages in corpus data (e.g.: CHILDES database), recordings and/or transcriptions of real second language classroom interaction will be employed for the analysis of first and second language acquisition; comparison of second language acquisition in children and in adults; identifying developmental sequences in first language acquisition; stages in second language morpho-syntactic development; processes in second language acquisition; learner characteristics and individual variation in ultimate attainment in second language acquisition (e.g.: role of personality, language aptitude, intelligence, age of acquisition, motivation and attitudes, learner preferences and beliefs); differences between second language acquisition and foreign language learning contexts (e.g.: natural vs. instructional settings). |
Learning Outcomes
The students who have succeeded in this course;
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Lesson Plan
| Week | Subject | Related Preparation |
| 1) | • Describe the concepts of acquisition and learning • Explain the difference between acquisition and learning • Acquisition vs. learning | |
| 2) | • Define and explain the concept of "first language” • Define the basic concepts of first language acquisition • Define, interpret and compare theories of first language acquisition. | |
| 3) | • Explain and criticize the behaviourist theories of first language acquisition • Behaviourist models | |
| 4) | • Explain and criticize the naturalistic theories of first language acquisition • Naturalistic models (innatism) | |
| 5) | • Explain and criticize the cognitive and connectionist theories of first language acquisition • Cognitive and connectionist models | |
| 6) | • Define and illustrate phonological and morphological developmental stages of young children. • Phonological and morphological development of children | |
| 7) | • Define and illustrate lexical, semantic ans syntactic developmental stages of young children. • Lexical, semantic and syntactic development of children | |
| 8) | • Define and explain the concept of "second language” • Define the basic concepts of second language acquisition/learning • Define, interpret and compare theories of second language acquisition/learning | |
| 9) | • Define and explain the concept of "second language” • Define the basic concepts of second language acquisition/learning • Define, interpret and compare theories of second language acquisition/learning | |
| 10) | • Explain and criticize the behaviourist theories of second language acquisition/learning • Behaviourist models | |
| 11) | • Explain and criticize the naturalistic theories of second language acquisition/learning • Naturalistic models (innatism) | |
| 12) | • Explain and criticize the cognitive and connectionist theories of second language acquisition/learning • Cognitive and connectionist models | |
| 13) | • Explain and argue the variables that affects the process of second/foreign language acquisition/learning. • Factors affecting second language acquisition/learning | |
| 14) | • Question and interpret the observations of second/foreign language acquisition/learning classes. • Observing second/foreign language classrooms | |
| 15) | FINAL EXAM • Explain and criticize the behaviourist theories of second language acquisition/learning • Explain and argue the variables that affects the process of second/foreign language acquisition/learning. • Behaviourist models • Factors affecting second language acquisition/learning |
Sources
| Course Notes / Textbooks: | How languages are learned (3rd ed.). P.M. Lightbown 2009 Oxford University Press. ISBN-10: 0194541266 ISBN-13: 978-0194541268 |
| References: | How languages are learned (3rd ed.). P.M. Lightbown 2009 Oxford University Press. ISBN-10: 0194541266 ISBN-13: 978-0194541268 |
Course-Program Learning Outcome Relationship
| Learning Outcomes | 1 |
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| Program Outcomes | |||||||||
| 1) P1. To be able to use the language to reach the information, share the information orally and in written form | |||||||||
| 2) P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching | |||||||||
| 3) P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments | |||||||||
| 4) P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level). | |||||||||
| 5) P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment | |||||||||
| 6) P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching. | |||||||||
| 7) P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation. | |||||||||
| 8) P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully. | |||||||||
| 9) P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development | |||||||||
| 10) P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students | |||||||||
Course - Learning Outcome Relationship
| No Effect | 1 Lowest | 2 Low | 3 Average | 4 High | 5 Highest |
| Program Outcomes | Level of Contribution | |
| 1) | P1. To be able to use the language to reach the information, share the information orally and in written form | 4 |
| 2) | P2. To be able to evaluate, apply and interpret the terms and scientific approaches in the field of English Language Teaching | 5 |
| 3) | P3. To be able to identify the social and psychological features of students and apply appropriate evaluation and assessment methods in the light of ethical principles in order to support students' developments | |
| 4) | P4. To be able to use Information and Communication Technologies and computer software to the extent that the filed requires ("European Computer Driving License", Advanced Level). | |
| 5) | P5. To gain sufficient conscience with respect to protecting universal, national and cultural values and human & animal rights and about protecting the environment | |
| 6) | P6. To be able to implement the theories, principles, methods and techniques related with students' development, learning and teaching. | |
| 7) | P7. To be able to implement the theories, principles, methods and techniques related with developing curriculum development and evaluation. | |
| 8) | P8. To be able to internalize and apply the innovative and modern methods, techniques and theories to teach English and to be equipped with the necessary knowledge and skills to apply them into their teaching, and to fulfill the scientific research processes successfully. | 5 |
| 9) | P9. To internalize the basic areas of Educational Sciences and utilize the theories and approaches of developmental and learning psychology in order to enable educational development | |
| 10) | P10. To be able to develop materials to improve language skills, to adopt and evaluate the available materials according to the level, interests and learning characteristics of students |
Learning Activity and Teaching Methods
| Reading | |
| Homework |
Assessment & Grading Methods and Criteria
| Written Exam (Open-ended questions, multiple choice, true-false, matching, fill in the blanks, sequencing) | |
| Oral Examination | |
| Homework |
Assessment & Grading
| Semester Requirements | Number of Activities | Level of Contribution |
| Midterms | 30 | % 40 |
| Final | 40 | % 60 |
| total | % 100 | |
| PERCENTAGE OF SEMESTER WORK | % 40 | |
| PERCENTAGE OF FINAL WORK | % 60 | |
| total | % 100 | |
Workload and ECTS Credit Grading
| Activities | Number of Activities | Duration (Hours) | Workload |
| Course Hours | 14 | 2 | 28 |
| Application | 14 | 2 | 28 |
| Study Hours Out of Class | 5 | 3 | 15 |
| Presentations / Seminar | 1 | 1 | 1 |
| Homework Assignments | 3 | 3 | 9 |
| Midterms | 1 | 3 | 3 |
| Final | 1 | 3 | 3 |
| Total Workload | 87 | ||