MS2-Research in Young Learner Second Language Acquisition 2300-MS2-WNJ-ODZ
- research in applied linguistics and foreign language teaching – definitions and research areas
- qualitative and quantitative research tradtions and research methods
- action research
- sources of data collection (observation, introspection, questionnaires, surveys, corpus, language samples) and research instruments
- basic components of a research project
- planning classroom-based research
- ethics in researching children
- rate of second language acquisition in early years
- development of children’s productive and receptive skills in a foreign language
- factors influencing foreign language acquisition (social, affective and cognitive)
- teacher factor in early foreign language learning
Type of course
Mode
Learning outcomes
Knowledge
After the course the student:
- has systematic and advanced knowledge about research methods used in applied linguistics and in early language learning and teaching
- knows the characteristic features of qualitative and quantitative research methods and techniques of data collection
- knows factors which contribute to differences in early language acquisition and learning
Skills
After the course the student:
-uses qualitative methods in their own classroom research or in observed lessons
-adjusts research and testing methods to young learner developmental abilities
-explains the difference between the development of productive and receptive skills in early foreign language learning
-presents factors which influence early foreign language development and discusses them on the basis of research studies
-plans a research project concerning early foreign language learning and teaching in instructed contexts
Other competences
After the course the student:
- systematically reflects on their teaching and uses action research in their teaching
- observes the principles of ethics in researching children
Assessment criteria
Modes of training:
lecture, workshop, discussion following reading assignments, library research, individual study on the mini-project
Course requirements:
1. reading assignments of book chapters and/or articles for every class
2. submitting one essay on a selected topic
3. submitting an outline of an action research (plan, draft procedure and instruments, final version)
4. participation – 2 absences allowed
5. final test
Bibliography
Brown, J.D. (2001) Using Surveys in Language Programs. Cambridge: Cambridge University Press.
Brown, J.D. (2002) Doing Second Language Research. Oxford: Oxford University Press.
Cohen, L., L. Manion and K. Morrison (2000) Research Methods in Education (5th edition). London: Routledge.
Freeman, D. 1999. Doing Teacher Research. Newbury House Teacher Development. Boston, MA: Heinle & Heinle Publications.
Greig, A. and J. Taylor. (1999) Doing Research with Children. London: SAGE Publications.
McKay, P. (2006) Assessing Young Language Learners. Cambridge: Cambridge University Press.
Moon, J. and M. Nikolov. (2009) (eds) Research into Teaching English to Young Learners. Pecs: University Press Pecs.
Munoz, C. (ed.) (2006) Age and the Rate of Foreign Language Learning. Clevedon: Multilingual Matters.
Nikolov, M. (2009) (ed) Early Learning of Modern Foreign Languages. Processes and Outcomes. Bristol, UK: Multilingual Matters
Singleton, D. and L.Ryan (2004) Language Acquisition: The Age Factor. Clevedon: Multilingual Matters.
Swales, J.M. (2004) Research Genres. Exploration and Application. Cambridge Applied Linguistics. Cambridge: Cambridge University Press.
Szpotowicz, M. (2008) Second Language Learning Processes in Lower Primary Children. Vocabulary Acquisition. Warszawa: Uniwersytet Warszawski.
Wallace, M.J. (1997) Action Research for Language Teachers. Cambridge: Cambridge University Press.
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: