Language acquisition 4100-6SWOAINJO
This course introduces the main concepts of first language (L1) and second language (L2) acquisition from a theoretical and empirical perspective, with particular emphasis on processes occurring in naturalistic and instructed contexts. It covers key concepts related to language exposure, input and output, the difference between natural and classroom acquisition, and the mechanisms of phonology, vocabulary, and syntax acquisition in childhood. It discusses the main models and theories of first language acquisition, the role of age and hypotheses regarding the critical period, the fundamental variables shaping the process of second language acquisition, various language learning contexts (ELF, EAP, minority languages, bilingualism, and multilingualism), and the processes of second language acquisition in the language classroom, including Content and Language Integrated Learning (CLIL). The course also covers models and approaches in instructed SLA, and issues related to ultimate attainment and language proficiency.
This course introduces the main concepts of first language (L1) and second language (L2) acquisition from a theoretical and empirical perspective, with particular emphasis on processes occurring in naturalistic and instructed contexts. It covers key concepts related to language exposure, input and output, the difference between natural and classroom acquisition, and the mechanisms of phonology, vocabulary, and syntax acquisition in childhood. It discusses the main models and theories of first language acquisition, the role of age and hypotheses regarding the critical period, the fundamental variables shaping the process of second language acquisition, various language learning contexts (ELF, EAP, minority languages, bilingualism, and multilingualism), and the processes of second language acquisition in the language classroom, including Content and Language Integrated Learning (CLIL). The course also covers models and approaches in instructed SLA, and issues related to ultimate achievement and language proficiency.
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Term 2024L:
During the lecture, participants gain knowledge of the most important elements of the mother tongue and foreign language acquisition process, which include: sounds and phonetic features of the language, vocabulary, morphology, grammar, syntax, meaning and pragmatic aspects. Students experience an in-depth reflection on the diversity of language learning processes, with particular emphasis on the differences between the acquisition of J1 and J2. Factors shaping these processes are discussed, ie the age of the student, linguistic environment and cognitive processes as well as the level of language proficiency, language skills, motivation, affect and other individual differences, social dimensions of learning. The most recent theoretical accounts of L1 and L2 acquisition are also presented and discussed. Participants will also learn the basic terminology typical of the field. |
Term 2025L:
This course introduces the main concepts of first language (L1) and second language (L2) acquisition from a theoretical and empirical perspective, with particular emphasis on processes occurring in naturalistic and instructed contexts. It covers key concepts related to language exposure, input and output, the difference between natural and classroom acquisition, and the mechanisms of phonology, vocabulary, and syntax acquisition in childhood. It discusses the main models and theories of first language acquisition, the role of age and hypotheses regarding the critical period, the fundamental variables shaping the process of second language acquisition, various language learning contexts (ELF, EAP, minority languages, bilingualism, and multilingualism), and the processes of second language acquisition in the language classroom, including Content and Language Integrated Learning (CLIL). The course also covers models and approaches in instructed SLA, and issues related to ultimate attainment and language proficiency. This course introduces the main concepts of first language (L1) and second language (L2) acquisition from a theoretical and empirical perspective, with particular emphasis on processes occurring in naturalistic and instructed contexts. It covers key concepts related to language exposure, input and output, the difference between natural and classroom acquisition, and the mechanisms of phonology, vocabulary, and syntax acquisition in childhood. It discusses the main models and theories of first language acquisition, the role of age and hypotheses regarding the critical period, the fundamental variables shaping the process of second language acquisition, various language learning contexts (ELF, EAP, minority languages, bilingualism, and multilingualism), and the processes of second language acquisition in the language classroom, including Content and Language Integrated Learning (CLIL). The course also covers models and approaches in instructed SLA, and issues related to ultimate achievement and language proficiency. |
Prerequisites (description)
Course coordinators
Type of course
Mode
Learning outcomes
Learning outcomes achieved in the course:
K_W01, K_W02, K_W03, K_U01, K_U02, K_U05, K_U11, K_U16, K_K02, K_K10
In terms of knowledge, the student knows and understands:
- The main theories and models of first and second language acquisition and their assumptions regarding the mechanisms of acquiring language subsystems (phonology, lexis, morphology, syntax, semantics, and pragmatics), including key differences between L1 and L2 acquisition processes (K_W01).
- Factors shaping the language learning process: age, learning context, language environment, cognitive processes, proficiency level, motivation, affect, and individual differences, and their interrelationships (K_W01).
- Basic terminology used in language acquisition and learning research and its function in describing linguistic and educational processes (K_W02).
- General principles of reliably interpreting information about language learning processes and the basic requirements for the responsible use of sources and data in the field of language acquisition research (K_W03).
In terms of skills, students is able to:
- Search for and select basic information on language acquisition from various sources, including academic and research literature in English (K_U01).
- Recognize and discuss examples of language acquisition processes, relating them to linguistic, cognitive, social, and individual factors presented in lectures (K_U05).
- Formulate simple, substantive statements in English regarding the theories and research findings on language acquisition, with reference to the literature presented in class (K_U11).
- Express their own doubts, reflections, and observations regarding the content discussed, formulated in English and relating them to the theoretical perspectives presented (K_U16).
- Plan further learning in the field of language acquisition by consciously using the concepts discussed and available sources (K_U02).
In terms of social competences, the student is ready to:
- Reflectively assess their own level of knowledge and skills related to language acquisition, systematically develop their competences, and independently plan further education (K_K02).
Assessment criteria
1. Course crediting rules
The following conditions are required to pass the course:
– attendance at lectures (one absence is permitted; unexcused absences above the limit will result in a grade of NK and the need to repeat the course),
– Timely completion of all mandatory tasks completed on the Kampus e-learning platform,
The final grade is determined solely based on the assessment methods and criteria described in Part 2.
The use of AI tools and technologies supporting language processing is permitted only with the teacher's consent and after prior agreement as to the scope of their use. Using AI without the instructor's consent will result in a failing grade.
2. Assessment methods
Final Test (100%)
Description:
The written test covers all course content related to first (L1) and second language (L2) acquisition, in particular: the definition and scope of L1 acquisition, key terms (language exposure, input, output; naturalistic vs. instructed acquisition), models and theories of first language acquisition, mechanisms of phonology, vocabulary, and syntax acquisition in L1, language development in early life, the role of age (including the critical period hypothesis), basic concepts and variables in L2 acquisition, the influence of the learning context (naturalistic vs. language classroom; exposure and linguistic input), diverse language acquisition contexts (ELF, EAP, languages for specific purposes, heritage languages, bilingualism, and multilingualism), foreign language acquisition in the language classroom (including CLIL), the concepts of ultimate attainment and language proficiency, as well as models and approaches in instructed SLA.
The test contains three types of tasks:
– true/false with a short justification,
– multiple choice,
– gap-fill (filling in the gaps with terms or concepts).
Verified outcomes:
K_W01, K_W02, K_W03, K_U01, K_U05, K_U11, K_U16, K_K02.
3. Assessment criteria
Final test
a) Correctness (50%)
– correct explanation of key concepts and processes of L1 and L2 acquisition,
– appropriate linking of acquisition mechanisms with age, cognitive, affective, and contextual factors,
– correct identification of incorrect statements and adequate justification of why they are false (true/false).
b) Completeness and adequacy/relevance (30%)
– correct completion of gaps with terms,
– selection of the correct answer in multiple choice in accordance with the lecture content.
c) Linguistic correctness and communicative adequcy (10%)
– clarity and precision of wording, especially in justifications (true/false),
– communication in English consistent with basic SLA terminology (K_U11, K_U16).
d) Compliance with instructions /task completion(10%)
– answers provided in the correct format,
– completion of all test sections..
Criteria used cumulatively.
4. Grading Scale
Pasmark: 60%
– 90–100% – 5
– 85–89% – 4.5
– 75–84% – 4
– 70–74% – 3.5
– 60–69% – 3
– 0–59% – 2
Practical placement
not applicable
Bibliography
Doughty, C. J., and Long, M. H. (eds) (2003) Handbook of second language acquisition. Malden, MA: Blackwell.
Ellis, R. (1985) Understanding second language acquisition . New York: Oxford University Press.
Ellis, R. (2008) The study of second language acquisition (2nd edition). Oxford: Oxford University Press.
Ellis, R., and Barkhuizen, G. (2005) Analyzing learner language . New York: Oxford University Press.
Gass, S. M., and Selinker, L. (eds) (1993) Language transfer in language learning (revisededition). Amsterdam: John Benjamins.
Gass, S. M., and Selinker, L. (2001) Second language acquisition: an introductory course (2nd edition). Mahwah, NJ: Lawrence Erlbaum. Larsen-Freeman, D., and Long, M. H. (1991) An introduction to second language acquisitionresearch . New York: Longman.
Lightbown, P. M., and Spada, N. (2006) How languages are learned (3rd edition). New York: Oxford University Press.
Long, M. H. (2006) Problems in SLA . Mahwah, NJ: Lawrence Erlbaum.
Mitchell, R., and Myles, F. (2004) Second language learning theories (2nd edition). NewYork: Arnold.
Ortega, L. 2009/2013. Understanding Second Language Acquisition. 2nd edition: New York: Routledge.
VanPatten, B., and Williams, J. (eds) (2007) Theories in second language acquisition: an introduction . Mahwah, NJ: Lawrence Erlbaum.
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Term 2025L:
Doughty, C. J., & Long, M. H. (Eds.). (2003). The handbook of second language acquisition. Blackwell. Ellis, R. (1985). Understanding second language acquisition. Oxford University Press. Ellis, R. (2008). The study of second language acquisition (2nd ed.). Oxford University Press. Gass, S. M., & Selinker, L. (2001). Second language acquisition: An introductory course (2nd ed.). Lawrence Erlbaum. Larsen-Freeman, D., & Long, M. H. (1991). An introduction to second language acquisition research. Longman. Lightbown, P. M., & Spada, N. (2006). How languages are learned (3rd ed.). Oxford University Press. Long, M. H. (2006). Problems in SLA. Lawrence Erlbaum. Mitchell, R., & Myles, F. (2004). Second language learning theories (2nd ed.). Arnold. Ortega, L. (2013). Understanding second language acquisition (2nd ed.). Routledge. VanPatten, B., & Williams, J. (Eds.). (2007). Theories in second language acquisition: An introduction. Lawrence Erlbaum. |
Notes
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Term 2024L:
In the summer semester 2024/2025 classes are conducted in a blended learning mode: The limit of unexcused absences is 1. |
Term 2025L:
In the 2025/2026 summer semester, classes will be conducted in a blended learning format: |
Additional information
Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system: