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Second Language Acquisition

Instructors: Dr. Mira Ermita, M.Pd

Dion Ginanto, MA., Ph.D

Day/time: Tuesdays, 7.30-8.20.

Place: Online

Office Hours: by appointment, call to schedule

Phone: 1. 2.
E-mail: 1. dionefrijum@uinjambi.ac.id 2.

1. Course Description: This course provides an introduction to the field of second language acquisition
(SLA), giving a broad overview of the theoretical underpinnings, research base, topics, and history of the
field. Classroom activities include lectures, group discussions, and learning games; assignments include
presentations, written responses, and a term paper. The main purpose of the course is to help you attain
basic SLA literacy.

2. Course Readings

- Mitchell, R., Myles, F., & Marsden, E. (2013). Second language learning theories. (3rd ed.).
Oxford:
Routledge.

- Saville-Troike, M. (2010) Introducing second language acquisition. Cambridge: Cambridge

University Press.

-Ortega, L. (2009). Age. In L. Ortega, Understanding second language acquisition (pp. 168-191).
London: Hodder Education.

-Atkinson, D. (2013). Social and sociocultural approaches to second language acquisition. In P. Robinson
(Ed.), Routledge encyclopedia of second language acquisition (pp. 585-593). New York: Routledge.

-A set of papers, to be found on SCHOOLOGY

N Dat Topics Sources Assignments/Activiti
o e es
1 Syllabus  Mitchell, Myles, & Marsden
Overview (3M):
Presentation sign-up Preface, Ch. 1
 Saville-Troike, CH 1

2 Foundation of SLA  Atkinson Ch. 2 Schoology

3 Frameworks of SLA
4 The Linguistics of SLA
5 The Psychology of SLA
6 The Social Context of SLA
7 Acquiring Knowledge of
L2 use Acquiring
 Saville-Troike, CH 2 Discussion
 Ortega Ch 1
 Atkinson Ch. 1 Presenter 1
 Saville-Troike, CH 2
 Ellis & Shintani (2014)
 Saville-Troike CH 3 Schoology
 Gass & Mackey pp. 89-163 Discussion
 Saville-Troike CH 4 Schoology
 Gass & Mackey pp. 177-268 Discussion
 Saville-Troike Ch 5 Schoology
 Atkinson Ch 1 (Lantolf) Discussion
 Saville-Troike Ch 6 Presenter 2
 Ortega pp. 110-124

8 Affect and other Individual  Ortega Ch 9 Schoology

Differences  Gass & Mackey Ch. 25, 27, Discussion
and 28
9 SLA and its Implication to  Saville-Troike Ch 7 Presenter 3
Teaching  Lightbown and Spada Ch 6
1 Language Learning in early  Lightbown and Spada Ch 1 Schoology
0 childhood  Ortega Ch 2 Discussion
1 Development of Second  Gass & Mackey Ch 18 Schoology
1 Language Reading Skills:  Kelly, H. (2019) Ch 8 Discussion
Cross-Linguistic
Perspectives
1 The Acquisition of Second  Gass & Mackey Ch 19 Schoology
2 Language Writing  Lowen & Sato Ch 17 Discussion
1 Second Language Speech  Gass & Mackey Ch 20 Schoology
3 Production  Lowen & Sato Ch 12 Discussion
1 Second Language Speech  Gass & Mackey Ch 21 Schoology
4 Perception: a cross-  Lowen & Sato Ch 4 Discussion
disciplinary perspective on
challenges and
accomplishments
1 Language Learning through Gass & Mackey Ch 34 Schoology
5 Technology Lowen & Sato Ch 20 Discussion
1 Alternative Approaches Lightbown & Spada Ch. 7 Bring Food to share
6 Celebration Discussion
Exams Final Paper Due by
Party midnight.
5. Reader's Responses
General: Reader's responses are your chance to develop your thoughts by “making the readings your own”—
to think and discuss in writing what some major concepts and studies in SLA mean to you. Since different
people tend to approach response writing differently, it is easier to say what a well-done response is not than
what it is: A well-done response is definitely not a summary or retelling of the ideas in an article. Nor is it a
formal academic essay, written in a highly formal, immaculately organized style. In very general terms, one
could say that a good response is a writing that shows thinking--that the writer took the time and effort to
engage intensively, thoughtfully, and creatively with the text/s being responded to—that serious (often
effortful) thought and reflection went into preparing and writing the assignment, and is evident in the product
as well. Obviously, this is not the kind of assignment that most people can plan and write in one evening.

Length: It is not possible to assign exact length requirements. Two paragraphs however, is considered
sufficient.

Some ideas about content: Commentaries, explications, discussion of points in relation to on-going class
themes and discussions, relating the themes of two or more articles together, arguments for or against
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particular issue or approach, explorations of pedagogical implications of issues, personal experiences that
illustrate or contradict points in the reading, posing questions regarding the article which you then attempt to
answer--these are just some of the approaches that students have taken in writing effective responses in the
past. This is by no means a complete list, however—it should be seen simply as some typical ideas and
approaches, rather than a closed set beyond which you should not or cannot go.

6. Group Presentations (GPs)

General: Group presentations give you an opportunity to take an in-depth look at one particular subject area
in SLA, and to present the results of your research to the whole class, as a member of a presentation group.
The assignment calls for your group to: 1) provide your peers with a well-organized, informative, interesting,
and competently presented account of the subject area; and 2) seek to facilitate active learning on the topic by
providing a framework/dynamic for serious audience participation through activities or demonstrations.
*Groups are required to meet with me and receive my approval of their presentation plan at least two
weeks prior to the date of presentation.

Total time: 15-20 minutes

Assessment: Presentations will be graded on the basis of the foregoing description and requirements.

7. Term Papers: This is your chance to explore one area of SLA in more detail in writing, in a paper of
between 5-10 pages. I have no pre-set expectations for this assignment beyond the following: 1) It should be
on a topic in the field of SLA, as understood by me; and 2) It should be useful to you for your future work in
this area--it should reflect your own interests.
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An additional possibility is that students write on some aspect of the topic they made their group
presentations on. However, if you do choose to do so, you need to: 1) go substantially beyond the topic as
covered in your group presentation (in other words, this is not just a written version of your presentation--it
should not be a recycling of the material you presented to the class); and 2) guard with all your might against
the temptation to borrow illegitimately (i.e., plagiarize or do "patchwriting") from your sources. [We will talk
about textual borrowing during the semester--illegitimate textual borrowing is a serious academic problem,
and I check for it seriously as part of my job].

Please submit a 1-page abstract describing what you'd like to do your term paper on by Week 6 of the
semester; I would also advise meeting me before that date to get my advice on your topic.

8. Attendance & Participation: As a graduate student, you are expected to attend and actively participate in all
classroom meetings and activities for the full class period. If you are not in the classroom when the instructor
takes attendance (typically right at the beginning of class), or you do not stay in class for the full class period,
you will be marked absent. Every two absences = loss of one full grade (e.g., A B). Excused absences for
medical reasons or university-related business are to be accompanied by a signed note from the doctor's office
or university person in charge.

You are also expected to give your full attention to the academic task at hand as assigned by the instructor.
Failure to meet this expectation will be reflected in the course participation segment of your course grade.

9. Cell Phones & Computers: Please set cell phones on vibration mode before entering the classroom, and
keep them that way for the full class period. I generally discourage the use of computers during class because
it changes the dynamics of classroom interaction quite seriously.

10. Assessment

-Responses (plus quizzes) 25%

-Group presentation 25%
-Term paper 25%
-Participation 25% (See #8 above for details)

Important Note: Please talk to me immediately if you have extenuating circumstances preventing you from
meeting any of the course requirements listed above.

Special Needs and Accommodations Statement: Students who need special accommodation or services
should contact me or the academic supervisor.
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Student Code of Academic Integrity:

We will also adhere to UIN STS JAMBI’s policy on academic honesty. Unless you are authorized to work
collaboratively, all course assignments are to be completed by you with no more than minimal assistance.
You are expected to develop original work on this course, and you are expected to accurately and
appropriately cite any ideas or information you acquire from another person or written source. Students who
violate the academic integrity may receive a failing grade in the course.
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Other Sources

Ellis, R. (2005). Instructed language learning and task-based teaching. In E. Hinkel (ed.), Handbook of
research in second language teaching and learning (pp. 713-728). Mahwah, NJ: Erlbaum.

Ortega, L. (2009). Motivation. In L. Ortega, Understanding second language acquisition (pp. 168-191).
London: Hodder Education

Ortega, L. (2009). Affect and other individual differences. In L. Ortega, Understanding second
language acquisition (pp. 192-215). London: Hodder Education

Schumann, J. (1976). Second language acquisition: The pidginization hypothesis. Language Learning,
26, 391-408.

Atkinson, D. (2013). Social and sociocultural approaches to second language acquisition. In P. Robinson
(Ed.), Routledge encyclopedia of second language acquisition (pp. 585-593). New York: Routledge.

Firth, A., & Wagner, J. (1997/2003). On discourse, communication, and (some) fundamental concepts in
SLA research. In B. Seidlhofer (ed.), Controversies in applied linguistics (pp. 169-198). Oxford: Oxford
University Press.

Long, M. H. (1997/2003). Construct validity in SLA research: A response to Firth and Wagner. In B.
Seidlhofer (ed.), Controversies in applied linguistics (pp. 206-214). Oxford: Oxford University Press.

Saville-Troike, M. (1988). Private speech: Evidence for second language learning strategies during the 'silent'
period. Journal of Child Language, 15, 567-590.

Sridhar, S. N. (1994). A reality check for SLA theories. TESOL Quarterly, 28, 800-805.

Kinginger, C. (2004). Alice doesn't live here anymore: Foreign language learning and identity reconstruction.
In A. Pavlenko & A. Blackledge (eds.), Negotiation of identities in multilingual contexts (pp. 219-242).
Clevedon, UK: Multilingual Matters.

Atkinson, D. (2002). Toward a sociocognitive approach to second language acquisition. Modern Language
Journal, 86, 525-545.