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Introduction to ENG / LIN / EDC 513 Written summaries of articles, 15 percent. Midterm exam, 15 percent. Class discussio

Introduction to ENG / LIN / EDC 513 Written summaries of articles, 15 percent. Midterm exam, 15 percent. Class discussion, 15 percent. Class participation, 15 percent. Research literature review; annotated bibliography, 40 percent. Ideas for Final Paper

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Introduction to ENG / LIN / EDC 513 Written summaries of articles, 15 percent. Midterm exam, 15 percent. Class discussio

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  1. Introduction to ENG / LIN / EDC 513 Written summaries of articles, 15 percent. Midterm exam, 15 percent. Class discussion, 15 percent. Class participation, 15 percent. Research literature review; annotated bibliography, 40 percent.

  2. Ideas for Final Paper Writing across cultures: Contrastive rhetoric and classroom practice Second language learning motivation Language attrition Learning approaches and culture: Does the “good” learner exist across the globe? A review of foreign language anxiety research Attitudes and acquisition: The relationship between attitude toward speakers of a target language and second language acquisition Learning culture through music in the foreign language classroom Teacher and student code switching in the classroom One interlanguage or two? The tools and fools of LCTL [less commonly taught languages] promotion Access to universal grammar: Is it really “all or nothing”? Social dialects Literature and ESL acquisition Error correction past and present Learning strategies of second language learners Language death: Its causes, consequences, and hope Humor, jokes, and ESL learners: A good mix or a witch’s potion Second language acquisition and the age factor: Levels of competence and possible reasons for the variances

  3. Ideas for Final Paper The issue of ultimate attainment and the critical period hypothesis in second language acquisition. Approaches to the “age of acquisition” or “critical period” issue: Is the critical period hypothesis valid? What evidence exists to contradict the hypothesis? Critical period in first language acquisition Critical period in second language acquisition: phonological studies (accent) Critical period in second language acquisition: syntactic/morphological/semantic studies

  4. Foundation for studies in SLA Shape of the Class: The Foundation History of studies in SLA First Language Acquisition Research Methodology

  5. Shape of the Class: The Foundation Research Methods Brown, J.D. (1991). Statistics as a foreign language—Part 1: What to look for in reading statistical language studies. TESOL Quarterly, 25(4), 569–586. Watson-Gegeo, K.A. (1988). Ethnography in ESL: Defining the essentials. TESOL Quarterly, 22(4), 575–592. 2. First Language Acquisition 3. History of studies in SLA Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan. Corder, S.P. (1967). The significance of learner’s errors. International Review of Applied Linguistics, 5, 161–170.

  6. Shape of the Class: The Body Cognition – “in the head”

  7. Cognition Shape of the Class: The Body Language Learning Environment / Affect

  8. Cognition Shape of the Class: The Body Environment / Affect Social / Political / Global Dynamics in SLA

  9. Shape of the Class: The Body Cognition – Interlanguage Dulay, H.C., & Burt, M.K. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37–53. Rose, K.R. (2000). An exploratory cross-sectional study of interlanguage pragmatic development. Studies in Second Language Acquisition, 22(1), 27–67.

  10. Shape of the Class: The Body Cognition – Interlanguage Environment a. physiological factors 1. age DeKeyser, R. (2000). The robustness of critical period effects in second language acquisition. Studies in Second Language Acquisition, 22, 499–533. Hakuta, K., Bialystok, E., & Wiley, E. (2003). Critical evidence: A test of the critical-period hypothesis for second-language acquisition. Psychological Science, 14(1), 31–38.

  11. Shape of the Class: The Body Cognition – Interlanguage Environment a. physiological factors 1. age 2. gender Brantmeier, C. (2003). Does gender make a difference? Passage content and comprehension in second language reading. Reading in a Foreign Language, 15(1), 1–27.

  12. Shape of the Class: The Body Cognition – Interlanguage Environment a. physiological factors – age; gender b. affect (feelings / emotions) Elkhafaifi, H. (2005). Listening comprehension and anxiety in the Arabic language classroom. Modern Language Journal, 89(2), 206–220. Wright & McGrory. (2005). Motivation and the adult Irish language learner. Educational Research, 47(2), 191–204. Carson, J., & Longhini, A. (2002). Focusing on learning styles and strategies: A diary study in an immersion setting. Language Learning, 52(2), 401–438.

  13. Shape of the Class: The Body Cognition – Interlanguage Environment a. physiological factors – age; gender b. affect (feelings / emotions) Social / Political / Global Lam, W.S.E. (2004). Second language socialization in a bilingual chat room: Global and local considerations. Language Learning and Technology, 8(3), 44–65.

  14. Shape of the Class: Theory Two attempts to aggregate empirical findings into theory 1. Acculturation theory Lybeck, K. (2002). Cultural identification and second language pronunciation of Americans in Norway. Modern Language Journal, 86(2), 174–191. 2. Innatist Theory Mangubhai, F. (2001). Book floods and comprehensible input floods: Providing ideal conditions for second language acquisition. International Journal of Educational Research, 35, 147–156.

  15. Shape of the Class: Conclusion Assumptions, revisited Long, M. (1990). The least a second language acquisition theory needs to explain. TESOL Quarterly, 24(4), 649–666.

  16. Assumptions of Inquiry History of thinking about language – and more Langue Parole (Saussure) Competence Performance (Chomsky) Generative Lx Descriptive Lx Cognitive Psyche Behavioral Psyche Nature Nurture

  17. Assumptions of Inquiry NatureNurture Each approach is driven by scholars’ assumptions about why things are they way they are: we are born with innate knowledge tabula rasa scholars study that innate knowledge overt behavior how scholars study it artifacts; anthropologist direct observation problems with this characterization dichotomous assumptions; post / modernity; SLA

  18. Assumptions of Inquiry NatureNurture popular culture debates extra Y chromosome the “gay gene” genetic predisposition (re: intelligence, physical skills, and so on) of different racial groups Second Language Acquisition

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