Since 1980s, understanding how people learn or fail to learn second/foreign languages has been the focus of research as a critical social and psycholinguistic issue. Foreign languages are of vital importance to a wide and diverse group of individuals, ranging from refugees to undergraduate and graduate students facing foreign language requirements.
Drawing extensively on empirical research and theoretical works in linguistics, sociology, education, and psychology, this course will examine the theoretical foundations and findings of second language acquisition (SLA) RESEARCH. As a result, it will be structured into four main sections: Foundations, Focus on the learner, Theoretical models of second language acquisition, and learner language. In the foundations component of the course, students will be acquainted with and explore key terminology in order to be able to understand, analyze, and explain the tenets of SLA such as constructs, hypotheses, and theories. In addition, they will be able to identify differences between first and second language acquisition along with their differing stages. In the second part of the course, the focus will be on individual differences. Therefore, we will examine the impact of age, aptitude, attitude, learning styles, personality factors, and cognitive factors on language acquisition. In the third component, we will review theoretical models of second language acquisition focusing on the input hypothesis, the interaction hypothesis, and socio-cultural perspectives for language learning. The final component of the course will focus on learner language and in particular on the interlanguage phenomena.
- Teacher: Carlos Alcides Muñoz