Linguistics 4/538 Second Language Acquisition

Winter 2006

Professor: Lynn Santelmann, Ph.D.

239 East Hall

Phone: 725-4140 E-mail: santelmannl@pdx.edu (Note: that’s last name FIRST INITIAL)

Office hours: M 11:30-12:30 PM, Thurs 1-2 PM or by appointment

Required Texts:      Gass, S. M. & Selinker, L. (2001). Second language acquisition: An introductory course (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.

Packet of selected readings from Clean Copy (and on reserve).

Course Description

This course provides an introduction to the field of second language acquisition (SLA). It covers research, theory and data analysis. This course will cover issues, and problems in current SLA research and theory; background on the historical development of the field; analysis of learner data; and reading research articles in SLA. In addition, you will be asked to identify your own theory of SLA and the principles that will inform your teaching (or other language-related activity), and to write papers following the accepted conventions of Applied Linguistics. This course serves as a prerequisite for Ling 4/577 TESOL Methods I.

Course Objectives

•          to understand the issues and problems in current SLA research and theory

•          to understand how the field of SLA has developed historically, as well as current research trends

•          to be able to analyze second language learner data from multiple perspectives

•          to understand the terminology and important figures, and important studies in SLA

•          to understand the connection between SLA theories/research and teaching/other-language related activities

•          to develop your own theory of SLA (or identify the kind of theory you most identify with)

•          to understand basic ideas of SLA research articles

•          to write following conventions used in Applied Linguistics

Student Learning Objectives

By the end of the course, students should be able to:

•          identify major issues in current SLA research and theory

•          discuss problems and challenges in current research and theory

•          describe how the field developed historically, including major trends in research/theories, major figures)

•          summarize the important studies and basic ideas of research studies

•          formulate questions about aspects of research articles and theories that you do not understand

•          analyze second language learner data from multiple perspectives

•          articulate your own stand on theories of SLA (develop your own theory) and describe the principles that will inform your future work in the field

•          write coherent papers on the above topics using the conventions of Applied Linguistics

Course Requirements and Weighting:                                    437                              537

Participation in classroom exercises, discussion of readings 15%                            15%

Data collection assignment                                                     15%                            15%

Interlanguage Analysis                                                           25%                            20%

Interaction Analysis                                                               20%                            15%

Final Exam                                                                             25%                            20%

Proposal or Methodology Literature Review                         ---                                15%

Brief description of assignments

In-class work will include a variety of tasks: practice analysis activities, presentation/discussion of information in small groups, discussion of practice problems done overnight, and leading discussion of assigned readings. Not all of this work will be handed in, but some of it will be. ALL of it should be done conscientiously (whether you hand it in or not); otherwise, you will not be prepared for the graded assignments and you will also hold your classmates back. You will also be responsible for leading your classmates through the supplementary readings once or twice a week. This means that you will need to prepare the reading carefully, make up study guide questions for your classmates to answer and lead the group through the discussion of the issues of the article. I will reduce your grade significantly if you are unprepared.

The Data Collection Assignment will require you to get two language samples from a second language learner, eliciting the language in two different ways. You will then analyze some aspect of the language and, in a short paper, describe how the language differs between the two samples.

The Interlanguage and Interaction Analyses will ask you to analyze second language learner data that I give you. Each assignment will have a different focus for the analysis, requiring you to look at data from different perspectives. You will write short papers presenting and discussing your analyses.

The Final Exam is meant to encourage you to pull together the material that we cover this quarter. I will give you a list of potential questions at least a week before the in-class writing time. You can prepare as much as you want and bring notes to class (no books or articles), but you must write the essays in class. You will have two questions to answer in 60 minutes. 

538 students: Choose one: the Research Proposal or the Methodology Review

The Methodology Review will require identifying a specific area of SLA research that interests you (related to your thesis interests, if possible), reading at least 10 articles, and writing a cohesive review of the methodologies used in these studies. Notice that this is not a general literature review. You need to focus on the research methods that have been used in the studies, describing the types that you find and assessing their strengths and weaknesses.

The Research Proposal will require identifying some aspect of SLA that you would like to learn more about or possibly study for your thesis, reading at least 5-7 articles for a short literature review, and writing a proposal for a study. You will write a paper that explains the purpose of the study, provides a short review of the literature, presents your research questions or hypotheses, describes the methodology, and briefly tells potential implications and applications.

Grading Criteria

Participation During the quarter, you will be regularly asked to contribute to the group as a whole. In addition, you will be asked to participate in small group problem-solving or discussions. These activities are important for your learning of the material, so participation and attendance are critical. In addition, these activities will require you to come to class prepared.

Participation will be graded on:

            •          Regular attendance

            •          Being prepared for the class

            •          Appropriate contributions to both small and large group discussion

            •          Ability to respond appropriately to classmates' questions, comments and discussion.

            •          Appropriate contributions includes:

                        •     monitoring the tone and the amount of your own speech

                        •     allowing others a chance to speak and facilitating others' contributions

                        •     plus other definitions we may develop as a class throughout the quarter.

Regular attendance and appropriate contribution to only small groups will earn a "C". Regular attendance and appropriate contribution to both large and small groups will earn a "B". Superior participation in both large and small groups will earn an "A".Irregular attendance and/or failure to participate in discussions will earn a "D" or lower. Consistent inappropriate contributions will be penalized by one letter grade or more. I will inform you in private if I think your contributions are inappropriate.

The Data Collection and Interlanguage/Interaction Assignments will be graded on an A-F scale. "C" assignments will contain accurate description of the data and a basic comparison of the two samples. "B" assignments will also relate facts to larger acquisition issues or perspectives. "A" assignments will also synthesize information and include theoretical and cross-linguistic perspectives. Assignments that fail to meet the criteria of a C assignment or that fail to address all of the issues will receive a D or below.

Exams will be graded on an A-F scale. "C" exams will contain accurate description of concepts and illustrations of relevant concepts, and describe how illustrations relate. "B" exams will also draw on information from more than one source and relate facts to larger acquisition issues or perspectives. "A" exams will also synthesize information and include theoretical and cross-linguistic perspectives. Exams that fail to meet the criteria of a C exam or that fail to answer all questions will receive a D or below.

Methodology Review/Proposal: Will be graded on how well they meet the guidelines for the paper (given in separate handout). A "C" project will contain background information, a basic description of the methods/a basic proposal. A "B" project will contain more comprehensive background information and will relate data to both issue under discussion and larger issues of child language. An "A" project will contain a review of the representative literature and place that literature in theoretical perspectives and will relate data to the issue under discussion, larger issues and theoretical or outside perspectives.

Policy on Late Assignments

If you are seriously ill or have a family emergency, you must notify me as soon as you know there might be a problem with meeting a deadline. My voice mail and e-mail both work 24 hours a day, so you can call or send a message at any time. If you miss a deadline due to an emergency, I will need a written confirmation (on letterhead) of what the problem was. I can be more flexible before a deadline than I can be afterwards.

In class work generally cannot be made up. Late assignments will be penalized a letter grade per day (i.e. B to B-). Assignments more than 5 days late will not be accepted. NOTE: WEEKENDS COUNT AS 2 DAYS. Thus, if an essay is due on Friday and you turn it in on Monday, that essay is 2 days late!

Other Business

Withdrawing from Class: April 24^th is the last day to withdraw without a "W". April 29^th is the last day to withdraw without instructor approval, and the last day to change grading options. May 20^th is the last day to withdraw with permission. I understand that students occasionally need to withdraw from a course. If you need to withdraw and you need my signature, please don't hesitate to come see me. You won't have to explain why. If you attend class, even once, and stop coming to class without withdrawing, you will receive a grade of F.

Incompletes are rarely given and only under extreme extenuating circumstances. If your circumstances warrant an incomplete, I will require, in writing, a list of when you are going to complete the required work. If you do not turn the work in when agreed upon, you will receive a failing grade.

Students with special needs: Please see me if you have a disability that may require some modification of the seating, testing or other class requirements so that appropriate arrangements may be made. Also, call Disabled Students Services at 725-4150 or TDD 725- 6504. I will work with you to arrange needed supports.  

Some Tips for Success in this Course

•     Expect to put in a lot of time and effort to understand the reading. Especially at first most students find it dense and overwhelming. Don't get behind even if you feel frustrated. Reviewing readings after class, in addition to reading them before class, is often helpful.

•     When you are analyzing data, don't expect The Answer to just jump out at you. Remember, the point in language analysis is to make a case. Think through a framework or logical steps for your analysis. Give evidence for your analysis. Make an argument, supporting your analysis.

•     Work hard to understand difficult concepts or keep track of complex research findings. If you still have questions, ask. In addition to class time, you can see me during my office hours, make an appointment to see me at another time, or write me an e-mail with a question.

•     Expect to work hard. SLA doesn't come easy to anyone; the subject matter is complex, studies can be complicated, and there often seem to be contradictory results. But it's a fascinating subject!

Supplemental Readings

Book chapters (most available on 2 hour reserve; all available in Clean Copy packet)

Granger, S. (1998). The computer learner corpus: A versatile new source of data for SLA research. In S. Granger (Ed.), Learner English on Computer (pp. 3-18). London: Longman

Swain, M. (1995). Three functions of output in second language learning. In G. Cook and B. Seidlhofer(Eds.), Principle and Practice in Applied Linguistics (pp. 125-144). Oxford: Oxford University Press.

Williams, J., & Evans, J. (1998). What kind of focus and on which forms? In C. Doughty & J. Williams (Eds.), Focus on Form in Classroom Second Language Acquisition (pp. 139-155). Cambridge: Cambridge University Press.

Journal articles (available on electronic reserve or in Clean Copy packet)

Antón, M. (1999). The discourse of a learner-centered classroom: Sociocultural perspectives on teacher-learner interaction in the second language classroom. The Modern Language Journal, 83, 303-318.

Boxer, D. (1993). Complaints as positive strategies: What the learner needs to know. TESOL Quarterly, 27, 277-299.

Collier, Virginia (1989). How Long? A Synthesis of Research on Academic Achievement in a Second Language. TESOL Quarterly, 23: 509-31.

Dulay, H. C., & Burt, M. K. (1974). Natural sequences in child second language acquisition. Language Learning, 24, 37-53.

Flynn, Suzanne; Foley, Claire; Vinnitskaya, Inna (2004). The Cumulative-Enhancement Model for Language Acquisition: Comparing Adults' and Children's Patterns of Development in First, Second and Third Language Acquisition of Relative Clauses. International Journal of Multilingualism, 2004 (1) 3-16

Lightbown, P. M. (2000). Classroom SLA research and second language teaching. Applied Linguistics, 21, 431-462.

**Meisel, Jürgen. (2000). Revisiting Universal Grammar. D.E.L.T.A (Documentação de Estudos em Lingüística Teórica e Aplicada)., 16, 129-140.

Schmidt, R. (1993). Awareness and second language acquisition. Annual Review of Applied Linguistics, 13, 206-226.

Schachter, J. (1974). An error in error analysis. Language Learning, 24, 205-214.

Thomas, Wayne P. & Collier, Virginia. (2002). Executive Summary in: A National Study of School Effectiveness for Language Minority Students' Long-Term Academic Achievement. Santa Cruz, CA: Center for Research on Education, Diversity and Excellence. (pp. 3-14)

***Van den Branden, K. (1997). Effects of negotiation on language learners’ output. Language Learning, 47, 589-636.

***Electronic reserve only

**see link in WebCT

Schedule - subject to change. Listen for updates. Readings are to be completed before class.

Final Exam Tuesday March 21^st 10:15 to 12:05 in class