| Educational guide Faculty of Arts |
english |
| Teaching and Learning English as a Foreign/Second Language (2015) |
 Subjects |
| SECOND LANGUAGE ACQUISITION |
| Contents |
| IDENTIFYING DATA | 2023_24 |
| Subject | SECOND LANGUAGE ACQUISITION | Code | 12865101 | |||||
| Study programme |
|
Cycle | 2nd | |||||
| Descriptors | Credits | Type | Year | Period | ||||
| 6 | Compulsory | First | 1Q |
|||||
| Competences | Learning outcomes | Contents |
| Planning | Methodologies | Personalized attention |
| Assessment | Sources of information | Recommendations |
| Topic | Sub-topic |
| 1. Introduction | 1.1. Defining the Field 1.2. Key issues in SLA |
| 2. Learning a First Language | 2.1. Language and the brain 2.2. Theoretical approaches in first language acquisition 2.3. Stages in the acquisition of L1 2.4. Child-directed speech |
| 3. Task-creation & Lesson planning | 3.1. Strategies and theories used in TEFL 3.2. Presentations of TBL activities 3.3. Lesson Planning and Classroom Management 3.4. Oral presentations and lesson plan analysis |
| 4. Interlanguage | 4.1. The concept of IL 4.2. The characteristics of IL 4.3. Error analysis 4.4. Selinker's five processes 4.5. Fossilization |
| 5. Learning a Second Language | 5.1. SLA in context and acquisition theories 5.2. The Monitor Model 5.3. Input, interaction, output 5.4. The role of formal instruction in SLA 5.5. The age of acquisition 5.6. Aptitude and intelligence 5.7. Attitude and motivation 5.8. Personality 5.9. Anxiety, self-esteem and willingness to communicate 4.10. Learner preferences and styles |
| 6. Learning English in Multilingual Contexts |
6.1. Bilingualism and Trilingualism 6.2. Multilingual acquisition 6.3. Models of multilingualism 6.4. The multilingual mind |
