3000-word paper abt plurilingual, for tesol student

9300A

WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition. Readings: Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford

University Press. Chapter 1.

· As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因：why do you need to learn English? Is there have some special reason to learn [academic, daily life])

· ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?]

· What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.]

· What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication?

· The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others.

·

WEEK 2: First Language Acquisition Readings: Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford

University Press. Chapter 1

Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech.

Morphology; syntax

Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language?

【Which stage do you think is the fastest progress in your second language?】

【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008

[学习者有没有背单词，是long-term memory 还是working memory？（cognition）]

Negation对立面p.9

WEEK 3: Behaviourism and Contrastive Analysis Hypothesis Readings: Brown, H. D. (2000). Principles of language learning and teaching. P.69-71

Ellis, R. (2015). Understanding second language acquisition 2nd edition- Oxford applied linguistics. Oxford university press. P. 359-363

Selinker, L., & Gass, S. M. (2008). Second language acquisition. Lawrence Erlhaum Ass. P.109-121

Brown:

Selinker: speech is the practical reaction (response) to some stimulus. 是先会说还是先回写p.91

A behaviorist notion underlying this expectation is that of habits and cumulative learning (Learning is a cumulative process. The more knowledge and skills an individual acquires, the more likely it becomes that his new learning will be shaped by his past experiences and activities. An adult rarely, if ever, learns anything completely new; however unfamiliar the task that confronts him, the information and habits he has built up in the past will be his point of departure. Thus transfer of training from old to new situations is part and parcel of most, if not all, learning. In this sense the study of transfer is coextensive with the investigation of learning. )p. 94

This is more akin to the phenomenon of second language learning because the first language in this framework influences/inhibits/modifies the learning of the L2.第一语言是否影响了二语学习的语序 语法？p.94

Ellis：contrastive analysis

WEEK 4: Innatist Theories: Chomsky (UG); Krashen: Input Readings: Hummel, K. M. (2013). Introducing second language acquisition: Perspectives

and practices. John Wiley & Sons. P.67-75 Saville-Troike, M., & Barto, K. (2016). Introducing second language

acquisition. Cambridge University Press. P.55-62

Saville: universal grammar(Chomsky posited stipulates that every phrase in every language has the same elements including a Head: e.g. a noun phrase (NP) must always have a noun head (N), a verb phrase (VP) must always have a verb head (V), a prepositional or postpositional phrase (PP) must always have a preposition or postposition head (P), and so forth. The only choice, or parameter setting, that speakers have in different languages is Head Direction, or the position of the head in relation to other elements in the phrase. There are only two possible choices: head-initial 中心语先于补语or head-final 中心语后于补语. )

Children who are learning English L1 receive input that lets them know that English generally has a head-initial parameter setting p.48

In contrast, children who are learning Japanese L1 receive input that lets them know that Japanese has a head-final parameter setting. P.48

however. In English and Chinese, for example, since modifiers precede the noun head, the NP is head-final, but the object NP follows the Verb.

WEEK 5: Cognitive Theories Readings: Ortega, L. (2009). Understanding second language acquisition. London:

Hodder. Chapter 5

认知 long term memory and working memory

WEEK 6: Sociocultural Theory Readings: Mitchell, R., Miles, F., & Marsden, E. (2013). Second language learning

theories, (3rd ed). London, England: Edward Arnold. Chapter 8 Lee, Michele S. (2015) "Implementing the Sociocultural theory while Teaching

ESL," SPACE: Student Perspectives About Civic Engagement: Vol. 1: Iss. 1,

Article 6.

WEEK 7: Learner psychological and individual factors Motivation, Attitude, Aptitude, Anxiety

Readings:

§ Ortega, L. (2009). Understanding second language acquisition. London:

Hodder. Chapter 8

Week 8:

Topic: Critical Age Theory Hypothesis; Learning Styles (MIT)

Readings:

§ Ortega, L. (2009). Understanding second language acquisition. London: Hodder. Chapter 2

Week 9:

Topic: Learner Strategies

Readings:

§ Brown, H. D. (2000). Principles of language learning and teaching. P.100-109

§ Selinker, L., & Gass, S. M. (2008). Second language acquisition. Lawrence

Erlhaum Ass. p.138-151

Week 10:

Topic: Learner Language, Interlanguage, Errors; Competence; Performance

Readings:

§ Ortega, L. (2009). Understanding second language acquisition. London:

Hodder. Chapter 6

Week 11:

Topic: Myths about Language Learning. The Language Teacher

Readings:

§ Lightbown, P. M. & Spada, N. (2013). How languages are learned (4th ed.).

Oxford, England: Oxford University Press. Chapter 7

§ Harmer, J. (2007). The practice of English language teaching. Harlow: Pearson

Longman. Chapter 4.

Week 12:

Topic: Bilingualism, Multilingualism, Plurilingualism, Translanguaging

Readings:

§ Wei, L. (Ed.). (2000). The bilingualism reader. Psychology Press.

§ Piccardo, E. (2013). Plurilingualism and curriculum design: Toward a synergic

vision. Tesol Quarterly, 47(3), 600-614.