Second Language Acquisition (TESOL 8618)
TUJ Osaka Spring 2009
Instructor: Mark Sawyer
- Familiarization with basic principles and recent developments in the field of second language acquisition.
- Skills for evaluating theoretical and empirical claims in SLA.
- Clarification and examination of personal beliefs about SLA.
- Deeper understanding of the relationship between theory/research and practice.
- Facilitation of a positive comprehensive exam experience.
- Conscientious and strategic reading of course materials.
- Active, thoughtful class participation.
- Short written preparation for discussions as needed, e.g. in case of absence.
- Two tests.
- Visually-aided presentation and leadership of discussion on one additional reading.
(maximum 15 minutes for presentation part, except with advance consultation)
- Final project (minimum 10 double-spaced pages of main text). Due 5/24 as attached file.
a. A relevant data-based study (or detailed proposal for a study); good introspective studies are welcomed.
b. An original or state-of-the-art literature review of a delimited area relevant to the course.
c. Something completely different--try me!
Text: Ortega, L. (2009). Understanding SLA. London: Hodder.
Reading packet: see other side of this sheet for complete references.
Tentative Course scheduleCl / Date /
Additional Readings1 / 1/9 / INTRODUCTION
2 / 1/16 / Introduction /
- Doughty & Long (2003)
- “Symposium: Theory in TESOL” (2008)
3 / 1/23 / Age /
- Abrahamsson & Hyltenstam (2008)
4 / 1/30 / Crosslinguistic influences /
- Brown & Gullberg (2008)
5 / 2/6 / The linguistic environment /
- Egi (2007)
6 / 2/13 / Cognition /
- Leow et al. (2008)
2/20 / No class
7 / 2/27 / Development of learner language /
- Churchill (2008)
8 / 3/6 / Foreign language aptitude
Test 1 due by e-mail /
- Kormos & Sáfár (2008)
3/13 / No class
9 / 3/20 / Motivation
Project ideas due /
- Tseng & Schmitt (2008)
10 / 3/27 / Affect and other individual differences /
- Dewaele et al. (2008)
11 / 4/3 / Test 2
Social dimensions of L2 learning 1
12 / 4/10 / Test Review
Social dimensions of L2 learning 2
Project proposals due /
- Ellwood (2008)
13 / 4/17 / Conclusion: The Bigger Picture
14 / 4/24 /
Project progress reports
Second Language Language Acquisition (Spring 2009)
Mark Sawyer, Temple University, Japan, Osaka Campus
Additional Readings: Alphabetical
- Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects in near-native second language acquisition. Studies in Second Language Acquisition, 30(4), 481-509.
- Brown, A., & Gullberg, M. (2008). Bidirectional crosslinguistic influence in L1-L2 encoding of manner in speech and gesture: A study of Japanese speakers of English. Studies in Second Language Acquisition, 30(2), 225-251.
- Churchill, E. (2008). A dynamic systems account of learning a word: From ecology to form relations. Applied Linguistics, 29(3), 339-358.
- Cumming, A., Larsen-Freeman, D., Kaplan, R., Davies, A., Silberstein, S., McNamara, T., & Luke, A. (2008). Symposium: Theory in TESOL. TESOL Quarterly, 42(2), 285-313.
- Dewaele, J.-M., Petrides, K. V., & Furnham, A. (2008). Effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilinguals: A review and empirical investigation. Language Learning, 58(4), 911-960.
- Doughty, C., & Long, M. H. (2003). The scope of inquiry and goals of SLA. In C. Doughty & M. H. Long (Eds.), Handbook of second language acquisition (pp. 3-16). Oxford: Blackwell.
- Egi, T. (2007). Interpreting recasts as linguistic evidence: The roles of linguistic target, length, and degree of change. Studies in Second Language Acquisition, 29(04), 511-537.
- Ellwood, C. (2008). Questions of classroom identity: What can be learned from codeswitching in classroom peer group talk? Modern Language Journal, 92(4), 538-557.
- Kormos, J., & Sáfár, A. (2008). Phonological short-term memory, working memory and foreign language performance in intensive language learning. Bilingualism: Language and Cognition, 11(02), 261-271.
- Leow, R. P., Hsieh, H.-C., & Moreno, N. (2008). Attention to form and meaning revisited. Language Learning, 58(3), 665-695.
- Tseng, W.-T., & Schmitt, N. (2008). Toward a model of motivated vocabulary learning: A structural equation modeling approach. Language Learning, 58(2), 357-400.
Published by Routledge © 2009 Lourdes Ortega and Mark Sawyer