Centre for Applied English Studies, The University of Hong Kong (CAES, HKU)

MAAL6029 Second Language Acquisition

COURSE TEACHERS:

Dr. Derek Chan
Email: dhlchan@hku.hk

Dr. Sherman Lee
Email: sleehku@hku.hk

Aims/Objectives

This postgraduate level course focuses on theory, research, and pedagogy of second language acquisition. Students will explore various linguistic, cognitive, biological, environmental, and social factors that shape how language is acquired by child and adult second language learners in naturalistic and instructed settings.

The course begins by introducing key theoretical approaches that form the scientific basis of describing and explaining second language learning phenomena. It will cover topics on input and interaction, developmental stages, cognitive processes, individual differences, and social contexts influence — all in one way or another instrumental to second language development. The course also aims to cultivate a critical perspective when examining relationships between evidence-based research and second language learning practices. As such, students will explore and learn to demonstrate ways to apply research to practice as a means to foster theory-practice integration and innovation in SLA.

The course features a mix of lectures and seminars, so much of the learning happens through interactive, in-class discussion among students and with instructor(s). The course and reading materials survey the field and its latest development, which in turn prepare students to critically examine SLA and its applications in their local contexts and beyond.

Course Learning Outcomes (CLOs)

CLO No.	CLO Statement Upon successful completion of this Module, you should be able to:
1	Demonstrate knowledge and understanding of key concepts, theories, and literature in SLA
2	Show a critical awareness of multiple factors that influence and underpin SLA practices
3	Critically reflect on own language learning and teaching experiences in light of relevant theories and practices
4	Demonstrate research and academic literacy in communicating with researchers including language and teaching professionals
5	Gain a nuanced understanding of SLA research and how it feeds into instructional practices and vice versa

Course Organization

The module meets for 20 hours, comprising 12 hours lectures and 8 hours seminars. Attendance and active participation are expected for all sessions.

Schedule: tbc

Session	Topic	Reading
1	General introduction
2	SLA theories (I): Behaviorism, Innatism SLA theories (II): Sociocultural theory, Connectionism	L&S Ch 1 & 4 GBP Ch 3, 6, & 8 GBP Ch 10 and 12
3	Bilingualism and SLA	Grosjean & Li (2013) Ch 3 Meuter & Allport (1999)
4	Input Output	L&S Ch 2 GBP Ch13 & 17
5	Interaction	L&S Ch 5 GBP Ch 13 & 14
6	Second language instruction	L&S Ch 6 GBP Ch 14
7	Individual differences	L&S Ch 3 GBP Ch 15 & 16
8	The role of the native language High-level L2 development/ Ultimate Attainment	L&S Ch 2 GBP Ch 3 Birdsong (2008), Chan (2018), Chan & Shirai (2022)

Note. This schedule is tentative. It will be subject to changes as the semester unfolds.

Contingency plan: In case of unforeseen circumstances (e.g. sickness, bad weather indicated by a Black Rainstorm signal and Typhoon No. 8 or above https://www.hku.hk/others/bad-weather.html, or the University moves all teaching online with very short notice), please stay tuned for latest announcements posted on Moodle. We strive to post the latest announcements at least two hours before class. This is to minimize disruption to your travel plan to campus, and other study/work schedule and progress. A make-up class will be arranged shortly after, in case a session is cancelled.

References and Resources

Course texts

Gass, S., Behney, J. & Plonsky, L. (2020). Second language acquisition: An introductory course (5th ed.). Routledge.

Lightbown, P. M. & Spada, N. (2021). How languages are learned (5th ed.). Oxford University Press.

Birdsong, D. (2008). Second language acquisition and ultimate attainment. In A. Davies & C. Elder (Eds.), The handbook of applied linguistics (pp. 82-105). Blackwell.

Chan, D. H. L. (2018). Ultimate L2 attainment and ESOL. In J. I. Liontas, M. Dellicarpini, & A. Shehadeh (Eds.), The TESOL encyclopedia of English language teaching (pp. 933-941). John Wiley & Sons, Inc.

https://onlinelibrary.wiley.com/doi/full/10.1002/9781118784235.eelt0804

Chan, D. H. L., & Shirai. Y. (2022). The role of lexical aspect in L2 acquisition of the present perfect. In M. Chan, & A. G. Benati (Eds.), Challenges encountered by Chinese ESL learners: Problems and solutions from complementary perspectives (pp.29-57). Springer. https://link.springer.com/chapter/10.1007/978-981-16-5332-2_2

Grosjean, F., & Li, P. (Eds.). (2013). The psycholinguistics of bilingualism. Wiley.

Meuter, R. F. I., & Allport, A. (1999). Bilingual language switching in naming: Asymmetrical costs of language selection. Journal of Memory and Language, 40, 25-40.

Other materials

First Language Acquisition

Lust, B. and Foley, C. (2004). First language acquisition: The essential readings. Blackwell.

O’Grady, W. (2005). How children learn language. Cambridge University Press

Early Second Language Acquisition

McLaughlin, B. (1987). Theories of second language learning. Arnold.

Bilingualism and Second Language Acquisition

Ortega, L. (2013). Ways forward for a bi/multilingual turn in SLA. In S. May (Ed.), The multilingual turn: Implications for SLA, TESOL and bilingual education (pp. 32-53). Taylor & Francis.

Interaction and Second Language Acquisition

Mitchell, R. and Myles, F. (2004). Second language learning theories. Arnold.

Sato, M., and Ballinger, S. (2016). Peer interaction and second language learning: Pedagogical potential and research agenda. John Benjamins.

Swain, M. (1995). Three functions of output in second language learning. In G.Cook and B. Seidlehofer (Eds.), Principle and practice in applied linguistics (pp.125-144). Oxford University Press.

van Compernolle, R. A. (2015). Interaction and second language development: A Vygotskian perspective. John Benjamins.

Foreign language aptitude and style

Dornyei, Z. (2005). The psychology of the language learner. Erlbaum.

Dornyei, Z. and Skehan, P. (2003). Individual differences in second language learning. In Doughty C. and Long M. (Eds.), Handbook of second language acquisition. Blackwell.

Reid, J (1995). Learning styles in the ESL/EFL classroom. Newbury House.

Sawyer, M. and Ranta, L. (2001). Aptitude, individual differences, and instructional design. In Robinson P. (Ed.), Cognition and second language instruction. Cambridge University Press.

Skehan, P. (1989). Individual differences in second language learning. Arnold.

Motivation and Strategies

Dornyei, Z. (2001). Teaching and researching motivation. Longman.

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Dornyei, Z. (2005), The psychology of the language learner. Erlbaum.

O’Malley, J. and Chamot, A.U. (1989), Learning strategies in second language acquisition. Cambridge University Press.

Oxford, R. (1990), Language learning strategies: What every teacher should know. Newbury House.

Learner Beliefs and Age of Acquisition

Bailey, D. B. (2001). Critical thinking about critical periods. Paul H. Brookes.

Dornyei, Z. (2005). The psychology of the language learner. Erlbaum.

Horwitz, E. (1999). Cultural and situational influences on Foreign Language Learners’ Beliefs about Foreign Language Learning: A review of the BALLI studies. System, 27, 557-576.

Cognitive Approaches to Language Acquisition

Robinson, P., and Ellis, N. (2008). Handbook of cognitive linguistics and second language acquisition. Routledge.

Social Contexts for Language Acquisition

Lantolf, J. (2000). Sociocultural theory and second language learning. Oxford: Oxford University Press.

Lantolf, J., and Poehner, M. E. (2014). Sociocultural theory and the pedagogical imperative in L2 education. ESL & Applied Linguistics Professional Series.

McLaughlin, B. (1987). Theories of second language learning. Arnold.

Schumann, J. (1978). The Pidginisation process: A model for second language acquisition. Newbury House.

Swain, M., Kinnear, P., and Steinman, L. (2015). Sociocultural theory in second language education: An introduction through narratives. Multilingual Matters.

Learner Language and Learner Output

Gass, S. and Selinker, L. (2001). Second language acquisition: An introductory course. Erlbaum.

Griffiths, C. (2008) (Ed.). Lessons from good language learners. Cambridge University Press.

SLA in the Classroom

Benati, A. (2013). The input processing theory in second language acquisition. In M. P. G. Mayo, M. J. G. Mangado, M. M. Adrián (Eds.), Contemporary approaches to second language acquisition (pp. 93-110). John Benjamins.

Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.

Loewen, S. (2016). Introduction to instructed second language acquisition. Routledge.

Long, M. (2015). Second language acquisition and task-based language teaching. Wiley Blackwell.

Nunan, D. (1989). Designing tasks for the communicative classroom. Cambridge University Press.

Skehan, P. (1998). A cognitive approach to language learning. Oxford University Press.

Willis, J. (1996). A framework for task-based learning. Longman.

Willis, J. and Willis, D. (1996). Challenge and change in language teaching. Heinemann.

Journals:

Language Learning Applied Linguistics

Canadian Modern Language Journal English for Specific Purposes

ELT Journal Second Language Research

Foreign Language Annals Journal of Second Language Writing

Language Teaching Research Linguistics and Education

Modern Language Journal Research in the Teaching of English

Studies in Second Language Acquisition TESOL Quarterly

System TESOL Journal

ASSESSMENTS

Task No.	Type of Assessment Task/Activities	Mode of Assessment	Weighting	Due date	Related CLO(s)
1	Final essay (2,500 words)	Individual	100%	tbc	1,2,3,4,5

Note on Assessment tasks.

Produce a 2,500-word (+/- 10%) final essay on a topic of your choice related to SLA.

Focus: Select a particular feature of the English language of any kind – phonological, grammatical (morphological or syntactic), lexical, discourse-based, orthographic, pragmatic, sociolinguistic – and involving any skill or combination of skills – listening, speaking, reading, or writing – that is likely to involve some measure of difficulty for learners from non-English-speaking background.

Goal. Discuss any particular linguistic and/or pedagogical issues relevant to acquiring this feature by learners you are targeting. The discussion must relate to one or two theoretical concepts/issues/

approaches covered by readings/coursework. Discuss how the accounts provided by the theoretical concept(s) help us understand the difficulties of acquiring the target language feature. Finally, propose strategies for addressing the learning difficulties for the targeted learner group in and/or outside the classroom.

Please submit the final written assignment to Turnitin by the due date. We will download a copy of your assignment there for marking.

General Standard for Assessment

Understanding of the task and key concepts/issues involved;
Depth of analysis and/or critique in response to the task
Use of appropriate professional and/or research literature to support response;
Structure and organization of response;
Presentation of response according to appropriate academic and linguistic conventions

Grade Descriptors

Grade

(grade point)

Description

A+ (4.3)

A (4)

A- (3.7)

Excellent

Overall, a very impressive and excellent piece of work, equivalent to a distinction. Includes the majority of the following features:

1. Demonstrates an understanding of the task which may be beyond what is expected, but which is always relevant.

2. Original perspective on the problems in question. Contextualization of sources and viewpoints and comprehensive evaluation of contributions. Application of relevant theories in answering the question.

3. Use of wide range of relevant sources, well understood and critically evaluated.

4. Well structured and organized with a clear line of reasoning. Appropriate length.

5. Clear, articulate style with accurate spelling, word choice and grammar. Referencing follows consistent academic conventions with all references fully and accurately cited.

B+ (3.3)

B (3)

B- (2.7)

Good

Overall, a good and commendable piece of work. Includes the majority of the following features:

1. Demonstrates sound understanding of the task. Presentation of points and arguments generally relevant to the question.

2. Sustained commentary on evidence and materials used. Inclusion of appropriate critical perspective. Use of theoretical models in a relevant way to answer the question.

3. Sound understanding of main sources of literature, well summarized and used in a critical and relevant way.

4. Clear structure and presentation. Control of length.

5. Generally accurate spelling, word choice and grammar. Generally consistent and accurate referencing.

C+ (2.3)

C (2)

C- (1.7)

Satisfactory

Overall, a satisfactory piece of work. Includes a majority of the following features:

1. Understands main point of the question/task. Most points and arguments presented are relevant to the question.

2. Adequate commentary on evidence and materials used. Some evidence of critical awareness. Use and understanding of theoretical models, but in a fairly pedestrian way.

3. Adequate range of source material consulted. Clear understanding of the literature used.

4. Good structure and presentation, minor problems in organization do not impede communication. Control of length.

5. Comprehensive spelling, word choice and grammar, inaccuracies do not impede meaning. Generally consistent referencing.

D+ (1.3)

D (1.0)

Pass

Overall, a bare pass. Includes a majority of the following features:

1. Understanding of basic concepts and effort made to relate them to the question.

2. Argument mainly descriptive points and/or points which require greater substantiation. More development of ideas needed to sustain arguments. Identification of main issues, but little critical awareness.

3. Some evidence of reading and understanding of the literature and theories, but range and/or relevance very limited.

4. Attempt made at coherent presentation, but ideas not well integrated. Comprehensible writing though inaccuracies sometimes impede meaning. Some attempt at making consistent referencing and some control of length.

F (0)

Fail

Overall, a very poor piece of work. Includes a majority of the following features:

1. Inadequate understanding or misunderstanding of task. Purely descriptive account with little or no analysis.

2. Irrelevant comments and/or assertions which are not supported by meaningful evidence. Little evidence of integration of various sources to sustain an argument. Lack of any critical or appreciative framework.

3. Few relevant sources used and/or little use of literature.

4. Unstructured presentation and/or lack of coherence which impedes understanding.

5. Little or no attempt at consistent referencing. Major inaccuracies in grammar, word choice and spelling. Length problematic.

Academic Conduct

Regular class attendance and punctuality is required to pass the course.
Assignments will not be accepted after the due date without good/medical reason(s). Late penalty will be enforced to ensure fairness. To be precise, 20% of the assignment grade will be deducted for late submission [after 48 hours of the due date]. Penalty will be dealt with separately from the quality of work submitted.
APA (7^th) referencing is required for the assignment.
Plagiarism is strictly forbidden*

To avoid plagiarism, students are recommended to read the following materials:

A HKU booklet: What is plagiarism? (http://www.hku.hk/plagiarism)
Plagiarism and how to avoid it? By David Gardner (from CAES) (http://www4.caes.hku.hk/plagiarism)
HKU Library resources (https://lib.hku.hk/general/research/libsupport/index-2.html)
HKU Library about plagiarism (https://lib.hku.hk/turnitin/about.html)