MAAL7004 Instructed Second Language Acquisition
COURSE TEACHER:
Prof. Alessandro Benati
Email: abenati@hku.hk, alessandro.benati@ucd.ie
Overview
This course introduces students to key questions and issues in instructed second language acquisition. It explores the theoretical and methodological foundations of instructed second language research, with a particular focus on the relationship between research findings and language teaching practices. Students will examine how empirical evidence from second language acquisition research can inform and improve classroom instruction, helping teachers make more effective and evidence-based pedagogical decisions.
Aims
- To develop students’ understanding of key theories, concepts, and research methods in instructed second language acquisition.
- To examine how findings from second language acquisition research can inform and enhance language teaching practices.
- To enable students to critically evaluate research evidence and apply it to evidence-based pedagogical decision-making in language classrooms.
Course Learning Outcomes
Upon successful completion of this course, students should be able to:
- analyse key questions and issues in instructed second language acquisition research;
- analyse the implications of instructed second language acquisition research for language pedagogy;
- critically evaluate research studies in instructed second language acquisition; and
- develop evidence-based approaches to language teaching informed by second language acquisition research.
Assessment
Assessment 1: Portfolio (50% of final grade)
Objectives: Students (individual) complete a portfolio of tasks.
Assessment 2: Research-Pedagogy Link Essay (50% of final grade)
Suggested length: 2500 words maximum.
Objectives: Students explore the research-pedagogy link by bridging the gap between theory in ISLA and SLA and instructional issues.
GenAI Policy
(To be updated)
Key References
- Benati, A. (2024). Second language teacher education: A cognitive and evidence-based perspective. London: Bloomsbury.
- Benati, A., (2020). Key Questions in Second Language Teaching: An Introduction. Cambridge University Press. The textbook provides exemplary studies on ISLA.
- Benati, A. (2022). Key terms for language teachers: A pocket guide. London: Equinox.
- Barcroft, J. (2018). Vocabulary in language teaching. New York: Routledge.
- Benati, A. (2014). Second Language Acquisition. In C. Fäcke (Ed.), Language acquisition (179-197). New York: Mouton de Gruyter.
- Lee, J. (2000). Tasks and communicating in language classrooms. New York: McGraw-Hill.
- Long, H. M. (2018). A micro process-product study of CLIL lesson: linguistic modifications, content dilution and vocabulary knowledge. Instructed Second Language Acquisition, 2, 3-38.
- Nassaji, H. (2015). The interactional feedback dimension in instructed second language learning. London: Bloomsbury.
- VanPatten, B. (2016). Why explicit knowledge cannot turn into implicit knowledge. Foreign Language Annals, 49, 650-657.
- VanPatten, B. (2003). From input to output. NJ: McGraw-Hill.
- VanPatten, B., Smith, M., Benati, A., (2019). Key Questions in Second Language Acquisition: An Introduction. Cambridge University Press.
Schedule (Semester 2)
| Session | Topic |
| 1 | The basic ingredients in language learning |
| 2 | The nature and role of language and instruction |
| 3 | Dynamic ways for the language classroom and vocabulary learning |
| 4 | The nature and role of input and communication |
| 5 | The nature and role of grammar and corrective feedback |
| 6 | The nature and role of language tasks |