{"id":1905,"date":"2022-06-27T14:36:11","date_gmt":"2022-06-27T06:36:11","guid":{"rendered":"http:\/\/caes.hku.hk\/?page_id=1905"},"modified":"2025-06-13T22:58:06","modified_gmt":"2025-06-13T14:58:06","slug":"maal6029","status":"publish","type":"courses","link":"https:\/\/caes.hku.hk\/maal\/courses\/maal6029\/","title":{"rendered":"MAAL6029 Second Language Acquisition"},"content":{"rendered":"

COURSE TEACHERS<\/span>:<\/span><\/p>\n

Dr.<\/span><\/b>\u00a0Derek Chan<\/span><\/b>
\n<\/span>Email:<\/span>\u00a0<\/span>dhlchan@hku.hk<\/span><\/a><\/p>\n

Dr.<\/b>\u00a0Sherman Lee<\/b>
\nEmail:\u00a0sleehku@hku.hk<\/a><\/p>\n

 <\/p>\n

Aims\/Objectives<\/strong><\/p>\n

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.<\/p>\n

The course begins by introducing key theoretical approaches that form the scientific basis of\u00a0describing and explaining<\/em>\u00a0second language learning phenomena. It will cover topics on input and interaction, developmental stages, cognitive processes, individual differences, and social contexts influence \u2014 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.<\/p>\n

The course features a mix of\u00a0lectures\u00a0<\/em>and\u00a0seminars<\/em>, 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.<\/p>\n

\u00a0<\/span><\/p>\n

Course Learning Outcomes (CLOs)<\/strong><\/p>\n\n\n\n\n\n\n\n\n
CLO No<\/strong>.<\/td>\nCLO Statement<\/strong><\/p>\n

Upon successful completion of this Module, you should be able to: <\/em><\/td>\n<\/tr>\n

1<\/td>\nDemonstrate knowledge and understanding of key concepts, theories, and literature in SLA<\/td>\n<\/tr>\n
2<\/td>\nShow a critical awareness of multiple factors that influence and underpin SLA practices<\/td>\n<\/tr>\n
3<\/td>\nCritically reflect on own language learning and teaching experiences in light of relevant theories and practices<\/td>\n<\/tr>\n
4<\/td>\nDemonstrate research and academic literacy in communicating with researchers including language and teaching professionals<\/td>\n<\/tr>\n
5<\/td>\nGain a nuanced understanding of SLA research and how it feeds into instructional practices and vice versa<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/span><\/p>\n

Course Organization<\/strong><\/p>\n

The module meets for 20 hours, comprising 12 hours lectures and 8 hours seminars. Attendance and active participation are expected for all sessions.<\/p>\n

\u00a0<\/span><\/p>\n

Schedule: tbc<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
Session<\/td>\nTopic<\/td>\nReading<\/td>\n<\/tr>\n
1<\/td>\nGeneral introduction<\/td>\n<\/td>\n<\/tr>\n
2<\/td>\nSLA theories (I): Behaviorism, Innatism<\/p>\n

SLA theories (II): Sociocultural theory, Connectionism<\/td>\n

L&S Ch 1 & 4<\/p>\n

GBP Ch 3, 6, & 8<\/p>\n

GBP Ch 10 and 12<\/td>\n<\/tr>\n

3<\/td>\nBilingualism and SLA<\/td>\nGrosjean & Li (2013) Ch 3<\/p>\n

Meuter & Allport (1999)<\/td>\n<\/tr>\n

4<\/td>\nInput<\/p>\n

Output<\/td>\n

L&S Ch 2<\/p>\n

GBP Ch13 & 17<\/td>\n<\/tr>\n

5<\/td>\nInteraction<\/td>\nL&S Ch 5<\/p>\n

GBP Ch 13 & 14<\/td>\n<\/tr>\n

6<\/td>\nSecond language instruction<\/td>\nL&S Ch 6<\/p>\n

GBP Ch 14<\/td>\n<\/tr>\n

7<\/td>\nIndividual differences<\/td>\nL&S Ch 3<\/p>\n

GBP Ch 15 & 16<\/td>\n<\/tr>\n

8<\/td>\nThe role of the native language<\/p>\n

High-level L2 development\/ Ultimate Attainment<\/td>\n

L&S Ch 2<\/p>\n

GBP Ch 3<\/p>\n

Birdsong (2008), Chan (2018), Chan & Shirai (2022)<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Note.<\/i>\u202fThis schedule is tentative. It will be subject to changes as the semester unfolds.<\/span><\/b><\/p>\n

\u00a0<\/span><\/p>\n

References and Resources<\/span><\/b>\u00a0<\/span><\/p>\n\n\n\n
Course texts<\/em><\/strong><\/p>\n

Gass, S., Behney, J. & Plonsky, L. (2020).\u00a0Second language acquisition: An introductory course<\/em>\u00a0(5th ed.). Routledge.<\/p>\n

Lightbown, P. M. & Spada, N. (2021).\u00a0How languages are learned<\/em>\u00a0(5th ed.). Oxford University Press.<\/p>\n

 <\/p>\n

Birdsong, D. (2008). Second language acquisition and ultimate attainment. In A. Davies & C. Elder (Eds.),\u00a0The\u00a0<\/em>handbook of applied linguistics<\/em>\u00a0(pp. 82-105). Blackwell.<\/p>\n

Chan, D. H. L. (2018). Ultimate L2 attainment and ESOL. In J. I. Liontas, M. Dellicarpini, & A. Shehadeh (Eds.),\u00a0The TESOL encyclopedia of English language teaching<\/em>\u00a0(pp. 933-941). John Wiley & Sons, Inc.<\/p>\n

https:\/\/onlinelibrary.wiley.com\/doi\/full\/10.1002\/9781118784235.eelt0804<\/a><\/p>\n

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.),\u00a0Challenges encountered by Chinese ESL learners: Problems and solutions from\u00a0<\/em>complementary perspectives\u00a0<\/em>(pp.29-57). Springer.\u00a0https:\/\/link.springer.com\/chapter\/10.1007\/978-981-16-5332-2_2<\/a><\/p>\n

Grosjean, F., & Li, P. (Eds.). (2013).\u00a0The psycholinguistics of bilingualism<\/em>. Wiley.<\/p>\n

Meuter, R. F. I., & Allport, A. (1999). Bilingual language switching in naming: Asymmetrical costs of language selection.\u00a0Journal of Memory and Language, 40<\/em>, 25-40.<\/p>\n

\u00a0<\/em><\/strong><\/p>\n

Other materials<\/em><\/strong><\/p>\n

First Language Acquisition<\/em><\/p>\n

Lust, B. and Foley, C. (2004).\u00a0First language acquisition: The essential readings<\/em>. Blackwell.<\/p>\n

O\u2019Grady, W. (2005).\u00a0How children learn language<\/em>. Cambridge University Press<\/p>\n

\u00a0<\/em><\/p>\n

Early Second Language Acquisition<\/em><\/p>\n

McLaughlin, B. (1987).\u00a0Theories of second language learning<\/em>. Arnold.<\/p>\n

 <\/p>\n

Bilingualism\u00a0<\/em>and Second Language Acquisition<\/em><\/p>\n

Ortega, L. (2013). Ways forward for a bi\/multilingual turn in SLA. In S. May (Ed.), The multilingual turn:\u00a0<\/em>Implications for SLA, TESOL and bilingual education<\/em>\u00a0(pp. 32-53). Taylor & Francis.<\/p>\n

 <\/p>\n

Interaction and Second Language Acquisition<\/em><\/p>\n

Mitchell, R. and Myles, F. (2004).\u00a0Second language learning theories.\u00a0<\/em>Arnold.<\/p>\n

Sato, M., and Ballinger, S. (2016).\u00a0Peer interaction and second language learning: Pedagogical potential and\u00a0<\/em>research agenda<\/em>. John Benjamins.<\/p>\n

Swain, M. (1995). Three functions of output in second language learning. In G.Cook and B. Seidlehofer (Eds.),\u00a0Principle and practice in applied linguistics\u00a0<\/em>(pp.125-144).\u00a0<\/em>Oxford University Press.<\/p>\n

van Compernolle, R. A. (2015).\u00a0Interaction and second language development: A Vygotskian perspective<\/em>. John Benjamins.<\/p>\n

 <\/p>\n

Foreign language aptitude and style<\/em><\/p>\n

Dornyei, Z. (2005).\u00a0The psychology of the language learner<\/em>. Erlbaum.<\/p>\n

Dornyei, Z. and Skehan, P. (2003). Individual differences in second language learning. In Doughty C. and Long M. (Eds.),\u00a0Handbook of second language acquisition<\/em>. Blackwell.<\/p>\n

Reid, J (1995).\u00a0Learning styles in the ESL\/EFL classroom<\/em>. Newbury House.<\/p>\n

Sawyer, M. and Ranta, L. (2001). Aptitude, individual differences, and instructional design. In Robinson P. (Ed.),\u00a0Cognition and second language instruction<\/em>. Cambridge University Press.<\/p>\n

Skehan, P. (1989).\u00a0Individual differences in second language learning<\/em>. Arnold.<\/p>\n

 <\/p>\n

Motivation and Strategies<\/em><\/p>\n

Dornyei, Z. (2001).\u00a0Teaching and researching motivation<\/em>. Longman.<\/p>\n

Dornyei, Z. (2001).\u00a0Motivational strategies in the language classroom.\u00a0<\/em>Cambridge University Press.<\/p>\n

Dornyei, Z. (2005),\u00a0The psychology of the language learner<\/em>. Erlbaum.<\/p>\n

O\u2019Malley, J. and Chamot, A.U. (1989),\u00a0Learning strategies in second language acquisition.\u00a0<\/em>Cambridge University Press.<\/p>\n

Oxford, R. (1990),\u00a0Language learning strategies: What every teacher should know<\/em>. Newbury House.<\/p>\n

 <\/p>\n

Learner Beliefs and Age of Acquisition<\/em><\/p>\n

Bailey, D. B. (2001).\u00a0Critical thinking about critical periods<\/em>. Paul H. Brookes.<\/p>\n

Dornyei, Z. (2005).\u00a0The psychology of the language learner<\/em>. Erlbaum.<\/p>\n

Horwitz, E. (1999). Cultural and situational influences on Foreign Language Learners\u2019 Beliefs about Foreign Language Learning: A review of the BALLI studies.\u00a0System, 27,<\/em>\u00a0557-576.<\/p>\n

 <\/p>\n

Cognitive Approaches to Language Acquisition<\/em><\/p>\n

Robinson, P., and Ellis, N. (2008).\u00a0Handbook of cognitive linguistics and second language acquisition<\/em>. Routledge.<\/p>\n

 <\/p>\n

Social Contexts for Language Acquisition<\/em><\/p>\n

Lantolf, J. (2000).\u00a0Sociocultural theory and second language learning<\/em>. Oxford: Oxford University Press.<\/p>\n

Lantolf, J., and Poehner, M. E. (2014).\u00a0Sociocultural theory and the pedagogical imperative in L2 education<\/em>. ESL & Applied Linguistics Professional Series.<\/p>\n

McLaughlin, B. (1987).\u00a0Theories of second language learning<\/em>. Arnold.<\/p>\n

Schumann, J. (1978).\u00a0The Pidginisation process: A model for second language acquisition<\/em>. Newbury House.<\/p>\n

Swain, M., Kinnear, P., and Steinman, L. (2015).\u00a0Sociocultural theory in second language education: An introduction\u00a0<\/em>through narratives<\/em>. Multilingual Matters.<\/p>\n

 <\/p>\n

Learner Language and Learner Output<\/em><\/p>\n

Gass, S. and Selinker, L. (2001).\u00a0Second language acquisition: An introductory course<\/em>. Erlbaum.<\/p>\n

Griffiths, C. (2008) (Ed.).\u00a0Lessons from good language learners<\/em>. Cambridge University Press.<\/p>\n

 <\/p>\n

SLA in the Classroom<\/em><\/p>\n

Benati, A. (2013). The input processing theory in second language acquisition. In M. P. G. Mayo, M. J. G. Mangado, M. M. Adri\u00e1n (Eds.),\u00a0Contemporary approaches to second language acquisition<\/em>\u00a0(pp. 93-110). John Benjamins.<\/p>\n

Ellis, R. (2003).\u00a0Task-based language learning and teaching<\/em>. Oxford University Press.<\/p>\n

Loewen, S. (2016).\u00a0Introduction to instructed second language acquisition<\/em>. Routledge.<\/p>\n

Long, M. (2015).\u00a0Second language acquisition and task-based language teaching<\/em>. Wiley Blackwell.<\/p>\n

Nunan, D. (1989).\u00a0Designing tasks for the communicative classroom<\/em>. Cambridge University Press.<\/p>\n

Skehan, P. (1998).\u00a0A cognitive approach to language learning<\/em>. Oxford University Press.<\/p>\n

Willis, J. (1996).\u00a0A framework for task-based learning<\/em>. Longman.<\/p>\n

Willis, J. and Willis, D. (1996).\u00a0Challenge and change in language teaching<\/em>. Heinemann.<\/p>\n

 <\/p>\n

Journals:\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/em><\/strong><\/p>\n

Language Learning\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Applied Linguistics<\/p>\n

Canadian Modern Language Journal\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 English for Specific Purposes<\/p>\n

ELT Journal\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Second Language Research<\/p>\n

Foreign Language Annals\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Journal of Second Language Writing<\/p>\n

Language Teaching Research\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Linguistics and Education<\/p>\n

Modern Language Journal\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Research in the Teaching of English<\/p>\n

Studies in Second Language Acquisition\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 TESOL Quarterly<\/p>\n

System\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 TESOL Journal<\/p>\n

 <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

 <\/p>\n

ASSESSMENTS<\/span><\/b>\u00a0<\/span><\/p>\n\n\n\n\n
Task No.<\/td>\nType of Assessment Task\/Activities<\/td>\nMode of Assessment<\/td>\nWeighting<\/td>\nDue date<\/td>\nRelated CLO(s)<\/td>\n<\/tr>\n
1<\/td>\nAn end-of-course assessment – Details to be announced<\/td>\nIndividual<\/td>\n100%<\/td>\nTo be announced<\/td>\n1,2,3,4,5<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

\u00a0<\/strong><\/p>\n

General Standard for Assessment<\/strong><\/p>\n

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

     <\/p>\n

    Grade Descriptors<\/strong><\/p>\n\n\n\n\n\n\n\n\n
    Grade<\/strong><\/p>\n

    (grade point)<\/td>\n

    		Description<\/strong><\/td>\n<\/tr>\n
    A+\u00a0<\/strong>(4.3)<\/p>\n

    A\u00a0<\/strong>\u00a0 (4)<\/p>\n

    A- <\/strong>(3.7)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Excellent<\/strong><\/td>\n

    		\n
    Overall, a very impressive and excellent piece of work, equivalent to a distinction. Includes the majority of the following features:<\/h6>\n

    1.\u00a0\u00a0\u00a0\u00a0 Demonstrates an understanding of the task which may be beyond what is expected, but which is always relevant.<\/p>\n

    2.\u00a0\u00a0\u00a0\u00a0 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.<\/p>\n

    3.\u00a0\u00a0\u00a0\u00a0 Use of wide range of relevant sources, well understood and critically evaluated.<\/p>\n

    4.\u00a0\u00a0\u00a0\u00a0 Well structured and organized with a clear line of reasoning. Appropriate length.<\/p>\n

    5.\u00a0\u00a0\u00a0\u00a0 Clear, articulate style with accurate spelling, word choice and grammar. Referencing follows consistent academic conventions with all references fully and accurately cited.<\/td>\n<\/tr>\n

    B+\u00a0<\/strong>(3.3)<\/p>\n

    B\u00a0\u00a0\u00a0<\/strong>(3)<\/p>\n

    B-\u00a0\u00a0<\/strong>(2.7)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Good<\/strong><\/td>\n

    		\n
    Overall, a good and commendable piece of work. Includes the majority of the following features:<\/h6>\n

    1.\u00a0\u00a0\u00a0\u00a0 Demonstrates sound understanding of the task. Presentation of points and arguments generally relevant to the question.<\/p>\n

    2.\u00a0\u00a0\u00a0\u00a0 Sustained commentary on evidence and materials used. Inclusion of appropriate critical perspective. Use of theoretical models in a relevant way to answer the question.<\/p>\n

    3.\u00a0\u00a0\u00a0\u00a0 Sound understanding of main sources of literature, well summarized and used in a critical and relevant way.<\/p>\n

    4.\u00a0\u00a0\u00a0\u00a0 Clear structure and presentation. Control of length.<\/p>\n

    5.\u00a0\u00a0\u00a0\u00a0 Generally accurate spelling, word choice and grammar. Generally consistent and accurate referencing.<\/td>\n<\/tr>\n

    C+\u00a0<\/strong>(2.3)<\/p>\n

    C\u00a0\u00a0\u00a0\u00a0<\/strong>(2)<\/p>\n

    C-\u00a0 <\/strong>(1.7)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Satisfactory<\/strong><\/td>\n

    		\n
    Overall, a satisfactory piece of work. Includes a majority of the following features:<\/h6>\n

    1.\u00a0\u00a0\u00a0\u00a0\u00a0 Understands main point of the question\/task. Most points and arguments presented are relevant to the question.<\/p>\n

    2.\u00a0\u00a0\u00a0\u00a0\u00a0 Adequate commentary on evidence and materials used. Some evidence of critical awareness. Use and understanding of theoretical models, but in a fairly pedestrian way.<\/p>\n

    3.\u00a0\u00a0\u00a0\u00a0\u00a0 Adequate range of source material consulted. Clear understanding of the literature used.<\/p>\n

    4.\u00a0\u00a0\u00a0\u00a0\u00a0 Good structure and presentation, minor problems in organization do not impede communication. Control of length.<\/p>\n

    5.\u00a0\u00a0\u00a0\u00a0\u00a0 Comprehensive spelling, word choice and grammar, inaccuracies do not impede meaning. Generally consistent referencing.<\/td>\n<\/tr>\n

    D+\u00a0\u00a0<\/strong>(1.3)<\/p>\n

    D\u00a0 \u00a0 <\/strong>(1.0)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Pass<\/strong><\/td>\n

    		\n
    Overall, a bare pass. Includes a majority of the following features:<\/h6>\n

    1.\u00a0\u00a0\u00a0\u00a0\u00a0 Understanding of basic concepts and effort made to relate them to the question.<\/p>\n

    2.\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/p>\n

    3.\u00a0\u00a0\u00a0\u00a0\u00a0 Some evidence of reading and understanding of the literature and theories, but range and\/or relevance very limited.<\/p>\n

    4.\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/td>\n<\/tr>\n

    F\u00a0<\/strong>(0)<\/p>\n

    \u00a0<\/strong><\/p>\n

    Fail<\/strong><\/td>\n

    		\n
    Overall, a very poor piece of work. Includes a majority of the following features:<\/h6>\n

    1.\u00a0\u00a0\u00a0\u00a0\u00a0 Inadequate understanding or misunderstanding of task. Purely descriptive account with little or no analysis.<\/p>\n

    2.\u00a0\u00a0\u00a0\u00a0\u00a0 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.<\/p>\n

    3.\u00a0\u00a0\u00a0\u00a0\u00a0 Few relevant sources used and\/or little use of literature.<\/p>\n

    4.\u00a0\u00a0\u00a0\u00a0\u00a0 Unstructured presentation and\/or lack of coherence which impedes understanding.<\/p>\n

    5.\u00a0\u00a0\u00a0\u00a0\u00a0 Little or no attempt at consistent referencing. Major inaccuracies in grammar, word choice and spelling. Length problematic.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

     <\/p>\n

    Academic Conduct<\/strong><\/p>\n

      \n
    • Regular class attendance and punctuality is required to pass the course.<\/li>\n
    • 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.<\/li>\n
    • APA (7th<\/sup>) referencing is required for the assignment.<\/li>\n
    • Plagiarism is strictly forbidden*<\/li>\n<\/ul>\n

      \u00a0<\/em><\/p>\n

      To avoid plagiarism, students are recommended to read the following materials:<\/em><\/p>\n

        \n
      • A HKU booklet: What is plagiarism? (http:\/\/www.hku.hk\/plagiarism)<\/em><\/li>\n
      • Plagiarism and how to avoid it? By David Gardner (from\u00a0<\/em>CAES<\/em>) (<\/em>http:\/\/www4.caes.hku.hk\/plagiarism<\/em>)<\/em><\/li>\n
      • HKU Library resources (https:\/\/lib.hku.hk\/general\/research\/libsupport\/index-2.html)<\/em><\/li>\n
      • HKU Library about plagiarism (https:\/\/lib.hku.hk\/turnitin\/about.html)<\/em><\/li>\n<\/ul>\n","protected":false},"author":43,"featured_media":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1905","courses","type-courses","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses\/1905","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses"}],"about":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/types\/courses"}],"author":[{"embeddable":true,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/users\/43"}],"replies":[{"embeddable":true,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/comments?post=1905"}],"version-history":[{"count":24,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses\/1905\/revisions"}],"predecessor-version":[{"id":6930,"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/courses\/1905\/revisions\/6930"}],"wp:attachment":[{"href":"https:\/\/caes.hku.hk\/maal\/wp-json\/wp\/v2\/media?parent=1905"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}