{"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":"2026-06-23T10:07:21","modified_gmt":"2026-06-23T02:07:21","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

Overview<\/strong><\/p>\n

This course explores the theory, research and pedagogy of second language acquisition. It examines how linguistic, cognitive, biological, environmental, and social factors shape second language development in both child and adult learners across naturalistic and instructed settings.<\/p>\n

 <\/p>\n

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

The course aims to develop students\u2019 critical understanding of key theories, research, and pedagogical issues in second language acquisition (SLA). It introduces major theoretical approaches and core topics in SLA, including input and interaction, developmental processes, cognitive mechanisms, individual differences, and the role of social context in language learning, as a basis for describing and explaining second language phenomena. The course also fosters a critical perspective on the relationship between research evidence and language learning practices, and supports students in applying research insights to practice, promoting informed and reflective engagement with language teaching and learning in diverse contexts.<\/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 course, students 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

Assessment<\/strong><\/p>\n

Students will complete a 2,500-word paper (+\/- 10%) on a topic in second language acquisition, demonstrating their knowledge and critical understanding of relevant concepts, theories, and approaches from the course, and the application of these to language learning and teaching, SLA research and practices. Further details will be provided at the start of the module.<\/p>\n

 <\/p>\n

GenAI Policy<\/strong><\/p>\n

Responsible and transparently documented use of GenAI is permitted for brainstorming and language editing. It is not permitted for generating analysis or writing any sections of the paper. Students are encouraged to use AI as a thought partner; however, the final submission must demonstrably represent the student\u2019s own intellectual work. A complete GenAI Use Declaration is required where GenAI has been used.<\/p>\n

 <\/p>\n

Key References<\/span><\/b><\/p>\n

    \n
  • Gass, S., Behney, J. & Plonsky, L. (2020).\u00a0Second language acquisition: An introductory course<\/em>\u00a0(5th ed.). Routledge.<\/li>\n
  • Lightbown, P. M. & Spada, N. (2021).\u00a0How languages are learned<\/em>\u00a0(5th ed.). Oxford University Press.<\/li>\n<\/ul>\n

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

    Schedule (Semester 1)<\/strong><\/p>\n\n\n\n\n\n\n\n\n\n\n\n
    Session<\/td>\nTopic<\/td>\n<\/tr>\n
    1<\/td>\nIntroduction<\/td>\n<\/tr>\n
    2<\/td>\nSLA theories: Behaviorism, Innatism, Connectionism, Sociocultural Theories<\/td>\n<\/tr>\n
    3<\/td>\nBilingualism and SLA<\/td>\n<\/tr>\n
    4<\/td>\nInput<\/td>\n<\/tr>\n
    5<\/td>\nInteraction and Output<\/td>\n<\/tr>\n
    6<\/td>\nSecond language instruction<\/td>\n<\/tr>\n
    7<\/td>\nIndividual differences<\/td>\n<\/tr>\n
    8<\/td>\nThe role of the native language; Ultimate Attainment<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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