課程資訊
課程名稱
 第二語言習得
Second Language Acquisition 
開課學期
 110-2 
授課對象
 文學院  華語教學碩士學位學程  
授課教師
 柯傳仁 
課號
 TCSL7204 
課程識別碼
 146EM0110 
班次
  
學分
 3.0 
全/半年
 半年 
必/選修
 必修 
上課時間
 星期三2,3,4(9:10~12:10) 
上課地點
 綜505 
備註
 本課程以英語授課。
限碩士班以上
總人數上限：15人 
Ceiba 課程網頁
 http://ceiba.ntu.edu.tw/1102TCSL7204_ 
課程簡介影片
 
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課程概述

This course provides a general introduction to research into second language acquisition (SLA) from cognitive-interactionist, usage-based, and sociocultural theoretical perspectives. We will examine universal, individual, and social sources of influence on the learning of additional languages later in life – that is, during adulthood or late adolescence. These include age, crosslinguistic influence, the linguistic environment, cognition, development of learner language, individual sources of variation (including aptitude, motivation, and affect), and the present social reorientation of SLA that points at the bridging of social and cognitive dimensions of language learning. We will also devote one week to examining bilingualism, a topic that ties well with aptitude and other questions about the cognition of bilinguals. Students will develop a proposal for an SLA research project. 

課程目標
 • To develop an expert understanding of second language learning;
• To become familiar with theories, methods, and findings in the fields of SLA;
• To develop your ability to read research reports about SLA topics meaningfully;
• To support you through the process of developing, conducting and reporting on a research project that explores an SLA topic of your choice.
 
課程要求
 1. Readings:
All students must prepare for class by reading the assigned chapters and articles before each class meeting. To facilitate meaningful discussions, each student should ask at least two questions for each reading material and submit the questions one day before the class meeting to a designated classmate, who will synthesize and aggregate all the submitted questions on the reading material of the week and present the questions in class for class discussion. Submitted questions should be aggregated toward themes and sub-themes. The synthesis should include credit to the author(s) of the original questions. Much of our class discussions will be based on the questions you raise.

Expectations for class participation: Frequent and insightful participation in class discussion demonstrating a consistently high level of preparation and intellectual effort is expected. Students should make every effort to contribute meaningfully to planned and spontaneous discussions.

2. Presentations of selected readings:
Depending on the number of students enrolled in this class, each student will be designated to do one or two 20-minute, PPT-assisted, oral summaries in class on a selected reading. For empirical research articles, presentation should focus on: 1) research questions and how each of the research questions is answered, 2) major findings and discussions, 3) critiques and/or ideas for possible replication studies on the original study, and discussion questions.

3. Data analysis assignment:
A transcript data will be included in the course reading package for analysis. No set length for the analysis; assignment due Friday, April 15 in Week 9. Requirements for this assignment: 1) Describe 3 non-native grammatical features in the transcript; 2) Are these performance errors or is there evidence that they reflect an interlanguage grammar different from the grammars of native speakers? Give reasons for your answer.

4. Course Project:
The project for this course is a research proposal. Choose an area of second language learning that you are interested in knowing more about. Propose a study to explore your area of interest, clearly indicating research questions and methodology. Defend your proposal by stating how your research will contribute to existing knowledge in your area of interest and how it contributes to theory building in SLA.
During the semester, you will identify your research area and narrow the scope to answerable research questions. If you plan to conduct a replication study, be sure to also explain any changes you would make and what motivates such changes. You are encouraged to discuss with me on your research proposal during your proposal forming period.

Your final written research proposal (15 to 20 pages, double line) should consist of the following 4 components:
1) Introduction
2) Preliminary literature review
3) Research questions
4) Methodology
Your final written research proposal is due June 6th.

Course project oral presentation: Each student should present for 20 minutes with handout + 10 minutes Q&A. You would need to rehearse your presentation for timing control and for efficiency and clarity purpose. Your oral presentation should focus on these three components: 1) significance of your study, 2) research questions and 3) how each research questions would be answered in your study. Course project oral presentations are scheduled for Weeks 14 and 15, May 18 and 25.
 
預期每週課後學習時數
  
Office Hours
  
指定閱讀
 Required books:
1. Ortega, L. (2009). Understanding second language acquisition. London: Hodder. ISBN: 978-0340905593 [USLA in this syllabus, for short]. Note: The PDF chapters for this book, including drafts of several revised, are available electronically.
2. De Houwer, A. (2009). An introduction to bilingual development. Clevedon, UK: Multilingual Matters. ISBN: 978-1847691682 [IBD in this syllabus, for short].
Recommended research methods reference book:
Mackey, Alison & Gass, Susan. (Editors) (2012). Research methods in second language acquisition, Wiley-Blackwell
Recommended resource book for Chinese SLA:
Ke, Chuanren (Editor) (2018). The Routledge Handbook of Chinese Second Language Acquisition. New York: Routledge. [Ke 2018 in this syllabus, for short]
ISBN: 978-1-138-94660-6 (hbk); ISBN: 978-1-315-67070-6 (ebk)
Recommended articles on replication studies and SLA theory development:
Myles, F. (2010). Research timeline: The development of theories of second language acquisition. Language Teaching, 43, 320-332.
Abbuhl, R. (2012). Why, when, and how to replicate research. In Mackey & Gass (Editors), Research methods in second language acquisition, pp. 296-312. Wiley-Blackwell

Weekly reading materials:

Week 3:
1. USLA Chapter 1: Introduction
2. Ke 2018 Introduction
3. Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 1, Centenary Anniversary), 19-47. [15 authors: Atkinson, D., Byrnes, H., Doran, M., Duff, P., Ellis, N., Hall, J. K., Johnson, K., Lantolf, J., Larsen– Freeman, D., Negueruela, E., Norton, B., Ortega, L., Schumann, J., Swain, M., and Tarone, E.]
Week 4:
4. USLA Chapter 2: Age
5. Ioup, G., Boustagoui, E., Tigi, M., & Moselle, M. (1994). Reexamining the Critical Period Hypothesis: A case of successful adult SLA in a naturalistic environment. Studies in Second Language Acquisition, 16, 73-98.
Week 5:
6. USLA Chapter 3: Crosslinguistic influence
7. Vanhove, J., & Berthele, R. (2015). The lifespan development of cognate guessing skills in an unknown related language. International Review of Applied Linguistics in Language Teaching, 53, 1-38. doi:10.1515/iral-2015-0001
Week 6:
8. USLA Chapter 4: The linguistic environment
9. Dao, P., Iwashita, N., & Gatbonton, E. (2016). Learner attention to form in ACCESS task-based interaction. Language Teaching Research. Doi:10.1177/1362168816651462
Week 7:
10. USLA Chapter 5: Cognition I
11. Ellis, N., & Wulff, S. (2014). Usage-based approaches to SLA. In B. VanPatten and J. Williams (Ed.), Theories in second language acquisition: An introduction (2nd edition) (pp. 75-93). New York and London: Routledge.
12. Lu, Yuan. (2022). L2 competence in Chinese correlative connectives: A case of discontinuous discursive formulaic sequences. Language Teaching Research. https://doi.org/10.1177/13621688211060428
Week 8: Cognition II
13. DeKeyser, R. (2014). Skill acquisition theory. In B. VanPatten and J. Williams (Ed.), Theories in second language acquisition: An introduction (2nd edition) (pp. 94-112). New York and London: Routledge.
14. De Jong, Nel & Charles A. Perfetti (2011). Fluency training in the ESL classroom: An experimental study of fluency, development and proceduralization. Language Learning 61:2: 533–568.

Week 9:
15. USLA Chapter 6: Development of learner language
16. Eskildsen, S.W. (2015). What Counts as a Developmental Sequence? Exemplar-Based L2 Learning of English Questions. Language Learning, 65:1: 33–62.
17. Data analysis assignment material

Week 10: Bilingualism
18. IBD

Week 11:
19. USLA Chapter 7: Aptitude
20. Granena, G., & Long, M. H. (2013). Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29, 311-343. doi: 10.1177/0267658312461497
Week 12:
21. USLA Chapter 8: Motivation
22. USLA Chapter 9: Affect and other individual differences
23. Waninge, F., Dornyei, Z. & De Bot. (2014). Motivational Dynamics in Language Learning: Change, Stability, and Context. The Modern Language Journal, 98, 3, 704-723.
Week 13:
24. USLA Chapter 10: The social dimensions in SLA
25. Kinginger, C. (2004) Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. In A. Pavlenko and A. Blackledge (eds), Negotiation of identities in multilingual contexts (pp. 219-242). Clevedon: Multilingual Matters.  
參考書目
 Required books:
1. Ortega, L. (2009). Understanding second language acquisition. London: Hodder. ISBN: 978-0340905593 [USLA in this syllabus, for short]. Note: The PDF chapters for this book, including drafts of several revised, are available electronically.
2. De Houwer, A. (2009). An introduction to bilingual development. Clevedon, UK: Multilingual Matters. ISBN: 978-1847691682 [IBD in this syllabus, for short].
Recommended research methods reference book:
Mackey, Alison & Gass, Susan. (Editors) (2012). Research methods in second language acquisition, Wiley-Blackwell
Recommended resource book for Chinese SLA:
Ke, Chuanren (Editor) (2018). The Routledge Handbook of Chinese Second Language Acquisition. New York: Routledge. [Ke 2018 in this syllabus, for short]
ISBN: 978-1-138-94660-6 (hbk); ISBN: 978-1-315-67070-6 (ebk)
Recommended articles on replication studies and SLA theory development:
Myles, F. (2010). Research timeline: The development of theories of second language acquisition. Language Teaching, 43, 320-332.
Abbuhl, R. (2012). Why, when, and how to replicate research. In Mackey & Gass (Editors), Research methods in second language acquisition, pp. 296-312. Wiley-Blackwell

Weekly reading materials:

Week 3:
1. USLA Chapter 1: Introduction
2. Ke 2018 Introduction
3. Douglas Fir Group (2016). A transdisciplinary framework for SLA in a multilingual world. Modern Language Journal, 100 (Supplement 1, Centenary Anniversary), 19-47. [15 authors: Atkinson, D., Byrnes, H., Doran, M., Duff, P., Ellis, N., Hall, J. K., Johnson, K., Lantolf, J., Larsen– Freeman, D., Negueruela, E., Norton, B., Ortega, L., Schumann, J., Swain, M., and Tarone, E.]
Week 4:
4. USLA Chapter 2: Age
5. Ioup, G., Boustagoui, E., Tigi, M., & Moselle, M. (1994). Reexamining the Critical Period Hypothesis: A case of successful adult SLA in a naturalistic environment. Studies in Second Language Acquisition, 16, 73-98.
Week 5:
6. USLA Chapter 3: Crosslinguistic influence
7. Vanhove, J., & Berthele, R. (2015). The lifespan development of cognate guessing skills in an unknown related language. International Review of Applied Linguistics in Language Teaching, 53, 1-38. doi:10.1515/iral-2015-0001
Week 6:
8. USLA Chapter 4: The linguistic environment
9. Dao, P., Iwashita, N., & Gatbonton, E. (2016). Learner attention to form in ACCESS task-based interaction. Language Teaching Research. Doi:10.1177/1362168816651462
Week 7:
10. USLA Chapter 5: Cognition I
11. Ellis, N., & Wulff, S. (2014). Usage-based approaches to SLA. In B. VanPatten and J. Williams (Ed.), Theories in second language acquisition: An introduction (2nd edition) (pp. 75-93). New York and London: Routledge.
12. Lu, Yuan. (2022). L2 competence in Chinese correlative connectives: A case of discontinuous discursive formulaic sequences. Language Teaching Research. https://doi.org/10.1177/13621688211060428
Week 8: Cognition II
13. DeKeyser, R. (2014). Skill acquisition theory. In B. VanPatten and J. Williams (Ed.), Theories in second language acquisition: An introduction (2nd edition) (pp. 94-112). New York and London: Routledge.
14. De Jong, Nel & Charles A. Perfetti (2011). Fluency training in the ESL classroom: An experimental study of fluency, development and proceduralization. Language Learning 61:2: 533–568.

Week 9:
15. USLA Chapter 6: Development of learner language
16. Eskildsen, S.W. (2015). What Counts as a Developmental Sequence? Exemplar-Based L2 Learning of English Questions. Language Learning, 65:1: 33–62.
17. Data analysis assignment material

Week 10: Bilingualism
18. IBD

Week 11:
19. USLA Chapter 7: Aptitude
20. Granena, G., & Long, M. H. (2013). Age of onset, length of residence, language aptitude, and ultimate L2 attainment in three linguistic domains. Second Language Research, 29, 311-343. doi: 10.1177/0267658312461497
Week 12:
21. USLA Chapter 8: Motivation
22. USLA Chapter 9: Affect and other individual differences
23. Waninge, F., Dornyei, Z. & De Bot. (2014). Motivational Dynamics in Language Learning: Change, Stability, and Context. The Modern Language Journal, 98, 3, 704-723.
Week 13:
24. USLA Chapter 10: The social dimensions in SLA
25. Kinginger, C. (2004) Alice doesn’t live here anymore: Foreign language learning and identity reconstruction. In A. Pavlenko and A. Blackledge (eds), Negotiation of identities in multilingual contexts (pp. 219-242). Clevedon: Multilingual Matters.
 
評量方式
(僅供參考)
  
No.
項目
百分比
說明
1. 
 Readings and class participation 
50% 
  
2. 
 Presentations on selected readings 
10% 
  
3. 
 Data analysis assignment  
10% 
  
4. 
 Course project 
30% 
  
 
課程進度
週次
日期
單元主題
第1週
 2/16  No class. (Instructor’s trip to Taipei is delayed due to travel restrictions in connection to the COVID-19 pandemic.)  
第2週
 2/23  Course introduction
Reading: course syllabus
Bring syllabus questions to class.
Zoom link: https://uiowa.zoom.us/j/5693203554 
第3週
 3/02  Topic: Intro to SLA
Readings:
1. USLA revised Chapter 1
2. Ke 2018 Introduction
3. Douglas Fir Group (2016)
Before reading USLA Chapter 1 & Ke 2018 Introduction, think: What potential factors are likely to influence success in learning an additional language? After reading Chapter 1 & Introduction, go back to your list and consider: Anything to add, delete, or change? Come to class with your notes ready to share. We will discuss your notes in class.

Each student should submit at least two reading questions on Douglas Fir Group (2016) to许柚镓助教by 5pm, Tuesday, March 1.
Zoom link: https://uiowa.zoom.us/j/5693203554
 
第4週
 3/09  Topic: Age
Readings:
1. USLA revised Chapter 2
2. Ioup et at. (1994)
Presenter for Ioup et at. (1994): 白晴瑋
Submit your reading questions to白晴瑋by 5pm, Tuesday, March 8.
Zoom link: https://uiowa.zoom.us/j/5693203554
 
第5週
 3/16  Face-to-face instruction begins this week.
Topic: Crosslinguistic influence
Readings:
1. USLA revised Chapter 3
2. Vanhove & Berthele (2015)
Presenter for Vanhove & Berthele (2015): 蔡靖嵐
Submit your reading questions to蔡靖嵐by 5pm, Tuesday, March 15.
 
第6週
 3/23  Topic: The linguistic environment
Readings:
1. USLA revised Chapter 4
2. Dao, Iwashita, & Gatbonton (2016)
Presenter for Dao, Iwashita, & Gatbonton (2016): 文譯瑱
Submit your reading questions to文譯瑱by 5pm, Tuesday, March 22.
 
第7週
 3/30  Topic: Cognition I
Readings:
1. USLA Chapter 5
2. Ellis, N., & Wulff, S. (2014).
3. Lu (2022)
Presenter for Lu (2022): 陳宥妤
Submit reading questions on Lu (2022) to 陳宥妤by 5pm, Tuesday, March 29.

 
第8週
 4/06  Topic: Cognition II
Readings:
1. DeKeyser, R. (2014).
2. De Jong & Perfetti (2011)
Presenter for De Jong & Perfetti (2011): 米田有華.
Submit reading questions on De Jong & Perfetti (2011) to 米田有華by 5pm, Tuesday, April 5.
 
第9週
 4/13  Topic: Learner language development
Readings:
1. USLA Chapter 6
2. Eskildsen (2015)
Presenter for Eskildsen (2015): 廖芳婷
Submit reading questions on Eskildsen (2015) to廖芳婷by 5pm, Tuesday, April 12.

Data analysis assignment due: 5pm, Friday, April 15. Submit electronic copy to: chuanren-ke@uiowa.edu
 
第10週
 4/20  Topic: Bilingualism
Readings:
1. IBD Chapters 1, 2, & 3
2. IBD Chapters 4, 5, & 6
Presenter for IBD Chapters 1, 2, & 3: 陳俞臻.
Presenter for IBD Chapters 4, 5, & 6: 孫慶容.
Submit reading questions on respective chapters to the designated presenter by 5pm, Tuesday, April 19.
 
第11週
 4/27  Topic: Aptitude
Readings:
1. USLA Chapter 7
2. Granena & Long (2013)
Presenter for Granena & Long (2013): 白晴瑋
Submit reading questions on Granena & Long (2013) to白晴瑋by 5pm, Tuesday, April 26.

 
第12週
 5/04  Topic: Motivation and Affect and other individual differences
Readings:
1. USLA revised Chapter 8
2. USLA Chapter 9
3. Waninge, F., Dornyei, Z. & De Bot (2014).
Co-Presenters for Waninge, F., Dornyei, Z. & De Bot. (2014): 蔡靖嵐 (group leader)、陳宥妤.
Submit reading questions on Waninge, F., Dornyei, Z. & De Bot. (2014) to廖芳婷by 5pm, Tuesday, May 3.

 
第13週
 5/11  Topic: The social dimensions in SLA
Readings:
1. USLA Chapter 10
2. Kinginger (2004)
Co-Presenters for Kinginger (2004): 文譯瑱 (group leader)、米田有華、、孫慶容.
Submit reading questions on Kinginger (2004) to陳俞臻by 5pm, Tuesday, May 10.
 
第14週
 5/18  Course project presentations I: 白晴瑋、蔡靖嵐、文譯瑱、陳宥妤 
第15週
 5/25  Course project presentations II：米田有華、廖芳婷、孫慶容、陳俞臻. 
第16週
 6/01  Course project due: June 6th, by 5:00pm. Submit course project electronically (in word) to: chuanren-ke@uiowa.edu