Pusan University of Foreign Studies
TESOL Program
Thor May : thormay@yahoo.com
Second Language
Acquisition Teaching Program
Note: The content and timing of the outline below is approximate. Adjustments may be made as the course proceeds. However, students should prepare for lectures by reading the pages indicated in the set text, Vivian Cook, "Second Language Learning and Language Teaching".Assessment : 25% weekly quizzes; 50% examination; 25% term assignment (research essay).
| Period 1 | Period 2 | Period 3 | |
| Week 1 | Theories of SLA - Cook Ch.8, p.180 Black magic; Universal Grammar | Theories of SLA - Competition model; Connectionism; Krashen's Input Hypothesis | Theories of SLA - Socio-educational model; Multi-competence-L2 User model |
| Week 2 | L2 Methods - Cook Ch.9, p.199; methods, techniques, styles; Grammar Translation; Academic teaching style | Audiolingual method(s); skills focus; teacher centrism; aural primacy; behaviourist assumptions; Communicative style; implicit learning assumptions; | Information communicative teaching; Task-based teaching; Other Methods (CLL; Suggestopedia; Silent Way; Learner autonomy ...) |
| Week 3 | Teaching as a context for SLA research - Cook Ch.1, pp. 1-18; Assumptions of Lx teaching (construct a Korean list!) | (Only?) four skills; technique analysis; student contribution to learning; the role of methods; what is the goal of L2 learning, really?; Lx teaching goals; SLA goals; | Sources of information on SLA; Journals; formal research Vs teacher action research; topics for action research |
| Week 4 | Grammar in SLA research - Cook Ch.2, pp. 19-45; prescriptive & traditional & structural (systematic) grammars | Grammar as knowledge in the mind, p. 23; structure words in Lx acquisition, p. 26; learning hierarchy p. 27; processability model, p. 29; | Principles & parameters in grammar, p. 34; Explicit Vs implicit grammar teaching, p. 40 |
| Week 5 | Pronunciation in SLA research - Cook Ch.3, pp. 46-57 | Vocabulary in SLA research - Cook Ch.3, pp. 58-72 | Writing in SLA research - Cook Ch.3, pp.73-79 |
| Week 6 | Cognition - Cook Ch.4, p. 81; Memory pp. 81-91; Scripts pp. 81-93 | Listening processes pp. 93-102; Code switching p.105; | 1st Draft of Essay; Communication strategies p. 107-113 |
| Week 7 | Individual factors - Cook Ch.5, p. 114- 140; Motivation p. 114-118 | Attitudes pp.119-122; Aptitude pp. 123-126; 127-132; | Age pp.133-136; Other traits 137-139 |
| Week 8 | Language in the Classroom; Cook Ch. 6, pp. 141-158; can L2 be taught?; characteristics of Lx classrooms p.143 | Lx use in Lx classrooms p.144; authentic language? p.145; consequences of Lx input styles; classroom cultures p.151 | L1 avoidance, p.153; use of L1 to teach L2, p. 155 |
| Week 9 | L2 Users & Native Speakers - international perspective - Cook Ch. 7, pp. 159-180; multilingual societies p.159; voluntary bilingualism p. 160 | L2 for religion p. 161; Official languages & L2 learning; multilingualism & L2 learning p. 163; internationalism p. 164; local goals p. 167; | ESSAY DUE; individual goals p. 171; Native speakers Vs L1 teachers p. 175; Is the goal native speaker competence, or bilingualism? p.177 |
| Week 10 | Review | EXAMINATION | |
Material
on this site has been prepared by Thor
May for the PUFS TESOL Program 2003