Psycholinguistic approaches to second language acquisition

Aims

Aims

Psycholinguistic research into second language acquisition asks questions about how a second language is processed in terms of comprehension and production, and in terms of both spoken and written language. Of key interest are questions about the roles played by a speaker’s first language, by working memory, and—in the context of classroom-based learning—by language instruction, in second language production/comprehension. This module is based around student-led discussion of primary research papers. It will:

• introduce psycholinguistic approaches to the study of second language acquisition through reading and discussion of primary research articles. ‘Second language acquisition’ will be understood in its broadest sense, so readings may cover simultaneous bilingualism, sequential bilingualism, and multilingualism;
• familiarize students with a variety of psycholinguistic research methods used to study second language acquisition, including self-paced listening/reading, cross-modal priming, and eye-tracking. A range of aspects of second language knowledge will be covered, including at least three of syntax, semantics, phonology, speech perception, vocabulary, literacy;
• develop students’ understanding of the key elements of good research design and informative presentation of results, including reporting of statistics, within psycholinguistic research.

By the end of the course, students should be able to:

• understand key questions that motivate psycholinguistic research into second language acquisition;
• explain a variety of psycholinguistic research techniques, including knowing which techniques are appropriate to what kind of research question;
• understand the reporting of results, including statistical data, in a psycholinguistic study and be able to evaluate the effectiveness of different ways of presenting results;
• write a proposal for a psycholinguistic investigation of second language acquisition.

This module will be capped at 35.

Prerequisites

Prerequisites

Students must have successfully completed:

• L08I Introduction to language acquisition
• L16I Intermediate syntax AND/OR L09I Intermediate phonetics and phonology

Information for visiting students: You must have already completed introductory-level courses in syntax, phonetics/phonology and language acquisition or psycholinguistics in order to take this module. Intermediate-level knowledge of syntax and/or phonetics phonology is desirable. Please contact the module convenor if you are unsure whether your studies at your home university provide you with the right background for this module.

Programme

Programme

Contact hours

Approximately 2 contact hours per teaching week.

Teaching programme

This module is reading-based. Learning centres around close reading and discussion of around 10 assigned research articles, with further research by students to identify additional reading resources for the module assessments. Guidance on how to read the research articles will be given during the module, and active engagement with the reading will be essential. Students will need to read the papers in advance of the seminars, bring questions to seminars, collaborate with peers on presentations of the article content, and be ready to think beyond the content of the assigned papers and to make links between the different studies and further studies that students will identify according to their own interests within the module content.

Teaching materials

A set of primary research papers will be assigned. In addition, the following textbook is recommended:

• Jegerski, J., & VanPatten, B. (eds.). 2014. Research Methods in Second Language Psycholinguistics. New York/Abingdon: Routledge.

Suggestions for reading before the module starts

1. As a general introduction to the topic:

• VanPatten, B. 2014. The psycholinguistics of SLA. Chapter 1 in J. Jegerski & B. VanPatten (eds.) Research Methods in Second Language Psycholinguistics. New York/Abingdon: Routledge. pp. 1–19.

2. To prepare for reading the statistical reporting in the assigned papers:

• Brown, J. D. 1991. Statistics as a Foreign Language—Part 1: What to Look for in Reading Statistical Language Studies. Tesol Quarterly 25: 569­–586.
• Brown, J. D. 1992. Statistics as a Foreign Language—Part 2: More Things to Consider in Reading Statistical Language Studies. Tesol Quarterly 26: 629–664.

Assessment and feedback

Assessment and feedback

Formative assessment and feedback

• Formative essay due in Week 7 of Spring term.
  • Individual feedback provided by Week 9, Spring term.
• Student presentations (in groups) also serve as formative work. Oral feedback will be provided immediately following the presentation.

Summative assessment and feedback

• Exercises
  • 1500-words
  • Due Week 1, Summer Term
  • Weight: 40%
  • Feedback: Class feedback in the last teaching session. Individual marks (and written feedback, by appointment) within 4 weeks of submission.
• Research proposal
  • 2000-word research proposal due in Week 6, Summer term
  • Weight: 60%
  • Written feedback available by the end of Summer term

Skills

Transferable skills developed in this module

All modules provide an opportunity to work on general oral/written communication skills (in class and in assessments) and general self management (organising your studies), alongside the specific skills in language or linguistics that the module teaches.

In addition, this module will allow you to particularly develop skills in:

• the application of data analysis skills: you will read primary sources of literature, and critically evaluate them to formulate your own opinions, both orally and in writing, in collaboration with and gaining feedback from others; you will find different interpretations of data, and come to appreciate the contingent nature of much knowledge: an important part of decision-making.
• self-management: this module is delivered through seminars, and you are expected to plan much of your own work in order to meet deadlines.

Follow this link to hear how past students use transferable skills from their degree in their current jobs.