Studying at York
Introduction to Language Acquisition - LAN00008I
- Department: Language and Linguistic Science
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2022-23
Related modules
Pre-requisite modules
Co-requisite modules
- None
Prohibited combinations
- None
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Autumn Term 2022-23 |
Module aims
- Provide an overview of child first language acquisition
- Introduce at least one other topic in language acquisition from among the following: second language acquisition, language acquisition in special populations, psycholinguistics
- Introduce overarching issues in linguistic theory, in the form of competing explanations of language acquisition patterns
- Provide consolidation of Year 1 syntax and phonology skills through application of these skills to language acquisition data
- Develop transferrable skills (research, communication, teamworking) through student presentations
Module learning outcomes
- Have knowledge of the general course of child language acquisition
- Have knowledge of the key issues in the addtional topic or topics covered on the course (from among second language acquisition, language in special populations, and psycholinguistics)
- Be able to illustrate theoretical debates with specific examples from the acquisition of syntax and phonology
- Gain experience in working in a team to complete a small research project and present the findings
Indicative assessment
| Task | % of module mark |
|---|---|
| Online Exam - 24 hrs (Centrally scheduled) | 80 |
| Oral presentation/seminar/exam | 20 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Online Exam - 24 hrs (Centrally scheduled) | 100 |
Module feedback
Feedback on formative work
Plan for literature search for presentation due end of Week 5. Written comments provided on plans.
A project plan due noon on Thursday, Week 6. Written comments provided on all plans.
Review quizzes available on the module VLE site. Automatic feedback provided through the VLE.
Summative assessment and feedback
Group presentation
Written feedback to groups provided by end of Week 1, Spring Term.
A 24-hour online exam
Mark on university scale for whole course published in 25 working days.
Indicative reading
These are the required readings on the module:
Asher, James J. & Ramiro García. (1969). The optimal age to learn a foreign language. The Modern Language Journal, 53, 334–341.
Bonvillian, J. D., Orlansky, M. D. & Novack, L. L. (1983). Developmental milestones: Sign language acquisition and motor development. Child Development, 54, 1435-1445.
Braine, M. D. S. (1963). The ontogeny of English phrase structure: The first phase. Language, 39, 1-13.
Clark, E. V. (2016). First language acquisition. New York: Cambridge University Press.
Chapter 7: First combinations, first constructions.
Flege, James E. (2009). Give input a chance! In Piske, Thorsten & Young-Scholten, Martha (eds.) Input matters in SLA. Bristol: Multilingual Matters. 175–190.
Kirk, E., Howlett, N., Pine, K. J. & Fletcher, B (C). 2013. To Sign or Not to Sign? The impact of encouraging infants to gesture on infant language and maternal mind-mindedness. Child Development, 84(2), 574–590.
Langdridge, D. & Hagger-Johnson, G. (2013). Introduction to research methods and data analysis in psychology (3rd ed.). Harlow: Pearson Prentice Hall. (Specific pages are indicated in the Module Information Sheet).
McCune, L., & Vihman, M. M. (2001). Early phonetic and lexical development: A productivity approach. Journal of Speech, Language, and Hearing Research, 44, 670–684.
Sperry, D. E., Sperry, L. L., Miller, P. J. (In press). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development.