- Department: Language and Linguistic Science
- Credit value: 20 credits
- Credit level: I
- Academic year of delivery: 2024-25
- See module specification for other years: 2023-24
In this module you will learn about some of the processes and mechanisms involved in very early first language as well as in later second language acquisition. You will also learn about theories of first and second language acquisition, and you will encounter a range of methods used in language acquisition research, as well as trying some hands-on analysis of language acquisition data.
Pre-requisite modules
At least one of the following:
Language & the Mind, Phonetics & Phonology, Morphology & Syntax
Students who have not taken Morphology & Syntax or Phonetics & Phonology must be aware that some knowledge from these modules will be assumed: particularly IPA, and very basic syntactic structure and grammar terms. The module tutors will make self-study materials available to cover those areas.
Occurrence | Teaching period |
---|---|
A | Semester 1 2024-25 |
This module will:
By the end of the module you should be able to:
understand the general course and characteristics of child language acquisition and adult second language acquisition and key issues in the additional topic or topics covered on the course (language acquisition in special populations, literacy, language attrition)
illustrate theoretical debates with specific examples from the acquisition of syntax, morphology, and phonology
communicate complex academic information to a lay audience
analyse language acquisition data
read and understand graphs
read research papers in first and second language acquisition
The module will cover topic including:
Theories of language acquisition
Critical period hypothesis
First language phonological development
Issues in second language acquisition
Implicit and explicit learning in second language acquisition
Task | % of module mark |
---|---|
Essay/coursework | 40 |
Online Exam -less than 24hrs (Centrally scheduled) | 60 |
None
Task | % of module mark |
---|---|
Essay/coursework | 40 |
Online Exam -less than 24hrs (Centrally scheduled) | 60 |
Formative assessment |
Feedback grid relating to criteria assessed in the summative data-based essay |
Summative essay |
Annotation on submitted work within university mandated time limit |
Exam |
Annotation on submitted work within university mandated time limit |
Escudero, P., Sisinni, B., & Grimaldi, M. (2014). The effect of vowel inventory and acoustic properties in Salento Italian learners of Southern British English vowels. The Journal of the Acoustical Society of America, 135(3), 1577-1584.
Flege, J. E. (2019). A non-critical period for second language learning. In A. M. Nyvad, M. Hejná, A. Højen, A. B. Jespersen & M. H. Sørensen (eds.) A sound approach to language matters: In honor of Ocke-Schwen Bohn. Aarhus University. 501-541.
Geers, A. E., Mitchell, C. M., Warner-Czyz, A., Wang, N-Y, Eisenberg, L. S., the CDaCI Investigative Team. (2017). Early sign language exposure and cochlear implantation benefits. Pediatrics, 140(1), 1-9.
Golinkoff, R. M., Hoff, E., Rowe, M. L., Tamis-LeMonda, C. S., & Hirsh-Pasek, K. (2019). Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences [Review of Language Matters: Denying the Existence of the 30-Million-Word Gap Has Serious Consequences]. Child Development, 90(3), 985–992.
Hall, W. C. (2017). What you don’t know can hurt you: The risk of language deprivation by impairing sign language development in deaf children. Maternal and Child Health Journal, 21, 961-965.
Hummel, K. M. (2014) Theoretical perspectives past and present. Chapter 4 in Introducing second language acquisition (pp. 59–103). Malden MA/Oxford: Wiley Blackwell.
Sperry, D. E., Sperry, L. L., & Miller, P. J. (2019). Reexamining the Verbal Environments of Children From Different Socioeconomic Backgrounds. Child Development, 90(4), 1303–1318.
Wu, M. J., & Ionin, T. (2022). Does explicit instruction affect L2 linguistic competence? An examination with L2 acquisition of English inverse scope. Second Language Research, 38(3), 607-637.