Studying at York
Linguistic Approaches to Second Language Acquisition - LAN00086H
- Department: Language and Linguistic Science
- Credit value: 20 credits
- Credit level: H
- Academic year of delivery: 2024-25
Module summary
In this module, you will expand your knowledge of how second and subsequent languages are acquired. The module examines a set of topics within second language acquisition research, and uses each topic to offer perspectives on questions about second language acquisition theory, grammar development, pronunciation, real-time processing, and other issues. You will apply your linguistic training (whether syntax, phonology, etc., or grammar knowledge from second language study) to these questions.
Related modules
Prerequisite modules
At least two of the following:
Language and the Mind, Phonetics and Phonology, Morphology and Syntax, Language Acquisition
Module will run
| Occurrence | Teaching period |
|---|---|
| A | Semester 2 2024-25 |
Module aims
The module aims to:
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develop students' understanding of key theories that underpin research on linguistic development in second and subsequent language acquisition
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facilitate multi-faceted exploration of primary research in second language acquisition research focusing on a set of specific linguistic topics, where different perspectives include investigation of the role of first language knowledge, multilingual acquisition, acquisition of phonology, the role of classroom instruction, and applications of linguistic findings to the classroom
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familiarize students with a variety of second language data collection methods including lab-based and classroom-based experimental tasks to elicit spoken data, comprehension or perception data, and real-time processing data, as well as naturalistic data collection
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develop students' understanding of the key elements of good research design
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provide opportunities to develop skills in clear, informative communication about research
Module learning outcomes
By the end of the module, students should be able to:
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understand key questions that motivate research into second language acquisition from a linguistic perspective
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explain a variety of second language acquisition research techniques, including knowing which techniques are appropriate to what kind of research question
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develop understanding of the reporting of results in primary research in second language acquisition, and be able to evaluate the effectiveness of different ways of presenting results
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communicate about complex research designs and findings
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develop new second language acquisition research questions
Module content
The module will focus on a set of linguistic topics that have generated considerable bodies of second language acquisition research using a range of methods to investigate a range of questions, underpinned by different theories. The specific topics may vary, but an indicative list includes: grammatical gender, quantifiers (e.g., “every”, “some”), and question formation. Through reading and discussion of primary research related to the three topics, the module will cover research methods that assess comprehension, perception, production, and real-time processing; and research questions relating to the role of first language knowledge on subsequent language acquisition, multilingualism, the role of classroom instruction, and other topics.
Week 1: Introduction to the module
Weeks 2–4: Topic 1
Weeks 5–7: Topic 2
Weeks 8–10: Topic 3
W11: Module conclusions
Indicative assessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 30 |
| Essay/coursework | 70 |
Special assessment rules
None
Indicative reassessment
| Task | % of module mark |
|---|---|
| Essay/coursework | 30 |
| Essay/coursework | 70 |
Module feedback
Feedback on Formative assignments provided within two weeks.
Feedback on Summative assignment provided within the University’s 25-day marking deadline.
Indicative reading
Primary research articles underpin the lecture content and are assigned for critical reading and discussion. For example:
Crosthwaite, P., Choy, L. L., & Bae, Y. (2016). ‘Almost people’: A learner corpus account of L2 use and misuse of non-numerical quantification. Open Linguistics, 2, 317–336.
Gil, K. H., Marsden, H., & Whong, M. (2019). The meaning of negation in the second language classroom: Evidence from ‘any’. Language Teaching Research, 23, 218-236.
Grüter, T., Lew-Williams, C., & Fernald, A. (2012). Grammatical gender in L2: A production or a real-time processing problem? Second Language Research, 28, 191-215.