Module manager: Professor Cecile De Cat
Email: C.DeCat@leeds.ac.uk
Taught: Semester 2 (Jan to Jun) View Timetable
Year running 2024/25
This module is not approved as an Elective
This module provides an introduction to the study of Second Language Acquisition (SLA) research and its relevance in understanding multilingualism in a global world. We survey and evaluate the most important theories, look at significant research findings, comparing empirical studies from different language learning contexts in and out of the classroom. Topics covered include SLA theories, the impact of age and first language, and educational exposure.
This module gives students an understanding of how a second (or third) language is acquired and used, and how to conduct SLA research. It provides students with the opportunity to evaluate theoretical models and empirical approaches to SLA, and learn relevant methodological and practical aspects of empirical research design.
On completion of this module, students will be able to:
1. demonstrate a coherent understanding of core terminologies, concepts and techniques used in second language acquisition (SLA) research;
2. demonstrate an ability to present selected aspects of empirical study design and methodology applied to SLA research;
3. analyse and critically evaluate contexts for competing theories, evidence and claims in SLA debates.
Skills Learning Outcomes
On completion of this module, students will be able to:
4. demonstrate core academic skills (academic writing and speaking)
5. demonstrate advanced digital literacy skills and productivity
6. demonstrate work-ready skills (problem solving and analytical skills, active learning, time management)
Details of the syllabus will be provided on the Minerva organisation (or equivalent) for the module
| Delivery type | Number | Length hours | Student hours |
|---|---|---|---|
| Lecture | 10 | 1 | 10 |
| Seminar | 10 | 2 | 20 |
| Private study hours | 270 | ||
| Total Contact hours | 30 | ||
| Total hours (100hr per 10 credits) | 300 | ||
The module adopts a task-focused experiential pedagogic approach where students are encouraged to participate actively in the seminars, which consist of task-based student-led explorations of key readings; readings are discussed in detail with opportunities for formative feedback from peers and staff at the time to support self-monitoring of progress. The research proposal (assignment 1) is designed to act as feedforward to support deeper understanding of topics covered in the module, and promote interactive abilities called on when demonstrating their knowledge and understanding in the oral presentation (assignment 2). Students are invited to complete a mock research design task, on which they can receive feedback before they submit the formally assessed research design. Students can also submit an optional presentation outline for feedback before formal submission.
| Assessment type | Notes | % of formal assessment |
|---|---|---|
| Oral Presentation | Recorded audio presentation | 50 |
| Research Proposal | Research Proposal | 50 |
| Total percentage (Assessment Coursework) | 100 | |
Normally resits will be assessed by the same methodology as the first attempt, unless otherwise stated
The reading list is available from the Library website
Last updated: 17/05/2024
Errors, omissions, failed links etc should be notified to the Catalogue Team