GRAD 5023: Second Language Acquisition Theory

University of Oklahoma

Professor: Daniela F. Busciglio, Ph.D. Email: busciglio@ou.edu

Office Hours: M 2:30 - 4:30pm & by appointment Office: Kaufman 116
Course Meeting Info: MWR 5:30 - 9:10 Hester Hall 150

Required Texts
Ortega, L. (2013). Understanding Second Language Acquisition. New York:
Routledge. (Used copies available for purchase on Amazon for $30.)
Research articles available on D2L.

Other Suggested Texts

Atkinson, D. (Ed.). (2011). Alternative approaches to second language acquisition.
London: Routledge.
Celce-Murcia, M. (2001). Teaching English as a second or foreign language. (3rd
Edition). Boston, MA: Heinle & Heinle
Ellis, R. (1997). Second Language Acquisition (3rd ed.). Oxford: Oxford University
Press.
Lightbown, P., & Spada, N. (2013). How Languages Are Learned (4th ed.). Oxford:
Oxford University Press.
Liu, J. & Berger, C. M. (2015). TESOL: A Guide. New York, NY: Bloomsbury.
Tarone, E., & Swierzbin, B. (2009). Exploring Learner Language. Oxford: Oxford
University Press.
Tea with BVP (an SLA and language teaching comedy podcast): teawithbvp.com
VanPatten, B., & Benati, A. G. (2010). Key terms in second language acquisition.
London and New York: Continuum.
VanPatten, B., & Williams, J. (2015). Theories in second language acquisition: An
introduction (2nd ed.). New York, NY: Routledge.

Course Description
This course covers the essential topics that underlie English language acquisition, with
special emphasis on those that will be most pertinent to students who will be teaching
English as a Second Language. Topics include age, individual differences, aptitude,
cognition, affect, motivation, the learner environment, and social dimensions of
learning.

Goals
Second language acquisition (SLA) is a theoretical and experimental field of study that
looks at the phenomenon of language development. While the course is designed to be
accessible to students from a wide variety of backgrounds, some knowledge of the
linguistic structure of English will be assumed. The goal of SLA research is to expand
understanding of the complex processes and mechanisms that drive language
acquisition. It is not the same as research into language teaching but may inform
pedagogy and language education policy. Therefore, applied linguists whose particular
interest is in facilitating the language learning process interpret relevant SLA research
in ways that will benefit the language teacher. SLA, in this light, should become an
essential point of reference for those involved in educational activities as well as for
researchers looking at how to facilitate the learning process. Because language is quite
complex, SLA has become a broadly-based field that now involves:

- studying the complex pragmatic interactions between learners, and between

learners and native speakers;
- examining how non-native language ability develops, stabilizes, and undergoes
attrition (forgetting, loss);
- carrying out an analysis and interpretation of all aspects of learner language
with the help of current linguistic theory;
- developing theories that are specific to the field of SLA that aim to account for
the many facets of non-native language and behavior;
- testing hypotheses to explain second language knowledge and behavior.

Upon completion of this course, students are expected to:

- develop an expert and personally relevant understanding of fundamentals of
second language learning;
- discuss problems and challenges in current research and theory;
- describe how the field developed historically, including major trends in
research/theories, major figures;
- become familiar with major theories, methods, figures, and findings in the field
of SLA;
- develop the ability to read SLA research articles meaningfully and summarize
the important studies and basic ideas of research studies;
- articulate your own stand on theories of SLA (develop your own theory) and
describe the principles that will inform your teaching in the field.

Course Expectations
1. Your course grade will be a combination of criterion-referenced and
individual-referenced assessment (your writings, especially in regards to theory
and research processing and understanding.) I will evaluate the extent to which
you have reached the learning objectives stated in this syllabus (the criterion-
referenced part of the assessment). I will not compare the quality of your
performance to that of other students in the class.
2. Show clear evidence of your intellectual commitment (i.e., engaged curiosity)
and academic effort (i.e., hard work) during the semester, and evidence of
professional growth. As an MA student, this may mean a changed perspective
on your teaching, based on what SLA tells us our students can and cannot do
when learning an L2. It may also mean growth in your capacity to critique and
contribute ideas for original and useful research on the learning and teaching of
second languages.
3. I encourage you to talk to me regularly (either email or face-to-face) for
feedback on your progress in the course and to gain a sense for how what you
are doing in this course relates to other courses and to your long-term goals as
a teacher and/or a researcher.

Additional Materials
The main journals that publish SLA research, in alphabetical order:
Applied Linguistics
The Canadian Modern Language Review
International Journal of Applied Linguistics
International Review of Applied Linguistics
Language Learning
Language Learning & Technology (open access online: http://llt.msu.edu/)
Language Teaching Research
The Modern Language Journal
Second Language Research
Studies in Second Language Acquisition
System
TESOL Quarterly
Two applied linguistics journals are devoted to in-depth reviews of research areas:
Annual Review of Applied Linguistics
Language Teaching
Please see also the sections on Annotated suggestions for further reading at the end
of each chapter in USLA.

Professional Organizations
As a graduate student preparing to teach (or already teaching) ESL/EFL and earning a
professional MA degree, you are strongly encouraged to keep up to date with the latest
research and practices in the field by reading newsletters, journals, participating in
social media related (e.g. Twitter chats, organized Google Hangout sessions, webinars,
etc), attending conferences, becoming part of a SIG (special interest group) in an
professional organization, and networking. TESOL International Association
(www.tesol.org) is the largest professional organization for teachers of English as a
second or foreign language, and they host national and regional events. IATEFL is the
International Association for Teachers of English as a Foreign Language
(www.iatefl.org) is another large professional organized based in the UK. There are
many other specialized conferences, and newsletters such as Second Language Studies
newsletter (sls.msu.edu) and Linguist List (www.liguistlist.org) disseminate important
announcements about the field regarding publications, book, conferences, and jobs
listings.

Assignments
Class Participation - 25%
Thoughtful reading is a high priority in this course. You are required to read all items
on the syllabus for the date listed. Come to class well-prepared to join in class
discussions. Prepare questions for discussion on the syllabus before each class. These
questions are meant to help you synthesize your thinking across all the readings for the
class session and help formulate ideas for your discussion posts.

Facilitation of Class Discussion of One Research Article - 25%

You will be responsible for facilitating a class discussion for approximately 40
minutes of that dates reading from the course readings. You will be evaluated by both
your instructor and your peers and yourself. A rubric will be provided for evaluation.

D2L Discussion Forum Posting, Commentary, and Other Homework - 25%

Each week, in one post, you will summarize and reflect on interesting insights and
problems that arose from the class discussion that past week. This can (and should!) be
contextualized within your experience as a language teacher and/or as a language
learner. Where applicable, your paper must reference the course textbook and/or the
articles to support your claims. Article critique can also be included but it should
primarily be a response/reaction paper. The purpose is also to keep a record of what
transpires in class each week, to help pace class discussions within the context of the
course. Your post must be at least one-page single paced (500 words minimum). Your
two comments/responses should be at least a healthy paragraph each (100 words
minimum). A scholarly/academic tone and style of writing is required, as well as
respect and kindness toward others. Using the first person is perfectly acceptable;
however, for the sake of language economy and maintaining scholarly discourse, avoid
writing I feel or I think that or I believe, In my opinion Just state the
thing. Posts are due by noon each Sunday, comments due each Monday night. In
addition, there may occasionally be some additional homework to complete (such as
the Beliefs About Language Learning Inventory.)

Final Paper / Project - 25%

Your final paper should be between 10 and 12 double-spaced pages in length in Times
New Roman font size 12. A two-page prospectus detailing the topic and specific
approach or argument to be used is due at the end of Week 3 via D2L Dropbox. The
final paper/project is due one week after last class.
(A) Select a particular feature of the English language of any kind-- phonological,
grammatical (morphological or syntactic), lexical, discourse-based, orthographic, or
sociolinguistic-- and involving any skill or combination of skills-- listening, speaking,
reading, or writing) that is likely to involve some measure of difficulty for learners of
non-English background, discuss any particular linguistic and/or pedagogical issues
relevant to acquiring this feature of the language by the learners you are targeting, and
propose concrete strategies for introducing this in the classroom that addresses these
issues. If helpful and relevant, you may choose to present your proposals in the form
of a lesson plan built around the feature in question that details the content of one or
several classroom periods, including any in-class and out-of-class (homework)
activities designed to facilitate acquisition of the feature targeted. Be sure to specify
the level of proficiency of the learners involved (beginning? intermediate? advanced?).
(B) If you plan to pursue a higher degree in TESOL, Applied Linguistics, or another
related field, you will complete a research proposal related in some way to second
language acquisition for English language learners, relying either on primary or
secondary sources. Examples of possible papers in this category include a critical
literature review of or response to a paper/series of papers/research book of your
choice, development of an experimental research proposal, or the actual analysis of
data from English language learners, either collected originally or based on a corpus of
existing data.

Grades:
Class Participation / Absences 25%
Class Facilitation 25%
Discussion Board / Homework 25%
Final Paper / Project 25%

Grading will be determined according to the following chart:

100 - 90% A 69 - 60% D
89 - 80% B Below 59% F
79 - 70% C

Policy on Missed Coursework

Failure to complete assignments, turn in assignments on the due date indicated on the
calendar will result in a failing grade. No late assignments will be accepted unless in
the case of medical or family emergencies.

Attendance Policy
1. Punctuality: On-time arrival is expected out of courtesy for your professor and
fellow classmates. Four late arrivals to class or early departures will be equals
one absence.
2. Class attendance is required: You are allowed to miss a total of ONE class.
You cannot pass this course if you miss more than one class, regardless of the
reason for the absence (health, personal, etc.) It is your responsibility to obtain
information about work missed during absences.
3. Electronic devices such as cell/smart phones, tablets, or computers can be used
regularly in this class for various brainstorming and research tasks and you are
welcome to bring them to all class meetings. However, sending/receiving calls
and text messages, checking email or social media, listening to music and
playing electronic games during class are disrespectful and will result in a
participation grade of 0 on the day devices are used for such purposes.

Academic Integrity
All students in attendance are expected to be honorable and to observe standards of
conduct appropriate to a community of scholars. The University of Oklahoma expects
from its students a higher standard of conduct than the minimum requires to avoid
discipline. Academic misconduct includes all acts of dishonesty in any academically
related matter and any knowing or intentional help or attempt to help, or conspiracy to
help, another student. The Academic Misconduct Disciplinary Policy will be followed
in the event of academic misconduct. Cheating is strictly prohibited at the University
of Oklahoma, because it devalues the degree you are working hard to get. As a
member of the OU community it is your responsibility to protect your educational
investment by knowing and following the rules. For specific definitions on what
constitutes cheating, review the Students Guide to Academic Integrity at
http://integrity.ou.edu/students_guide.html.

Disability Statement
If you have a disability that may prevent the full demonstration of your abilities in this
course, please contact me personally as soon as possible so I can provide an
appropriate contact to discuss accommodations necessary to ensure full participation
and facilitate your educational opportunities. Please contact the Disability Resource
Center, Goddard Health Center, Room 166, (405) 325-3852 to make a formal request
for accommodation. email drc@ou.edu. For further information, please visit:
http://www.ou.edu/drc/home.html.

Religious Observances
It is the policy of the University to excuse absences of students that result from
religious observances and to provide without penalty for the rescheduling of
examinations and additional required class work that may fall on religious holidays.
Students who plan to observe a religious holiday are kindly requested to notify me as
soon as possible in order to make appropriate arrangements for class work and/or
rescheduling of examinations.
Statement of Inclusivity
Pivotal to OUs educational mission is the need to embrace and value the diversity of
the OU community. Acknowledging the uniqueness of each individual, in this course
and on campus we seek to cultivate an environment that encourages freedom of
expression. Because the University is a community where inquiry is nurtured and
theories are tested, every individual has the right to feel safe to express ideas that
differ from those held by other members of the community. However, all persons who
aspire to be part of our campus community must accept the responsibility to
demonstrate civility and respect for the dignity of others. Recognizing that the proper
balance between freedom of expression and respect for others is not always apparent
or easy to achieve, we must continually challenge ourselves and each other in an
atmosphere of mutual concern, good will and respect. Therefore, expressions or
actions that disparage an individual's or group's ethnicity, gender, religion, sexual
orientation, marital status, age or disability are contrary to the mission of OU.

Title IX Resources and Reporting Requirement

For any concerns regarding gender-based discrimination, sexual harassment, sexual
assault, dating/domestic violence, or stalking, the University offers a variety of
resources. To learn more or to report an incident, please contact the Sexual
Misconduct Office at (405) 325-2215 (8 to 5, M-F) or smo@ou.edu. Incidents can also
be reported confidentially to OU Advocates at (405) 615-0013 (phones are answered
24 hours a day, 7 days a week). Please be advised that a professor/GA/TA is required
to report instances of sexual harassment, sexual assault, or discrimination to the Sexual
Misconduct Office. Inquiries regarding non-discrimination policies may be directed to:
Bobby J. Mason, University Equal Opportunity Officer and Title IX Coordinator at
(405) 325-3546 or bjm@ou.edu. For more information, please visit
http://www.ou.edu/eoo.html.

Adjustments for Pregnancy/Childbirth Related Issues

Should you need modifications or adjustments to your course requirements because of
documented pregnancy-related or childbirth-related issues, please contact your
professor or the Disability Resource Center at (405) 325-3852 as soon as possible.
Please visit http://www.ou.edu/eoo/faqs/pregnancy- faqs.html for answers to
commonly asked questions.

Auditors
Auditors are expected to do the same work as required of other students; no grades
assigned but all assignments must be completed on time and active, prepared
participation is expected.

Tips for Success in this Course

1. Expect to put in a lot of time and effort to understand the reading. Especially at
first, most students find it dense and overwhelming. Don't get behind even if
you feel frustrated.
2. In the eternal words of Rihanna: Work work work work work work. Work
hard to understand difficult concepts or keep track of complex research
findings. If you still have questions, ask. In addition to class time, you can see
me during my office hours, make an appointment to see me at another time, or
email with a question.
 3. Expect to work hard. Graduate courses are not easy and SLA doesn't come
easy to anyone; the subject matter is complex, studies can be complicated, and
there often seem to be contradictory results. But it's a fascinating subject!

Course Schedule
The following calendar may be modified as needed. Please prepare readings for the
week/dates assigned.

Week 1: Introduction to the course; Age

Monday, May 16:

USLA Ch 1 (Introduction)
Lessard-Clouston, M. (2007). SLA: What It Offers to ESL/EFL teachers. In G.
Anderson & M. Kline (Eds.). (2007). Proceedings of the CATESOL State
Conference, 2007. Orinda, CA: CATESOL.
Wednesday, May 18:
USLA Ch 2 (Age)
Ioup, G., Boustagoui, E., Tigi, M., & Moselle, M. (1994). Reexamining the
Critical Period Hypothesis: A case of successful adult SLA in a naturalistic
environment. Studies in Second Language Acquisition, 16(1), 73-98.
Marinova-Todd, S. H., Marshall, D. B., & Snow, C. E. (2000). Three
misconceptions about age and L2 learning. TESOL Quarterly 34(1), 9-34.
Thursday, May 19:
Hyltenstam, K. & Abrahamsson, N. (2001). Age and L2 learning: the hazards
of matching practical implications with theoretical facts: comments on
Stefka H. Marinova-Todd, D. Bradford Marshall, and Catherine Snows Three
misconceptions about age and L2 learning. TESOL Quarterly, 35(1), 151-170.
Marinova-Todd, S. H., D. B. Marshall and C. E. Snow (2001). Missing the
point: a response to Hyltenstam and Abrahamsson. TESOL Quarterly 35(1),
171-176.

Week 2: Crosslinguistic Influences; The Linguistic Environment; Cognition

Monday, May 23:

USLA Ch 3 (Crosslinguistic Influences)
Talebi, S. H. (2014). Cross-linguistic transfer among Iranian learners of
English as a foreign language. Issues in Education Research, 24(2), 212-227.

Wednesday, May 25:

USLA Ch 4 (The Linguistic Environment)
http://indwellinglanguage.com/grammar- is- not-a-skill-or-what-does-it-really-
mean-to-know-a-language/
Schmidt, R. (1983). Interaction, acculturation, and the acquisition of
communicative competence. In N. Wolfson & E. Judd (Eds.), Sociolinguistics
and language acquisition (pp. 137-174). Rowley, MA: Newbury House.

Thursday, May 26:

USLA Ch 5 (Cognition)
Wang, W. (2015). Factor Affecting Learners Attention to Teacher Talk in
 Nine ESL Classrooms. TESL-EJ, 19 (1) pp. 1-20
Atkinson, D. (2010). Extended, embodied cognition and second language
acquisition. Applied Linguistics, 31(5), 599-622.

Week 3: Development of Learner Language; Aptitude; Motivation

Monday, May 30:

USLA Ch 6 (Development of Learner Language)
Durrant, P., & Schmitt, N. (2010). Adult learners' retention of collocations
from exposure. Second Language Research, 26(2), 163188.
Conklin, K., & Schmitt, N. (2008). Formulaic sequences: Are they processed
more quickly than nonformulaic language by native and nonnative
speakers? Applied Linguistics, 29(1), 72-89.

Wednesday, June 1:
USLA Ch 7 (Foreign Language Aptitude)
Abrahamsson, N., & Hyltenstam, K. (2008). The robustness of aptitude effects
in near-native second language acquisition. Studies in Second Language
Acquisition, 30(4), 481509.
USLA Ch 8 (Motivation)
Kormos, J., Kiddle, T., & Csizr, K. (2011). Systems of goals, attitudes, and
self-related beliefs in second-language-learning motivation. Applied
Linguistics, 32(5), 495-516.

Thursday, June 2:
Guilloteaux, M. J., & Drnyei, Z. (2008). Motivating language learners: A
classroom-oriented investigation of the effects of motivational strategies on
student motivation. TESOL Quarterly, 42(1), 55-77.
Niederhauser, J. (2012) Motivating Learners at South Korean Universities.
English Language Forum 50(3). Retrieved from
http://americanenglish.state.gov/files/ae/resource_files/50_3_6_niederhauser.p
df

Week 4: Affect and Other Individual Differences & Social Dimensions of L2

Learning

Monday, June 6
USLA Ch 9 (Affect and Other Individual Differences)
Garrett, P., & Young, R. F. (2009). Theorizing Affect in Foreign Language
Learning: An Analysis of One Learners Responses to a Communicative
Portuguese Course. Modern Language Journal, 93(2), 209-226.

Wednesday, June 8
USLA Ch 10 (Social Dimensions of L2 Learning)
Yan, J. X., & Horwitz, E. K. (2008). Learners perceptions of how anxiety
Interacts with personal and instructional factors to influence their achievement
in English: A qualitative analysis of EFL learners in China. Language
Learning, 58(1), 151183.
 Kubota, R. (2003). Unfinished knowledge: The story of Barbara. College
ESL, 10(1/2), 11-21.

Thursday, June 9
Firth, A., & Wagner, J. (1997). On discourse, communication, and (some)
fundamental concepts in SLA research. The Modern Language Journal, 81(3),
285-300.
Ellis, R. (2008). Principles of Instructed Second Language Acquisition, Center
for Applied Linguistics.

Class Participation Rubric

5: Comes to class prepared; contributes readily to the conversation but doesnt
dominate it: makes thoughtful contributions that advance the conversation; listens
attentively to others and shows interest in and respect for others views; participates
actively in small groups.

4: Comes to class prepared and makes some thoughtful comments when called upon,
contributes occasionally without prompting: shows interest in and respect for others
views; participates actively in small groups. A 5 score may also be appropriate to an
active participant whose contributions are less developed or cogent than those of a 6
but still advance the conversation.

3: Might come to class prepared and participate in discussion, but sometimes a

problematic way. May talk too much (also known as dominating), and may even make
rambling or tangential contributions, interrupt the instructor with digressive questions,
and/or bluff their way when unprepared, or otherwise dominate discussions, not
acknowledging cues of disturbance from instructor or students. OR: 3: Comes to class
prepared, but does not voluntarily contribute to discussions and gives only minimal
answers when called upon. Nevertheless, shows interest in the discussion, listen
attentively, etc. Students in this category may be shy or introverted. Such students may
receive a 5 if they participate fully in small group discussions.

2-1: Students in this range often seem on the margins of the class and may have a
negative effect on the participation of others. Students receiving a 2 often dont
participate because they havent read the material or done the coursework. Students
receiving a 1 may be actually disruptive, radiating negative energy via hostile or bored
body language, or be overtly rude.
 Facilitation Rubric
We will use this rubric to evaluate each facilitation. Students can look at this rubric to
understand what they are being graded on.

1 2 3 4 Points
Content Little to no Moments of Good Exceptional
Did the facilitation valuable value but as amount of amount of
contain/produce material. a whole was material; valuable
valuable lacking. benefitted material;
materials/discussion? the class. extremely _____
beneficial to
synthesis/
understanding
of material.
Organization Lacked Minimal Had Well
Was it well- organization; signs of organizing organized,
organized, easy to little organization idea but well
follow? evidence of or could have prepared,
preparation, preparation. been much easy to
way under Under time. stronger follow. _____
time allotted. with better
preparation.
Facilitation Facilitator Facilitator Good Great
Did they engage the demonstrated was not engagement delivery and
audience? Was it little consistent but did an
obvious the material evidence of with level of facilitator excellent job
was rehearsed? planning preparedness wasnt as of engaging
prior to they showed engaging as the class. _____
facilitation. classroom s/he could Preparation
but had have been. was very
some strong evident.
moments.

Total Points: _____ / 12

 Guidelines for Group Facilitation
Each of you will lead a class discussion of that weeks selected study from the course
article readings. The discussion should last no longer than 40 minutes. Leading
individuals in a well-structured and on-point discussion can be challenging. Below are
some strategies to consider using.

Purposes
- To allow your classmates to come to a better
understanding of the selected study by critically
assessing the formation of research questions, the
research method, the research results and potential
practice/teaching applications.
- To promote participation by as many of your
classmates as possible.

Strategies
Orient the group: Keep in mind that some of your classmates may have read
the article a few days ago; therefore, you may want to take 5-7 minutes to
refresh your classmates memories of the studys research questions, methods,
and results.
Be focused: Have a vision of how class discussion will proceed and what
specific aspects of the study you hope to analyze/critique. (For example, it will
be impossible to cover 15 questions in a 35 minute discussion.) Remember that
the purpose is to delve into the selected study, not to connect the study with
personal experience. Structure the questions accordingly.
Be clear: Make the discussion questions accessible to your classmates by using
PowerPoint, KeyNote, Prezi or the document projector, and/or by creating a
handout.
Promote participation: To promote participation by as many of your classmates
as possible, consider using the following strategies:
o Elicit Questions: Prior to class discussion, have your classmates send
you 2-3 questions or critiques they had about the study. Choose the
most relevant on which to base your discussion, theming your
discussion on the research question formation, methods, and results.
o Create a Debate: Design a short true/false quiz about particular aspects
of the selected study. After each individual completes the quiz,
commence large group discussion in debate format. (Note: Craft
statements carefully, centering on issues of research question
formation, study design, data analysis measures, or conclusions.)
o Think/Pair/Share: Give students 2-3 minutes to think about a question
(or questions) individually, 5 minutes to discuss with a partner, and
then share with the class.
o Small Group Discussion: Have your classmates discuss questions in
small groups before discussing as a whole class. You may choose to
assign each group 1 particular question or a sub-group of questions
related to research questions, methods, or results, and have that group
report back to the whole group or do a jigsaw. Be sure to tell groups
how many minutes they are to discuss and what they are expected to
share by the end of their discussion time.
 Discussion Board Rubric

5: Student clearly demonstrates s/he understands the material, the theories, the context.
Includes notes from classroom discussion, relevant experiences that may jibe with the
and backs up all claims with relevant textbook and/or course readings. Does not repeat
material or discussion from class but synthesizes, and adds to the ideas, theories,
discussion on the topics/problems/issues at hand. An insightful contribution to the
Student wrote insightful contribution

4: Student shows understanding of material, and adds onto the materials/discussion in

a disconnected or possibly illogical way. Writing may be jumpy or slightly incoherent
and/or fails to support claims with relevant course readings as sources. This student
may have not completed one or both comments.

3: Student misunderstands the materials, conveys wrong/false information, and/or

writes incoherently, does not maintain a scholarly discourse, does not back up claims
with relevant sources. Student missed one or both comments and/or post is far below
500 word minimum.

2-1: Student did not post, only commented on other posts; student post is far below
minimum standard of 500 words; does not maintain a scholarly discourse; post written
hastily, lacks coherence, contains factual, logical, and grammatical errors.

0: Student did not complete the assignment.