B6173
第二言語習得と外国語教育入門
INTRODUCTION TO SECOND LANGUAGE LEARNING AND TEACHING 		特設科目
Special Seminars
2 単位
実施形態 完全オンライン
開催日程 秋学期 木曜日３時限
担当教員 中濵 優子（ナカハマ ユウコ）
関連科目 前提科目（関連）: B6147
開講場所 SFC
授業形態 講義、グループワーク
履修者制限

履修人数を制限する

受入学生数（予定）：約 50 人
選抜方法：システムによる選抜（抽選）

◯エントリー〆切日時：2020年9月28日（月） 17:00
◯履修許可者発表日時：2020年9月30日（水） 17:00

Only the selected students can take this course.

Number of students in the class (scheduled) : About 50
Automatic Screening (Lottery)

* Schedule: TBD
履修条件

Those who have taken my second language acquisition lecture course in Japanese ( Course No B6147,or 46417)are NOT allowed to take this course.

使用言語 英語
連絡先 nakahama@sfc.keio.ac.jp
授業ホームページ
同一科目

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設置学部・研究科 総合政策・環境情報学部
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最終更新日 2020/08/10 22:38:01

科目概要

This introductory course surveys approaches to second language (L2) learning and factors that influence its rate and route such as cross-linguistic influence, age and individual differences. Students will discover how humans learn language(s) after they acquire their first language (L1). Students are expected to actively participate in discussions as well as taking turns in leading the discussion on various topics covered in class.





授業シラバス

主題と目標／授業の手法など

In order to gain a basic understanding of what it means to learn second language (L2) and how it can be taught, the course will cover the following topics.

Language learning theories, Bilingualism, Factors affecting L2 learning, Classroom observations, L2 teaching methodologies

The textbook to be used for this course will be Lightbown, P.M and N. Spada (2013) How languages are learned. Oxford: Oxford University Press, 4th edition, and various reading materials.

Students will read the book, answer task sheets, receive lectures, choose a topic of L2 study and conduct a group project (pilot study).


教材・参考文献

Lightbown, P.M. and N. Spada (2013) How languages are learned. Oxford: Oxford University Press, 4th edition,

提出課題・試験・成績評価の方法など

Attendance and active participations(20%) Assignment (25%) Presentation (25%) Final paper (30 %)

履修上の注意

Students are expected to have high proficiency in English to take this class.

授業計画

第1回 Course overview

第2回 First language (L1) acquisition and bilingualism

We will study the basics of language development of children, as well as the acquisition of two languages concurrently (bilingualism). We will cover different approaches to understanding L1 acquisition.

第3回 Critical Period Hypothesis in L1 learning

We will examine Critical (Sensitive) Period Hypothesis (CPH) which argues that there is an adequate time frame for L1 learning, after which acquisition becomes difficult. We will discuss the hypothesis visiting the actual cases and extend the concept to L2 learning.

第4回 L2 learning

What does L2 learning involve? We examine learning contexts (eg., classroom learning vs naturalistic learning) and learner language (e.g., Are students’ errors good or bad? If good, why can the errors be good? Can we guess what kinds of errors learners would make based on learners’ L1?).

第5回 Cont. L2 learning

Do we all go through the same path of L2 language development? What are the developmental stages of L2 learning? Does learners’ L1 influence on the rate or route of the L2 learning? We also examine issues in the learning of L2 vocabulary, pragmatics and pronunciation.

第6回 Individual differences in L2 learning

We survey individual differences that might factor in L2 learning such as intelligence, aptitude, gender, and personality.

Does motivation influence in L2 learning? What types of motivation or learning ‘belief’ would facilitate L2 learning? We also discuss age factors revisiting CPH we studied in the 3rd week.

第7回 L2 learning theories

We study various L2 learning theories:
The behaviourist perspective
The innatist perspective
The cognitive perspective
The sociocultural perspective

第8回 Observing learning and teaching in L2 classroom

We compare differences in naturalistic setting and institutional setting in L2 learning. Also we enquire how to observe L2 classroom by going over some L2 classroom observation schemes such as COLT (Communicative Orientation for Language Teaching). We investigate differences between structure based teaching and communicative L2 instructions.

第9回 L2 learning in classroom (L2 teaching methodology)

Students learn various L2 teaching methodologies and theories that motivated such methodologies. We discuss feasibility and pros and cons of each teaching method in groups.

第10回 Final Presentations

第11回 Final Presentations

第12回 Final Presentations

第13回 ゲストスピーカー（補講）

第14回 課題

第15回 課題

15回目に相当するその他の授業計画

TBA