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Linguistic Approaches to Second Language Acquisition - LAN00086H

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  • Department: Language and Linguistic Science
  • Module co-ordinator: Dr. Heather Marsden
  • 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:

  • develop students' understanding of key theories that underpin research on linguistic development in second and subsequent language acquisition

  • 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

  • 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

  • develop students' understanding of the key elements of good research design

  • 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:

  • understand key questions that motivate research into second language acquisition from a linguistic perspective

  • explain a variety of second language acquisition research techniques, including knowing which techniques are appropriate to what kind of research question

  • 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

  • communicate about complex research designs and findings

  • 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

Assessment

Task Length % of module mark
Essay/coursework
Exercises		 N/A 30
Essay/coursework
Research proposal		 N/A 70

Special assessment rules

None

Reassessment

None

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.


The information on this page is indicative of the module that is currently on offer. The University is constantly exploring ways to enhance and improve its degree programmes and therefore reserves the right to make variations to the content and method of delivery of modules, and to discontinue modules, if such action is reasonably considered to be necessary by the University. Where appropriate, the University will notify and consult with affected students in advance about any changes that are required in line with the University's policy on the Approval of Modifications to Existing Taught Programmes of Study.