1	Course Title:	LANGUAGE ACQUISITION
2	Course Code:	ING2012
3	Type of Course:	Compulsory
4	Level of Course:	First Cycle
5	Year of Study:	2
6	Semester:	4
7	ECTS Credits Allocated:	4
8	Theoretical (hour/week):	3
9	Practice (hour/week) :	0
10	Laboratory (hour/week) :	0
11	Prerequisites:	None
12	Recommended optional programme components:	None
13	Language:	Turkish
14	Mode of Delivery:	Face to face
15	Course Coordinator:	Dr. Ögr. Üyesi ÇİĞDEM KARATEPE
16	Course Lecturers:	Öğr Gör Tuba Ekin
17	Contactinformation of the Course Coordinator:	ozlem1@uludag.edu.tr
18	Website:
19	Objective of the Course:	The aim of this course 1- To instroduce the field of language acquisition 2- To teach the important studies in the field 3- To teach about first and second language acquisition theories.
20	Contribution of the Course to Professional Development

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Learning Outcomes:

1 Student becomes familiar with the terms: first language acquisition, second language acquisition and foreign language learning. ; 2 S/he can understand and interpret the theories of first language acquisition. ; 3 S/he can understand and interpret the theories of second language acquisition.; 4 S/he can differentiate these two sets of theories. ; 5 S7He knows the differences between these two processes.; 6 S/he can understand the differences between the processes of first and second language acquisition theories. ; 7 S/he can understands the effects of individual factors on language learning.; 8 S/he can carry out an investigation on the topics of language acquisition by using internet resources. ; 9 S/he prepare a power-point presentation on a research topic in the field. ; 10 S/he can present this work orally.;

22	Course Content:

Week	Theoretical	Practical
1	Introduction of the course and references related to the course.
2	Popular ideas in SLA. A discussion on 10 different statement. These are: a- Languages are acquisred through imitation. b- Parents usually correct their children’s mistakes. c- People with high IQ are good language learners. d- Motivation is the most important factor in language learning. e- The earlier a second language is introduced in school programmes, the greater the likelihood of success in learning.. f- Most of the mistakes which second language learners make are due to interference from their first language. g- Teachers should correct students’ mistakes immediately.. h- Teachers should teach simple language structures first. i- Teachers should use materials which present simplelanguage structures. j- Students learn what they are taught.
3	Development of interaction between ages of 0-2 Development of intentional communication Caregiver’s speech Development of cognitive and communication skills in early childhood.
4	Acqusition of mother tongue Sequences of development: Grammatical morphemes (Brown 1973) Negation (Bloom & Lahey 1978) Questions (Bloom & Lahey 1978)
5	Theories Behaviourism Chomsky & Innatisim Vygotsky & Piaget Interactionists
6	Functional Approaches Cognitive development and language acquisition (Bloom ve Slobin) Social Interaction and language acquisition Acquisition of social functions of language
7	5-10 Yaş Arası Dil Gelişimi Hikaye anlatabilme, olmuş bir olayı anlatabilme Deiktik kelimelerin (this, that, here, a/ an & the) kullanılabilmesi
8	İkinci Dil Ediniminde Duyuşsal Faktörlerin Rolü II Güdülenme ve dile karşı tutum, öğrenci tercihleri, öğrenci inanışı, yaş.
9	Age and Acquisition Hemispheric Laterisation and accent Yaş ve Dil Edinimi Kritik Yaş Hipotezi Beyinin iki yarıküresi arasında iş bölümünün başlaması ve dil gelişimi (Hemispheric Laterisation) Bu sürecin aksana etkisi Zihinsel Olgunlaşma ve dil gelişimi (Piaget) Duyuşsal etkenler ve dil gelişimi
10	Second Language Acquisition theories Krashen McLaughlin Attention-Processing İkinci Dil Edinimi Kuramları Krashen McLaughlin’inin Attention-Processing (Dikkat süreci) Modeli Bialystok’un Implicit ve Explicit (Örtük ve Açık dil becerisi/ bilgisi) Modeli
11	İkinci Dil Ediniminde Duyuşsal Faktörlerin Rolü I Zeka, aptitutde (yetenek), kişilik özellikle
12	İkinci Dil Ediniminde Duyuşsal Faktörlerin Rolü II Güdülenme ve dile karşı tutum, öğrenci tercihleri, öğrenci inanışı, yaş. Motivation and attitude, learner preferences, learner beliefs and age.
13	Ara dil gelişimi ve özelikleri Morfem gelişimi Olumsuz cümle kurma becerisinin gelişimi Soru sorma becerisinin gelişimi Sıfat cümlesi kurma gelişimi
14	Review of the main issues

23	Textbooks, References and/or Other Materials:	Brown, H. D. 1994. Principles of language learning and teaching. London: Prentice Hall. Finch, G. (2000). Linguistic terms and concepts. London McMillan Pub. Berko Gleason, J. 1989. The development of language. Columbus, Ohio: Merrill. Lightbown, P. & Spada, N. 1999. How languages are learned. Oxford: OUP. Wood, D. 1998. How children think and learn Oxford: Blackwell.
24	Assesment

TERM LEARNING ACTIVITIES	NUMBER	PERCENT
Midterm Exam	1	30
Quiz	0	0
Homeworks, Performances	4	20
Final Exam	1	50
Total	6	100
Contribution of Term (Year) Learning Activities to Success Grade		50
Contribution of Final Exam to Success Grade		50
Total		100
Measurement and Evaluation Techniques Used in the Course
Information

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ECTS / WORK LOAD TABLE

Activites	NUMBER	TIME [Hour]	Total WorkLoad [Hour]
Theoretical	14	3	42
Practicals/Labs	0	0	0
Self Study and Preparation	6	8	48
Homeworks, Performances	4	10	40
Projects	0	0	0
Field Studies	0	0	0
Midtermexams	1	6	6
Others	0	0	0
Final Exams	1	10	10
Total WorkLoad			146
Total workload/ 30 hr			4,87
ECTS Credit of the Course			5

26	CONTRIBUTION OF LEARNING OUTCOMES TO PROGRAMME QUALIFICATIONS

LO: Learning Objectives

PQ: Program Qualifications

Contribution Level:

1 Very Low

2 Low

3 Medium

4 High

5 Very High