This course is designed to explore major theories of second language acquisition in both naturalistic and instructed learning settings and uncover what the theories have to offer to second and foreign language teachers. The students will discuss learner centered influences on language learning and why these influences may help second language teachers account for features of learners’ language they observe. Finally, they will learn techniques for investigating student learning in the classroom.

Students will review and discuss different theories of second language learning from linguistic, psycholinguistic and sociolinguistic perspectives and apply knowledge in analyzing sets of data from language learners. By the end of the course, students should achieve the following objectives: 1. To gain sufficient knowledge about the historical development of second language learning research; 2. To gain fundamental understanding of the linguistic, psycholinguistic and sociolinguistic views on second language learning as set forth mainly by ESL/EFL researchers; 3. To relate second language learning theories to themselves as learners and/or teachers; 4. To develop basic skills of data collection and data analysis through hands-on experiences; 5. To critique classroom practices from an informed theoretical and research perspective. �

1. Mitchell, R. & Myles, F. (2004). Second language learning theories (2nd ed.). London: Hodder Arnold.
2. Four chapters from Second language acquisition: An introductory course (3rd edition) by Gass, S. M., & Selinker, L. (2008)