Second language learni

9300A WEEK 1: What is language? Our relationship with language. The Study of L2 Acquisition. Readings: Ellis, R. (1994). The study of second language acquisition. Oxford: Oxford University Press. Chapter 1. · As never before, people have had to learn a second language, not just as a pleasing pastime, but often as a means of obtaining an education or securing employment. At such a time, there is an obvious need to discover more about how second languages are learned. (学习二语的原因：why do you need to learn English? Is there have some special reason to learn [academic, daily life]) · ‘L2 acquisition’, then, can be defined as the way in which people learn a language other than their mother tongue, inside or out side of a classroom, and ‘Second Language Acquisition’ (SLA) as the study of this. [do you think you are a successful second language learner? Why? How you did it?] · What are the goals of sla: learner language [how learners’ accents change over time. Another might be the words learners use; how learners build up their vocabulary.] · What type of input facilitates learning? [do learners benefit more from input that has been simplified for them or from the authentic language of native-speaker communication? · The goals of SLA, then, are to describe how L2 acquisition proceeds and to explain this process and why some learners seem to be better at it than others. · WEEK 2: First Language Acquisition Readings: Yule, G. (2016). The study of language. Cambridge university press. P.170-181 Lightbown, P. M., & Spada, N. (2006). How languages are learned. Oxford University Press. Chapter 1 Yule: By the age of two-and-a-half, the child’s vocabulary is expanding rapidly and the child is initiating more talk while increased physical activity includes running and jumping. By three, the vocabulary has grown to hundreds of words and pronunciation has become closer to the form of adult language. At this point, it is worth considering what kind of influence the adults have in the development of the child’s speech. Morphology; syntax Lightbown: How do children accomplish this? What enables a child not only to learn words, but to put them together in meaningful sentences? What pushes children to go on developing complex grammatical language even though their early simple communication is successful for most purposes? Does child language develop similarly around the world? How do bilingual children acquire more than one language? 【Which stage do you think is the fastest progress in your second language?】【How the interviewee’s knowledge of English grammar developed during the time? (if you cannot remember the learning processes, you can think what did you do, how does you try to learn an L2)】p.008 [学习者有没有背单词，是long-term memory 还是working memory？（cognition）] Negation对立面p.9 WEEK 3: Behaviourism and Contrastive Analysis Hypothesis Readings: Brown, H. D. (2000). Principles of language learning and teaching. P.69-71 Ellis, R. (2015). Understanding second ...

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