Language acquisition

compulsory

Ethnolinguistics, Linguistics and Information Science

1st cycle

The aim of the course is to provide the following knowledge and skills: (1) the consciousness of the main problems of the field of language acquisition and the knowledge of relevant terminology; (2) the knowledge of main theoretical approaches to language acquisition (incl. nativism, behaviourism, cognitivism, interactionism as well as Krashen's ideas); (3) the knowledge of selected psycholinguistic models of first and second language functioning, including their similarities and discrepancies (notions, mental lexicon, speech production and perception, sentence processing, discourse processing); (4) the knowledge of main phenomena related to language acquisition and teaching (e.g., transfer, interlanguage, affective filter, intake and input, overgeneralisation, types of bilingualism); (5) the ability to apply the results of psycholinguistic resaerch to second language learning and teaching; (6) the ability of critical analysis of students' potential and spotting these features of languages that may be of importantance for planning of teaching/learning process; (7) the ability of detecting and solving culture-related problems in the process of foreign language teaching/learning.

Year 2

The course introduces fundamental psycholinguistic issues related to the first and second (foreign) language acquisition. Main stages of language development in children will be presented. The personality traits and cognitive abilities of a student, which may be relevant to foreign language acquisition, will be reviewed. Language subsystems will be discussed in the context of the native and foreign language mechanisms: Speech perception and production, notions and mental lexicon, syntactic and supra-sentential processing. Selected theoretical approaches to second language acquisition along with their practical consequences for glottodidactics will be presented.

The aim of the course is to provide the following knowledge and skills: (1) the consciousness of the main problems of the field of language acquisition and the knowledge of relevant terminology; (2) the knowledge of main theoretical approaches to language acquisition (incl. nativism, behaviourism, cognitivism, interactionism as well as Krashen's ideas); (3) the knowledge of selected psycholinguistic models of first and second language functioning, including their similarities and discrepancies (notions, mental lexicon, speech production and perception, sentence processing, discourse processing); (4) the knowledge of main phenomena related to language acquisition and teaching (e.g., transfer, interlanguage, affective filter, intake and input, overgeneralisation, types of bilingualism); (5) the ability to apply the results of psycholinguistic resaerch to second language learning and teaching; (6) the ability of critical analysis of students' potential and spotting these features of languages that may be of importantance for planning of teaching/learning process; (7) the ability of detecting and solving culture-related problems in the process of foreign language teaching/learning.

Brown, H.D. 2007. Principles of Language Learning and Teaching, White Plains, NY: Pearson Education.

Dąbrowska, E., Kubiński, W. (red.) 2003. Akwizycja języka w świetle językoznawstwa kognitywnego. Warszawa: Universitas.

Gleason, J. B., Ratner, N. B. 2005. Psycholingwistyka. Gdańsk: GWP.

Lenneberg, E. H. 1980. Biologiczne aspekty języka [w:] Stanosz, B. (red.) Język w świetle nauki, Warszawa: Czytelnik.

Lewicka, G. 2007. Glottodydaktyczne aspekty akwizycji języka drugiego a konstruktywistyczna teoria uczenia się. ATUT.

Piaget, J. 2005. Mowa i myślenie dziecka. Warszawa: PWN.

Studenska, A. 2005. Strategie uczenia się a opanowanie języka niemacierzystego. WA Żak.

(On demand, the lecturer will provide scientific papers confessed to the problems discussed during the classes.)

written test