Basic course information

Academic unit: Faculty of Philology

Course title: Theories of Language Acquisition
Level: Master
Course status: Obligatory
Year of study: IV
Number of hours per week: 2+0
ECTS credits: 8

Course instructor: Prof. Dr. Shykrane Gërmizaj

Contact details: shykrane.germizaj@uni-pr.edu

Course description
Theories of Language Acquisition is a theoretical
course which aims at introducing differing theories
of first and second language learning and their
implications in teaching and learning foreign
languages.

Course aims
 develop awareness of theories relating to
the acquisition of first and additional
languages;
 develop awareness of current teaching
approaches and methodologies;
 identify, compare, and contrast
characteristics of teaching methods based
on differing models of foreign language
teaching and learning;
 develop good understanding of the extent of
the contribution of linguistics and related
disciplines to foreign language teaching.

Learning outcomes
Upon successful completion of this course students
will be able to:

 analyze the processes involved in foreign

language learning and teaching;
 compare various theories of foreign
language learning and teaching;
 apply knowledge gained from the course
towards an increased understanding of the
teaching practice;
 initiate, conduct, and finalise small scale
research projects related to topics covered

1
 by the course.
Student workload
Activity Hour Day/week Total
Lecture 2 15 30
Theory / lab work - - -
Practical work - - -
Contact/consultation with the 30min 15 450min.
teacher per st. 7.5
Field work
Test, seminar paper 15 1 30
Homework 3 15 45
Self-study (library / home) 4 15 60
Final preparation for exam 10 1 10
Assessment time (test, quiz, final 2 2 4
exam)
Projects, presentations, etc. 10 1 10
Total 196.5
Mode of course delivery

Lectures will be interactive, with students expected

to come to class prepared to discuss questions on
the contents listed in the course syllabus based on
readings assigned each week.
Students are expected to complete the tasks that
derive from lectures and. to contribute in weekly
assignments (reading assignments, writing tasks:
summaries, critical reviews; oral presentations,
participation in class discussions and debates).
Students will also benefit from either one to one or
group consultation hours. All these will enable them
to earn the credits allocated for the course, as well
as ensure the accomplishment of course
objectives.

Assessment method

Students are required to attend regularly and

participate actively in lectures in order to earn the
credits and to collect their signature at the end of
the semester.
Regular attendance and active participation will
bring them up to 10% of the overall grade. Failure
in attendance will be penalized by not having their
index signed, which will lead to further
administrative penalties.

Students’ grade will comprise the following

elements:

2
 Attendance and participation: 10%
Written assignment: 20%
Oral presentation: 20%
Final exam: 50%
Total: 100%

In their final exam students will be assessed by an

extended in class essay on given theoretical topic
covered by the course and their implications in
practice.

Literature
Primary literature
Secondary literature
Bloom, Paul (2002), How Children Learn the
Meanings of Words, MIT Press
Brown, H. Douglas, (2000) Principles of Language
Learning and Teaching, 4th ed. San Francisco State
University,
Cook, V. (1991) Second Language Learning and
Teaching, London, Edward Arnold,
Cook, V. (1993). Linguistics and Second Language
Acquisition. London, Macmillan
Ellis, R. The Study of Second Language
Acquisition, OUP 1997
Lightbowm, P. M. & N. Spada, How Languages Are
Learned, OUP 1999
Ellis, Rod (1994), Understanding Second
Language Acquisition, OUP
Gass, Susan & Larry Selinker (2003): Second
Language Acquisition: An Introductory Course (2nd
Edition).Lawrence Erlbaum.
Tomasello, Michael (2005) Constructing a
Language, A Usage-Based Theory of Language
Acquisition, HUP
White, L (2003) Second Language Acquisition and
Universal Grammar, Cambridge, Cambridge
University Press
Ingram D. F. (1989) First Language Acquisition,
Method, Description and Explanation, CUP
Krashen, S. (1981) Second language learning and
second language acquisition, Oxford: Pergamon
Roeper, Tom (2007) The Prism of Grammar, How
Child Language Illuminates Humanism, MIT Press
Roger Brown (1973) A First Language, The Early
Stages, HUP

Course content

Week Course syllabus

3
Week 1 Introduction to the course
Week 2 Theoretical approaches to first language Learning
Week 3 Patterns in development; Developmental sequences
Week 4 Child language acquisition; Bilingualism and its types
Week 5 Theoretical approaches to second language acquisition;
Hypotheses about second language acquisition CPH
Week 6 Hypotheses about second language acquisition CAH and
Error analysis
Week 7 Cross-linguistic influence; Morpheme order studies and
transfer
Week 8 Second language acquisition; Universal grammar; Linguistic
transfer and universals
Week 9 Models of acquisition; The competition model and the
monitor model
Week 10 Other models of second language acquisition
Week 11 Complexities of interlanguage; interlanguage variation;
interlanguage pragmatics
Week 12 Learning in classroom settings; Input, interaction and output
Week 13 Learner characteristics: age, aptitude, and motivation;
Learning styles and strategies
Week 14 Recent psychological approaches
Week 15 Final examination

Academic policies and code of conduct

Students are expected to be punctual, show respect for their course instructor and their peers.
Mobiles phones should not be used during classes, as well as during tests and exams.
Plagiarism is considered to be the greatest academic offense. Anyone caught having plagiarized
(whether copying, paraphrasing from different kinds of materials without acknowledging
sources, presenting other people’s work/ideas as their own and so forth) will receive a failing
grade and might be subject to disciplinary measures. Plagiarism can be easily avoided by
acknowledging the sources.
Students caught cheating on the test, ghost writing, or using other forms of academic dishonesty
will receive a failing grade on that assignment/test.