Instructions:

Oral Activity: (10 marks )

1. You should be committed to the deadlines mentioned in your calendar and

based on the following table.
2. Oral presentations are to be presented individually.
3. Each student will be graded according to the rubric given to you.
4. During all oral presentations, each student should participate in the
discussion of the topics presented by her colleagues. If not, her own oral
presentation marks will be affected negatively. If a student’s oral discussion
is rich and cover all the topics presented, her own oral presentation marks,
and, to some extent, her written research project.
Group work: mini research project (15 marks )
Ten pages are enough for one research project. They should be more than
that. If a group give more, the marks will be affected.
1. Each research project should be conducted by three students.
2. Each student will be responsible for one part of the research project. The
group must submit a plan for that.
3. All the research projects must be submitted by March, 22.
4. The research projects will be discussed during the last three weeks.
5. There will be an announced rubric for the research project.
6. Regular classroom participation will affect the marks of both oral and
written research project positively.
7. The groups for the written research project will be created by your
teacher.
8. The suggested topics as well as the outline of your papers will be given to
you during your introductory lecture.
 Division of topics:

Topic/s Number of students

‫ى‬
‫القحطان‬ ‫عل‬ ‫ى‬
Introduction: Key issues in SLA ‫ي‬ ‫من نارص ي‬
What is SLA?
What is a second language?
What is a first language?
Diversity in learning and learners
‫مشف العمري‬ ‫نوره محمد ر‬
Foundations of Second Language
‫عسيي‬
‫ر‬ ‫ساره احمد عبدهللا‬
Acquisition
The world of second languages
The nature of language learning
The role of L1 versus L2 learning
‫ان‬‫ى‬
‫هيا عاطف محمد الشمر ي‬
‫بتول عزاوي‬
The logical problem of language
learning
Frameworks for SLA
Early Development of SLA: from ‫امل محمد يح ر‬
‫البشي‬ ‫ي‬
‫مح‬ ‫رى‬
contrastive analysis to monitor ‫حسي ي‬ ‫روان مشبب‬
model
The nature of language
Early approaches to SLA

‫ى‬
‫القحطان‬ ‫منال محمد عبدالهادي‬
Universal Grammar ‫ي‬
Functional approaches ‫نداء عبد هللا بالقاسم البكري‬

First Mid-Term 27 February

Acquiring knowledge for L2 use ‫يحن الشهري‬

‫عل ر‬
‫راوية ي‬
‫عل ال قانع‬
‫ايناس سعد ي‬
Competence and use
Academic vs. interpersonal
competence
Components of language knowledge
 ‫ى‬
‫القحطان‬ ‫رى‬
‫حسي نارص‬ ‫منال‬
Receptive activities ‫ي‬
‫عسيي‬ ‫ر‬ ‫عل‬
‫ي ي‬‫يح‬ ‫اء‬‫ر‬‫زه‬
Productive activities
‫مسعده شايع سعيد القحطان‬
‫رى‬
‫حسي‬ ‫رؤى بنت عبدهللا بن محمد‬
Linguistic universals
‫مله‬
‫ي‬ ‫ال‬ ‫ندى عبدهللا‬

Cognitive theory

Interlanguage in context

Second Mid-Term
27 March
The lexicon and vocabulary ‫السلول‬
‫ىي‬ ‫رهف عون عبدهللا‬
‫القحطان‬
‫ي‬ ‫رنا سعد عبدهللا‬
acquisition
Input, interaction and output
Individual learner differences
Research Methods in SLA ‫عليه خديش محمد مقري‬
‫عل الشهري‬
‫خديجه حزام ي‬

L2 learning and teaching ‫عسيي‬

‫ر‬ ‫عل‬
‫غاده عبدهللا بن ي‬
Integrating perspectives
Approaching near-native
competence
Implications for L2 learning and
teaching
Discussions and Chat 1 week 22 Apr. – 26 Apr.