The main aims of the module are to enable students to have:
• an understanding of the nature of language and the nature of nonnative speaker knowledge
• an understanding of a number of key concepts in first and second language acquisition
• critical knowledge of first language acquisition and the role of the native language.
• critical understanding of inter-language processing
• an understanding of the nature of the input to second language learners and the interrelationship of second language use and language learning
• critical understanding of some of the main research, theory and practice in second language acquisition
• an awareness of the causes of a number of phenomena inherent in the language classroom
• an understanding of practical strategies inspired by the study of the psychological research on instructed second language learning and teaching
• an awareness of the new trends and themes in the research on the psychology of second language teaching and learning.
Upon the completion of the module, the students should be able to:
• have an understanding the interrelationship between first and second language acquisition
• develop their critical understanding of the nature of the input to second language learners and the interrelationship of second language use and language learning
• develop their knowledge and understanding of the interrelationship between psychological processes and language acquisition within a classroom context
• identify and analyze theoretical frameworks in order to understand second language classes.
• devise, research and communicate an analysis of an individual topic within the field
• articulate knowledge of psychological and cognitive concepts relating to the acquisition of English in institutional contexts
• carry out individual, data-based research and process the data by applying individual analyses and interpretations within a systematic scholarly framework
• work independently and with some degree of originality
• have the competence to make judgments according to the available empirical evidence.
The teaching sessions are divided into two components: lectures and tutorials/workshops.