Departamento de Filologas Inglesa y Alemana LICENCIATURA EN FILOLOGA INGLESA ADQUISICIN DEL INGLS COMO SEGUNDA LENGUABreve descripcin/ Short course description Estudio de los factores psicolingsticos y psicosociales en el proceso de adquisicin y enseanza de lenguas extranjeras. Profesorado/ Lecturer(s)Nombre/Name: Jos Manuel Martn Morillas Email: jmartinm@ugr.es Tfn./Tel.: 958 241000 Ext. 20137 Web/web page:Despacho/Office:Tutoras/Office hours: Nombre/Name: Manuel Jimnez Raya Email: mjraya@ugr.es Tfn./Tel.: 958 241000 Ext. 20155 Web/web page:Despacho/Office:Tutoras/Office hours:Martes y Jueves: 11:30-14:00 Mircoles: 09:00-10:00 Datos del curso/ Course details Curso acadmico / Year of study: Tipo de asignatura / Course type: Troncal/Core Obligatoria/Core Optativa/Elective Libre configuracin/Elective Calendario / Calendar: Anual / Year Cuatrimestral / Semester 1 2 Requisitos y recomendaciones/Prerequisites Crditos ECTS/ECTS credits Total ECTS tericos / theory: 6 Total ECTS prcticos / practice: 6 Desglose de crditos ECTS / ECTS breakdown: Primer Semestre:N de Horas:Clases Tericas*: 30 Clases Prcticas*: 15 Exposiciones y Seminarios*: 1 Tutoras Especializadas (presenciales o virtuales): 3 Colectivas*: 1 Individuales: 2 Realizacin de Actividades Acadmicas Dirigidas: 11 A) Con presencia del profesor*: 6 B) Sin presencia del profesor: 5 Otro Trabajo Personal Autnomo: 87 Horas de estudio: 30 Horas de lectura: 22 Realizacin de trabajos: 35 Realizacin de Exmenes: 3 Examen escrito: 2 Control de trabajos: 1 Segundo Semestre: N de Horas:Clases Tericas*: 30 Clases Prcticas*: 15 Exposiciones y Seminarios*: 1 Tutoras Especializadas (presenciales o virtuales): 3 Colectivas*: 1 Individuales: 2 Realizacin de Actividades Acadmicas Dirigidas: 11 Con presencia del profesor*: 6 Sin presencia del profesor: 5 Otro Trabajo Personal Autnomo: 87 Horas de estudio: 30 Horas de lectura: 22 Realizacin de trabajos: 35 Realizacin de Exmenes:Examen escrito: 2 Control del trabajos: 1 Descriptores/ Course keywords Objetivos / Objectives of the course To foster an understanding of the principles and processes that govern second language acquisition and use. SLA will be examined from three perspectives:oas linguistic knowledgeoas a cognitive skilloas a socially and personality-mediated process To develop the ability to think critically and reflectively about research findings in the field. To understand the relationship between SLA research and second language instruction. To understand the major applied linguistic theories that have influenced the field of SLA. To understand the role of individual differences in second language learning. To develop a critical understanding of the major theories of SLA. To promote a range of qualities in students including intellectual independence and critical engagement with evidence Contenidos/ Syllabus 1.An introduction to the study of SLA 1.1. Introduction 1.2. Phenomena 1.3. Language 1.4. Acquisition 1.5. Explanation 2.The relationship between Language Teaching and Linguistics 2.1. Emergence of a relationship 2.2. Reassessment of the relationship 2.3. The emancipation of educational linguistics: 1970-80 2.4. Conclusion 3.Language teaching and the Social sciences 3.1. Society, culture, and language 3.2. Two social sciences 3.3. Language in Anthropology and Sociology 3.4. The Social sciences and the Second Language Curriculum3.5. The communicative approach to language teaching 4.Psychological approaches to language and learning 4.1. Introduction 4.2. Language in Psychology 4.3. The growth of Psycholinguistics 4.4. The Psychology of learning 4.5. Concepts of learning in educational psychology 4.6. Conclusion 5.The learning process: Theories of learning I 5.1. Introduction 5.2. Behaviourism 5.3. Cognitive theory 5.4. Information Processing Theory 6.The learning process: theories of learning II 6.1. Humanistic theories 6.2. The Social/situational Orientation to Learning 6.3. Conclusion to The Learning Process: Theories of Learning 7.Individual differences in Second Language Acquisition 7.1. Introduction 7.2. Individual differences 8.Theories of SLA 8.1. First language acquisition 8.2. Interlanguage theory 8.3. The input hypothesis 8.4. Cognitive theory 8.5. Conclusion 9.Input and interaction in SLA 9.1. Introduction 9.2. Foreigner Talk and Interlanguage Talk 9.3. Input and language acquisition 9.4. Interaction and language acquisition 9.5. Review and conclusions 10.Psycholinguistic processes in language learning 10.1.Introduction 10.2.Attention, consciousness, and human information processing 10.3.Schmidt and noticing 10.4.Representational systems and central processing 10.5.Consciousness as awareness 11.Second language learning in the classroom 11.1.Instructed vs. natural settings for language learning 11.2.Five proposals for language teaching 11.3.Optimal psycholinguistic environments for language acquisition 11.4.Popular ideas about language learning 11.5.Some conclusions from SLA theory and research Mtodos docentes/ Teaching methods In line with a constructivist view of learning and teaching processes, methodology will encourage the active participation of learners. To this end, methodology will be characterised by the use of various teaching strategies: Lectures Cooperative learning techniques Classroom debates and discussions The use of teaching strategies that encourage debate and reflection on theoretical and practical issuesThe integration of theory and practice.The analysis and discussion of predetermined reading assignments Evaluacin/ Assessment Criterios de evaluacin / Assessment criteria: Capacity to understand and explain the main SLA concepts Capacity to understand the principles and processes that govern second language acquisition and useCapacity to identify ones own development within the course and outline implications for future practice Active involvement in class activities Procedimientos de evaluacin / Assessment procedures: Semester exams based on class notes and reading assignments. These will include theoretical and practical items (50%) Critical/research papers (30%) Oral presentations, classroom participation and final paper (20%) Idioma usado en clase y exmenes/ Language of instruction

INGLS Bibliografa y recursos/ Recommended reading Bibliografa Obligatoria / Compulsory Reading Lightbown, P &. Spada, N. (1999). How Languages are Learned. Oxford: Oxford University Press. Bibliografa Bsica / Recommended reading Ellis, R. (1994). The study of Second Language Acquisition. Oxford: Oxford University Press. Sharwood-Smith, M. (1994). Second Language Learning: Theoretical Foundations. London: Longman. Skehan, P. (1998). A Cognitive Approach to Language Learning. Oxford: Oxford University Press. Bibliografa Adicional / Further reading Otros recursos / Other resources