General Information
The subject introduces you to psycholinguistic aspects of language learning and cognitive processes in the development of second language proficiency. You will explore various aspects of cognitive and mental development of language learners such as individual learner differences or the learners' perception of own learning. The subject is suitable for you if you are a language educator or if you are simply interested in languages and language learning.
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Details
Academic unit: Faculty of Society & Design Subject code: LING71-104 Subject title: Second Language Learners Subject level: Postgraduate Semester/Year: January 2024 Credit points: 10.000 -
Delivery & attendance
Timetable: https://bond.edu.au/timetable Delivery mode: Standard Workload items: - Forum: x12 (Total hours: 24) - Weekly Forum
- Tutorial: x12 (Total hours: 12) - Weekly Tutorial
- Personal Study Hours: x12 (Total hours: 84) - Recommended study hours
Attendance and learning activities: As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on different factors such as the familiarity of the content. Please note: If you study on-campus, always bring your laptop to class. If you study online, always choose a private quiet place, with reliable internet and working microphone and camera, as you will be required to use them regularly. -
Resources
Prescribed resources: Books
- Muriel Saville-Troike,Karen Barto (2017). Introducing Second Language Acquisition,. Third edition, Cambridge Cambridge University Press 233
Others
- Ernest Macaro (2013). The Bloomsbury Companion to Second Language Acquisition. London Bloomsbury Academic
- Arabski, J., & Wojtaszek, A. eds. (2011). Individual learner differences in SLA. Bristol Multilingual Matters
- Lourdes Ortega (2009). Understanding Second Language Acquisition. London Hodder Education
iLearn@Bond & Email: iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications.
Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student.
To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au
| Academic unit: | Faculty of Society & Design |
|---|---|
| Subject code: | LING71-104 |
| Subject title: | Second Language Learners |
| Subject level: | Postgraduate |
| Semester/Year: | January 2024 |
| Credit points: | 10.000 |
| Timetable: | https://bond.edu.au/timetable |
|---|---|
| Delivery mode: | Standard |
| Workload items: |
|
| Attendance and learning activities: | As successful completion of this subject is heavily dependent on participation during all scheduled sessions, attendance will be monitored. Most sessions build on the content of the previous one. It is difficult for a student to recover the information if a session is missed. It is the responsibility of the student to view the recordings of the weekly live sessions in order to catch up on any content missed and to complete set work outside class. In addition to synchronous sessions, students should plan to spend a minimum of 84 hours undertaking preparation/out of class work/personal study for this subject. This is intended as a general guide only for workload planning and more time may be required depending on different factors such as the familiarity of the content. Please note: If you study on-campus, always bring your laptop to class. If you study online, always choose a private quiet place, with reliable internet and working microphone and camera, as you will be required to use them regularly. |
| Prescribed resources: | Books
Others
|
|---|---|
| iLearn@Bond & Email: | iLearn@Bond is the Learning Management System at Bond University and is used to provide access to subject materials, class recordings and detailed subject information regarding the subject curriculum, assessment, and timing. Both iLearn and the Student Email facility are used to provide important subject notifications. Additionally, official correspondence from the University will be forwarded to students’ Bond email account and must be monitored by the student. To access these services, log on to the Student Portal from the Bond University website as www.bond.edu.au |
Enrolment requirements
| Requisites: |
Nil |
|---|---|
| Assumed knowledge: |
Assumed knowledge is the minimum level of knowledge of a subject area that students are assumed to have acquired through previous study. It is the responsibility of students to ensure they meet the assumed knowledge expectations of the subject. Students who do not possess this prior knowledge are strongly recommended against enrolling and do so at their own risk. No concessions will be made for students’ lack of prior knowledge.
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| Restrictions: |
Nil |
Assurance of learning
Assurance of Learning means that universities take responsibility for creating, monitoring and updating curriculum, teaching and assessment so that students graduate with the knowledge, skills and attributes they need for employability and/or further study.
At Bond University, we carefully develop subject and program outcomes to ensure that student learning in each subject contributes to the whole student experience. Students are encouraged to carefully read and consider subject and program outcomes as combined elements.
Program Learning Outcomes (PLOs)
Program Learning Outcomes provide a broad and measurable set of standards that incorporate a range of knowledge and skills that will be achieved on completion of the program. If you are undertaking this subject as part of a degree program, you should refer to the relevant degree program outcomes and graduate attributes as they relate to this subject.
Subject Learning Outcomes (SLOs)
On successful completion of this subject the learner will be able to:
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
Generative Artificial Intelligence in Assessment
The University acknowledges that Generative Artificial Intelligence (Gen-AI) tools are an important facet of contemporary life. Their use in assessment is considered in line with students’ development of the skills and knowledge which demonstrate learning outcomes and underpin study and career success. Instructions on the use of Gen-AI are given for each assessment task; it is your responsibility to adhere to these instructions.
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Assessment details
Type Task % Timing* Outcomes assessed Computer-Aided Examination (Open) This online test is administered via iLearn and will include open and closed questions covering issues discussed in weeks 1-6. 35.00% Week 7 (Mid-Semester Examination Period) 1,2,3 Research Report Students will write 2,000 word essay (exclude list of reference) related to critical second language acquisition factors in an educational context of their choice. The topic must be approved by a lecturer in week 2. 65.00% Week 11 1,2,3 - * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
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Assessment criteria
Assessment criteria
High Distinction 85-100 Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. Distinction 75-84 Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. Credit 65-74 Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. Pass 50-64 Usually awarded to students whose performance meets the requirements set for work provided for assessment. Fail 0-49 Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
| Type | Task | % | Timing* | Outcomes assessed |
|---|---|---|---|---|
| Computer-Aided Examination (Open) | This online test is administered via iLearn and will include open and closed questions covering issues discussed in weeks 1-6. | 35.00% | Week 7 (Mid-Semester Examination Period) | 1,2,3 |
| Research Report | Students will write 2,000 word essay (exclude list of reference) related to critical second language acquisition factors in an educational context of their choice. The topic must be approved by a lecturer in week 2. | 65.00% | Week 11 | 1,2,3 |
- * Assessment timing is indicative of the week that the assessment is due or begins (where conducted over multiple weeks), and is based on the standard University academic calendar
- C = Students must reach a level of competency to successfully complete this assessment.
Assessment criteria
| High Distinction | 85-100 | Outstanding or exemplary performance in the following areas: interpretative ability; intellectual initiative in response to questions; mastery of the skills required by the subject, general levels of knowledge and analytic ability or clear thinking. |
|---|---|---|
| Distinction | 75-84 | Usually awarded to students whose performance goes well beyond the minimum requirements set for tasks required in assessment, and who perform well in most of the above areas. |
| Credit | 65-74 | Usually awarded to students whose performance is considered to go beyond the minimum requirements for work set for assessment. Assessable work is typically characterised by a strong performance in some of the capacities listed above. |
| Pass | 50-64 | Usually awarded to students whose performance meets the requirements set for work provided for assessment. |
| Fail | 0-49 | Usually awarded to students whose performance is not considered to meet the minimum requirements set for particular tasks. The fail grade may be a result of insufficient preparation, of inattention to assignment guidelines or lack of academic ability. A frequent cause of failure is lack of attention to subject or assignment guidelines. |
Quality assurance
For the purposes of quality assurance, Bond University conducts an evaluation process to measure and document student assessment as evidence of the extent to which program and subject learning outcomes are achieved. Some examples of student work will be retained for potential research and quality auditing purposes only. Any student work used will be treated confidentially and no student grades will be affected.
Study Information
Submission procedures
Students must check the iLearn@Bond subject site for detailed assessment information and submission procedures.
Policy on late submission and extensions
A student who has not established a basis for an extension in compliance with University and Faculty policy either by 1) not applying before the assessment due date or 2) by having an application rejected due to failure to show a justifiable cause for an extension, will receive a penalty on assessment submitted after its due date. The penalty will be 10% of marks awarded to that assessment for every day late, with the first day counted after the required submission time has passed. No assessment will be accepted for consideration seven calendar days after the due date. Where a student has been granted an extension, the late penalty starts from the new due date and time set out in the extension.
Academic Integrity
Bond University‘s Student Code of Conduct Policy , Student Charter, Academic Integrity Policy and our Graduate Attributes guide expectations regarding student behaviour, their rights and responsibilities. Information on these topics can be found on our Academic Integrity webpage recognising that academic integrity involves demonstrating the principles of integrity (honesty, fairness, trust, professionalism, courage, responsibility, and respect) in words and actions across all aspects of academic endeavour.
Staff are required to report suspected misconduct. This includes all types of plagiarism, cheating, collusion, fabrication or falsification of data/content or other misconduct relating to assessment such as the falsification of medical certificates for assessment extensions. The longer term personal, social and financial consequences of misconduct can be severe, so please ask for help if you are unsure.
If your work is subject to an inquiry, you will be given an opportunity to respond and appropriate support will be provided. Academic work under inquiry will not be marked until the process has concluded. Penalties for misconduct include a warning, reduced grade, a requirement to repeat the assessment, suspension or expulsion from the University.
Feedback on assessment
Feedback on assessment will be provided to students according to the requirements of the Assessment Procedure Schedule A - Assessment Communication Procedure.
Whilst in most cases feedback should be provided within two weeks of the assessment submission due date, the Procedure should be checked if the assessment is linked to others or if the subject is a non-standard (e.g., intensive) subject.
Accessibility and Inclusion Support
Support is available to students where a physical, mental or neurological condition exists that would impact the student’s capacity to complete studies, exams or assessment tasks. For effective support, special requirement needs should be arranged with the University in advance of or at the start of each semester, or, for acute conditions, as soon as practicable after the condition arises. Reasonable adjustments are not guaranteed where applications are submitted late in the semester (for example, when lodged just prior to critical assessment and examination dates).
As outlined in the Accessibility and Inclusion Policy, to qualify for support, students must meet certain criteria. Students are also required to meet with the Accessibility and Inclusion Advisor who will ensure that reasonable adjustments are afforded to qualifying students.
For more information and to apply online, visit BondAbility.
Additional subject information
Subject curriculum
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Introduction to the Subject and Second Language Acquisition
What is Second Language Acquisition? Major issues in SLA.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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Age and L2 Learners
The role of age in second language learning.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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First and Additional Language Learning: what's the difference?
Comparing L1 and L2 acquisition.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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External Factors
The role of the environment in language acquisition.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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Cognitive Factors
The role of memory and other cognitive factors in SLA.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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What's interlanguage?
The development of learner language.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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Aptitude
The role of learner aptitude in L2 acquisition.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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Motivation
Motivation and L2 learners.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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Personality
The role of personality in L2 learning.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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Language learning strategies
Strategies for better language learning and self-regulation.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.
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Social Factors
The social dimension in L2 learning: L2 Socialisation Theory.
SLOs included
- Identify, synthesise, interpret and communicate complex issues in the study of first and additional language acquisition.
- Independently and in teams, demonstrate expert cognitive skills to solve complex problems in the first and additional language acquisition.
- Apply this disciplinary knowledge to new educational contexts, demonstrating expert judgement, adaptability and responsibility as an English language educator.