H A N O I U N I V E R S I T Y

Km 9 Nguyen Trai Road, Nam Tu Liem, Hanoi, Vietnam

T e l e p h o n e : ( 8 4 - 2 4) 35 4 3 0 2 6 5
E-mail: [email protected]; Website: www.uc.hanu.vn

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UC-HANU MTESOL Program

Unit Study Guide

Unit Name: Language Learning Theory

Unit Code: 72CA1LLT
Credit point: 3
Level: Post Graduate

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1. Unit Description
This unit provides students with a basic understanding of how languages are learned. The
unit covers a range of issues relevant to the description and explanation of first and second/
foreign language (L1 and L2) acquisition processes, similarities and differences of first and
second language acquisition, and the relevance of SLA to classroom teaching of second
languages. The purpose of the course is to help students understand, and use the major concepts,
theories, and research related to the nature and acquisition of language to construct learning
environments that support second language development. Course goals will be accomplished
through the use of lectures, oral presentations, discussions, and written assignments. Students
are motivated to share their own beliefs about language acquisition processes and encouraged to
look critically at theories and research findings of language acquisition.

2. Unit structure
The unit is delivered in 10 classes (3.5 hours/per class) including lectures, discussion and
tutorials, presentations, and other self-directed study sessions. Students are encouraged to spend
at least 2 hours per day at home for reading, self-study, and preparation of required activities.

3. Learning Outcomes
On completion of this unit, the students will be able to
 have increased knowledge and deeper understanding of SLA
 be familiar with major issues in second language acquisition;
 develop an understanding of the language acquisition process;
 be aware of various factors underlying the SLA process;
 apply major concepts, theories and research in SLA to build learning environments that
support second language development.

4. Skills Development
The unit helps promote the students’ critical thinking skills and their ability to solve
complex problems. It also helps develop the students’ ability to learn independently and work
with others, and enhance their written and spoken communication skills.

5. Tentative teaching schedule

Class Topic
1 Introduction to the unit
Introduction to language acquisition: key concepts and issues
2 Early Language Acquisition
3 The Learner Language
4 The Language Learner
5 Age in Second Language Learning

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 6 Theoretical Perspectives on Second Language Learning (Behaviourism &
Innatism)
7 Theoretical Perspectives on Second Language Learning (Cognitivism)
8 Theoretical Perspectives on Second Language Learning (Socio-culturalism &
Socio-cognitivism)
9 Bilingualism in Second Language Learning
10 Instructed Second Language Acquisition

6. Assessment Items
6.1. Class attendance and participation: 10%
Students are expected to be present and on time. Students are required to have at
least 80% mandatory attendance as eligibility for further assessments. Each absence affects a
student’s class participation grade. For unavoidable absences, proper notification is expected.
Three absences will result in a Zero grade in total.

6.2. Weekly readings: 30%

Every week students are expected to read one chapter as assigned by the instructor and write a
critical summary of the chapter. Your summary MUST reflect the following format:

1. What I find most interesting/what I am surprised about the issue presented in this
chapter is …
2. What I find difficult to understand/what I am skeptical about the issue presented in this
chapter is …
3. One way I can apply the ideas presented in the chapter to my teaching or research is
…

Word count: 500 words (+/- 10 %) excluding references. Whenever they use the work
of another person, they must acknowledge that source using the correct referencing system.
Failure to acknowledge other people’s work appropriately may be regarded as plagiarism or
academic misconduct.
Assessment criteria for the written assignment:
Item Mark
1
A statement of purpose/desired outcomes: specific and precise
4
Discussion of ideas: literature-based, relevant, thoughtful, substantial
4
Presentation: idea development, coherence, focus, academic writing style
and convention
1
In-text citations and reference list: APA style

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6.3. Final Assignment: (individual work) 60%
This assignment is designed to show your growth in thinking about instructed second language
acquisition. For this assignment you must do the following:

1. present your view on what you see as the three most important or major variables
for successful second language learning in formal (instructed) contexts;

2. defend/support your view on the importance of these three variables (based on the
readings, discussions, etc.); and

3. briefly describe what your L2 classroom may look like in terms of tasks, classwork,
and teacher behavior.

Word count: 2000 words (+/- 10 %). Whenever they use the work of another person,
they must acknowledge that source using the correct referencing system. Failure to
acknowledge other people’s work appropriately may be regarded as plagiarism or academic
misconduct.

Assessment criteria for the written assignment:

Item Mark
Show accurate understanding of language learning theory/ theories 2
covered in the course

Demonstrate ability to apply understanding of language learning 2

theories to syllabus design and classroom teaching methodology

Review critically previous research on the topic 2

Make recommendations to candidate’s teaching setting and institution 2

Use academic language and accurate style (APA format) 2

7. Reading materials

Required readings:
(1) Lightbown, P. & Spada, N. (2013). How languages are learned. Oxford: Oxford
University Press. ISBN 978-0194541268
(2) Journal articles provided by the course instructor.

Suggestions for further reading:

(3) Cook, V. & Singleton, D. (2014). Key topics in second language acquisition. Great
Britain: Croydon.
(4) Zuengler, J., & Miller, E. R. (2006). Cognitive and sociocultural perspectives: Two
parallel SLA worlds? Tesol Quarterly, 40(1), 35-58.
(5) Gass, S. M., Behney, J. & Plonsky, L. (2013). Second language acquisition: An
introductory course. London: Routledge.

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(6) Mitchell, R., Myles, F. & Marsden, E. (2013). Second language learning theories.
London: Routledge.
(7) Han, Z., & Tarone, E. (Eds.). (2014). Interlanguage: Forty years later (Vol. 39). John
Benjamins Publishing Company.