講義科⽬名称

応⽤⾔語学研究 II

英⽂科⽬名称

Applied Linguistics Studies II

開講期間
前期担当教員スネイプ

副題

Introduction to Second Language Acquisition

配当年
1・2

単位数
2単位

科目必選区分
必修選択

ニール

英語コミュニケーション
添付ファイル講義

実務経験のある教員等による授業科目□実務経験のある教員による授業科目□実務家を招へいして実施する授業科目
実務経験・授業での活用、招へいする実務家等
授業種類

授業の内容（概要）

授業の目的

到達目標

授業で使用する言語
□日本語
■英語
□その他
アクティブラーニング■アクティブラーニング要素を取り入れている
The class format is a flipped classroom format, in which students deeply understand the new learning content they have prepared at home through interactive or multidirectional
discussions, such as discussions among students and discussions with teachers. In addition, while looking back on the students’ own experiences in English learning and in thefield of education, participants discuss with each other what topics are difficult to understand and acquire as learners, and then discuss with the instructor.
Furthermore, by applying the concept to a wider range of language data while conducting group discussions, we will deepen our understanding of SLA topics, and consider thedifferences between first language acquisition and second language acquisition. Students learn through conducting group discussions in class. [Classes with interactive or multidirectional discussions]

The purpose of this course is to introduce students to some well-known topics in second language acquisition (SLA). This course provides an in-depth understanding of SLA
terminology in English through discussion. In addition, while reflecting on students own experiences in English learning and in the field of education, we will discuss what
points of second language acquisition of English and other languages that are difficult for learners to understand and why. Specifically, we will consider what makes acuisitionof a second language harder than acquisition of the first language. At the same time, students will consider theoretical ideas up to now and cultivate the ability to identify issues.

By mastering the basic concepts of SLA, students will be able to deepen their understanding of SLA topics. In addition, through discussions among students and with theinstructor, students will consider their theoretical ideas and acquire the ability to identify issues.
Introduction
第１回
By explaining the outline of the course and relating to the topics covered in this course, students and instructors will discuss with each other what topics are difficult tounderstand and master as learners, while looking back on their own experiences in English learning and the educational field. Discussions will be conducted among students andwith the instructor. [Classes with interactive or multi-directional discussions]Finiteness and Second language (L2) Learners
第２回
When we say "finiteness" we discuss with each other what we are talking about and what "grammar" means in the first place, and how this relates to L2 studies. Discussions
will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]
Universal Grammar (UG)
第３回
There are various types of theories related to acquisition. In class, students first discuss how they think language is acquired by humans. At the same time, we will discuss thecharacteristics of English and Japanese and how differences between languages can be described. Then, we will discuss Universal Grammar (a nativist approach to languageacquisition) and how the theory describes languages and language acquisition. Discussions will be conducted among students and with the instructor. [Classes with interactiveor multi-directional discussions]
The Critical Period Hypothesis (CPH)
第４回
What is the 'critical period'? Students discuss what they know about the Critical Period Hypothesis and how it has been applied to language acqusiiton and by extension, tosecond langauge acquisition. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]
Poverty of the Stimulus (PoS)
第５回
Students are asked to consider what the ‘Poverty of the Stimulus’ refers to when discussing first and second language acqusition. How can successful language acquisiiton be
explained if we fail to consider PoS? How is PoS related to Universal Grammar? Discussions will be conducted among students and with the instructor. [Classes withinteractive or multi-directional discussions]
The Fundamental Difference Hypothesis (FDH)
第６回
The Fundamental Difference Hypothesis - Students discuss the proposal that first language acqusition is fundmentally different from second language acquisition. We willconsider what the differences are and what this means for the role of Universal Grammar in SLA. Discussions will be conducted among students and with the instructor.
[Classes with interactive or multi-directional discussions]First Language (L1) Transfer - Prosody (PTH)
第７回
Another more recent idea comes in the form of the Prosodic Transfer Hypothesis. Students discuss what they know about prosodic transfer generally fromn their own
experience with learning English. We then go into detail what this particular hypothesis lays out in terms of what may be difficult to acquire in regards to morphology in thesecond language. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]

授業計画

Binding Theory
第８回
One of the key ideas originally proposed with Universal Grammar was the idea that reflexive pronouns (e.g., himself) are somehow 'attached' or 'bound' to the name orpronoun that preceeds it (e.g., John took a picture of himself ). Students will use their knowledge of finiteness to be able to understand binding theory and what theconsequences are for SLA. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]
L1 Transfer - Tense and Aspect
第９回
After explaning the characteristics of English ‘Tense’ and ‘Aspect’, students discuss how the Japanese ‘Tense’ and ‘Aspect’ system differs from English and how transfer
affects Japanese learners of English and English learners of Japanese. Discussions will be conducted among students and with the instructor. [Classes with interactive or multidirectional discussions]
第１０回 Bottleneck Hypothesis and Feature Reassembly Hypothesis (BH & FRH)
The Bottleneck Hypothesis suggests that in SLA, meanings themselves are not problematic; working out how they are expressed via second language morphology is what causes
problems, creating an acquisition bottleneck. The Feature Reassembly Hypothesis believes that the process of learning L2 is not only about selecting formal features not selectedin L1, but also the feature bundles associated with functional categories and vocabularies, including those that are selected. We discuss in class what these hypotheses mean forsecond language learners. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]
第１１回 Representational Deficit Hypothesis and Missing Surface Inflectional Hypothesis (RDH & MSIH)
The Representational Deficit Hypothesisis is about the apparent failure of most adult second language learners to achieve native-like success. Alertantively, another explanation
for non-target like suppliance of morphology is the Missing Surface Inflectional Hypothesis which does not assume a deficit. We discuss in class what these hypotheses meanfor second language learners. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]
第１２回 A Comparison Between UG and Non-UG Frameworks - ‘Empiricist Emergentist’ ApproachThis topic is the first of two that look at language acquisition from a different perspective. Students are to discuss the ‘Empiricist Emergentist’ Approach and determine how itdiffers from a nativist approach. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]
第１３回 A Comparison Between UG and Non-UG Frameworks - ‘Nativist Emergentist’ ApproachThis is the second look at language acquisition from a different perspective. Students are to discuss the ‘Nativist Emergentist’ Approach and determine how it differs from the‘Empiricist Emergentist’ Approach. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional discussions]L1 Transfer and Instruction
第1４回
Students have a chance to discuss the role of L1 transfer and how this may affect instruction in the second language. Students can discuss their own experiences of instruction
and whether it helps overcome L1 transfer effects. Discussions will be conducted among students and with the instructor. [Classes with interactive or multi-directional
discussions]
第１５回 Presentation
Students have to present on an SLA topic they are particularly interested. In addition, there will be Q&A and each topic will be discussed in class. Discussion will be conductedamong students and with the instructor. [Classes with interactive or multi-directional discussions]
テキスト
テキスト購入方法
参考文献
成績評価の方法
教員への連絡方法
履修上の注意Snape, N. & T. Kupisch (2016). Second Language Acquisition: Second Language Systems. Croydon, UK. Bloomsbury
Students are able to purchase the course book online at https://www.amazon.co.jp
Students will be able to download copies of lecture slides as handouts from Google Classroom.
Presentations 50%, term papers 50%
email: nealsnape@mail.gpwu.ac.jp
Students are required to purchase the course book.

Pre-study: Read the planned parts of the text and references carefully in advance.
授業外学修情報（予習復習）Post-learning: Review and deepen your understanding of what you have learned in class.

学生へのメッセージk

Most of the classes given throughout the course are based on the course book Where the book does not cover a particular topic, handouts will be provided to students.