Ministry of Education and Training

HCMC University of Education and Technology

Faculty of Foreign Languages
Course Descriptions

Course title: Second Language Acquisition - LAAC431238

Course load: 3 Credits (3:0:6)
Prerequisite: Teaching Practicum
Program: Bachelor of Arts in TESOL
Semester: Semester 2, 2022-2023
Lecturer: Tin T. Dang, PhD - tin.dang@hcmute.edu.vn

1. Overview
Understanding the process of second language learning is the most crucial foundation for all practices
relevant to language teaching, curriculum design, and learning support services. This introductory
course on second language acquisition (SLA) aims to explore how languages are learned in both formal
and informal contexts, and how first language learning is different from second or third language
learning. Key issues that underlie English language acquisition, with special emphasis on those that are
pertinent to English language teachers are examined. Affective factors contributing to the development,
maintenance, and attrition of languages are analyzed and discussed to inform educational practices of
how to best facilitate the language learning process. They include age, individual differences, aptitude,
cognition, affect, motivation, and social dimensions of learning. Professional experience and reflections
of students are brought into discussions for language teaching implications and material design in the
context of contemporary of Vietnam and beyond. The course empowers teachers’ professional practices
and provides implications for their language development research.

2. Objectives
This course primarily aims to help students understand the nature of second language acquisition and
learning through appreciating the importance of affective factors which can significantly contribute to
the development of languages other than the mother tongue. Students will particularly be able to:

• Demonstrate an understanding of SLA processes from linguistic, psychological, and

sociocultural perspectives.
• Identify internal and external factors significantly contributing to the process of second language
learning.
• Analyze the types of errors in both oral and written language production.
• Explain possible causes of the errors based on SLA theories.
• Provide pedagogical suggestions for effective second language teaching practices.
• Communicate and collaborate successfully with other colleagues.

3. Learning outcomes
Upon completing the course, students are expected to be able to:
• Understand key concepts and fundamentals of second language acquisition.
• Describe the developmental history of SLA, including major theories and current trends in
research.
• Discuss problems and challenges in current research and theory relevant to SLA.

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 • Differentiate the internal factors from the external factors during the second language learning
processes.
• Articulate personal perspectives on their own theories of SLA and suggest the principles that can
inform their teaching practice.

4. Teaching methods
A combination of lecture-fashion format and group discussion is employed during the course delivery in
line with the principles of student-centered approach. The questioning techniques for clarification
inquiries and further elaborations are conducted for students’ construction of knowledge in second
language acquisition and language teaching methodology. Each student is assigned to team up with
different partners in the learning tasks to maximize the peers’ support and improve collaboration skills.
Critical comments and experience-based feedback from individual’s perspective are greatly appreciated
during the class discussion.

5. Key materials
Gass, S. M., Behney, J., & Plonsky, L. (2013). Second Language Acquisition: An Introductory Course
(4th ed.). Routledge.
Ellis, R. (2015). Understanding Second Language Acquisition (2nd ed.). Oxford University Press.
Dornyei, Z. (2009). The Psychology of Second Language Acquisition. Oxford University Press.
Gass, S. M., & Mackey, A. (2012). The Routledge Handbook of Second Language Acquisition.
Routledge.
Rowland, C. (2014). Understanding Child Language Acquisition. Routledge.
VanPatten, B., & Williams, J. (Eds.). (2015). Theories in Second Language Acquisition: An
Introduction (2nd ed.). Routledge.
Whong, M., Gil, K.-H., & Marsden, H. (Eds.). (2013). Universal Grammar and the Second Language
Classroom. Springer.

6. Assessment
During the course, students need to demonstrate evidence that they have read and thought about the
course materials and are willing to share their understandings and questions with their colleagues.
Students are assessed for their performance in two quizzes, reflective discussion, and a major essay.
Descriptions of these assessments are listed below.

No. Weighting Assessment Deadline

1 20% Quizzes Weeks 4 & 7
2 30% Reflective discussion Week 8
3 50% Major essay Week 13

Quizzes
There are two short quizzes to be conducted during the course on the LMS. These quizzes are to check
students’ understanding of the key terms and concepts relevant to second language acquisition. The
quizzes are available on the LMS for assessment purposes for a week each. Students can review the
quizzes towards the end of the course. Students can take the quizzes as many times as they like, and the
highest scores are recorded. However, the questions showed up in each quiz are different from time to
time. Students are unable to see the answer key after each time they attempt to take the quizzes. The
time interval between the attempts is 10 minutes. Students will be notified of the quizzes one week in
advance.

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Reflective discussion
During the course, several topics for discussion are posted on the LMS. Students are required to respond
to some of these. Students’ discussion postings in the LMS need to be critical, reflective, and consistent
with the course content. Students can also initiate any relevant topic for discussion. They need to
demonstrate an in-depth understanding of the course readings and ability to link theory to practice and
raise insightful questions. Their contributions need to be regularly posted with a total of at least 6
postings throughout the course. Each posting needs to be around 200 words long. These postings are
expected to reflect a range of topics covered in the course. Supportive discussion that extends a deeper
understanding of issues for others and a high degree of collegiality and peer mentoring are appreciated.

Major essay
This is a critical literature review of a topic relevant to SLA. Students can select a particular feature of
the English language such as those relevant to phonological, morphological, syntactic, lexical,
discourse-based, or sociolinguistic features and review the literature of this features. This can also be
done together with a skill or a combination of skills. The review should clearly explain the language
feature, theoretical understanding of the feature, and how this feature has been promoted in research.
The lessons that can be learned from the review for effective teaching practice should also include, and
further research directions are proposed.

Students can refer to the articles relevant to SLA published in the journals listed below. Other relevant
journals are also possible.
▪ Annual Review of Applied Linguistics ▪ Applied Linguistics
▪ International Journal of Applied Linguistics ▪ Language Learning
▪ International Review of Applied Linguistics ▪ Language Teaching Research
▪ Language Learning & Technology ▪ Second Language Research
▪ Language Teaching ▪ System
▪ Studies in Second Language Acquisition ▪ TESOL Quarterly
▪ The Canadian Modern Language Review ▪ The Modern Language Journal

Students are advised to start the assignment after a couple of class meetings. They also need to discuss
with their colleagues and lecturer to get their essay outline in shape. The essay should not exceed 2000
words in length (excluding the references). Any assignments handed in late, without authorised
extension, will be penalised at the rate of 10% of the assigned mark per day, to a maximum of 7 days.
Assignments handed in more than 7 days late, without authorised extension, will not be marked and an
automatic Fail grade for that assignment will be recorded. Both soft and hard copies of the assignment
are required.

7. General requirements
Students are expected to participate in all class meetings, to undertake readings and report as assigned,
to discuss class materials, and to complete assignments as indicated in the course outline. When
necessary, the online class meeting may be organized on a synchronous learning platform with the
details included in the Administration of the course on the LMS. Students are notified via the LMS if
the class meetings go online. For the course results to be counted, students are required to attend at least
8 of the 9 class meetings and complete all the required assignments. Students can do extra assignments
to compensate for their class absence to meet the attendance requirements. Achieving 50% of the course
assessment is the only way to pass the course.

The make-up assignment for class absence is done via the LMS. It includes a summary of the materials
discussed in the class that students are absent from and a short reflection. The summary should be
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between 100 and 150 words, and the reflection must include a specific example to illustrate the focus
discussed in the materials and be 150 words at least. Each assignment can be compensated for one class
absence. The deadline for this assignment is one week after the class meeting from which students are
absent. All the assignments of the course need to follow the formatting and referencing styles of APA
7th edition. Students are advised to have EndNote installed on their word-processing application device
to support their assignment preparation.

All forms of plagiarism and unauthorized collusion are seriously regarded and would result in penalties,
including failure in the course and possible disciplinary actions. Plagiarism occurs when students copy
or reproduce someone else’s words or ideas and then present them as students’ own work without
proper acknowledgement, including when students copy the work of their fellow students.

8. Schedule
Class No. Focus
1 Unit 1. Introduction to Second Language Acquisition
2 Unit 2. Role of the Native Language
3 Unit 3. Transition Period
4 Unit 4. Formal Approaches to Second Language Acquisition
5 Unit 5. Interlanguage Processing
6 Unit 6. Interlanguage in Context
7 Unit 7. Input, Interaction, and Output
8 Unit 8. Instructed Second Language Learning
9 Unit 9. Nonlanguage Influences

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