Universitat Internacional de Catalunya
Cognitive Factors in Learning Foreing Languages
Other languages of instruction: Catalan, Spanish,
Teaching staff
Dr Noelia Navarro
nnavarrog@uic.es
Introduction
This course aims to show how internal and external factors affect the acquisition and learning of a foreign language. First, the course will present how the age factor affects the learning of a foreign language, as well as analyse the methodologies used in language teaching in relation to different age groups and their cognitive maturation. Second, the course will present how individual differences, such as aptitude, also affect language acquisition. Finally, the course will present the role that the quality and quantity of the input plays in language learning and acquisition.
Pre-course requirements
To be familiar with studies carried out in the field of foreign language acquisition and teaching.
Objectives
- To become familiar with cognitive concepts in second language acquisition studies.
- To become familiar with terminology related to studies on age and individual differences.
- To understand the structure of a research study.
- To understand and interpret the results of research studies and relate them to the theoretical concepts presented in the course.
Competences/Learning outcomes of the degree programme
- CN01 - The student will be able to identify the processes of acquiring and learning English as a foreign language on English literature and culture.
- CP03 - The student will be able to work as part of a team effectively in multilingual, multicultural, interdisciplinary, professional and/or academic environments.
- CP05 - The student will be able to integrate information and communication technologies into teaching and learning activities, teaching management and professional development.
- CP06 - The student will be able to generate innovative and competitive suggestions as a professional and as a researcher
- CP09 - The student will be able to assess the development of pupils’ English language skills during different stages of education, according to the requirements of the Common European Framework of Reference for Languages.
- CP11 - The student will respect the fundamental rights of equality between men and women, the promotion of human rights, and the values inherent to a culture of democracy and peace, using language that avoids androcentricity and stereotypes.
- HB01 - The student will be able to recognise the phonetic and phonological aspects of English in the classroom, to begin teaching the pronunciation of English as a foreign language.
- HB02 - The student will be able to make judgements based on limited or incomplete information, including reflections on social and ethical responsibilities
- HB03 - The student will know how to communicate conclusions and the reasoning behind them to specialised and non-specialised audiences in a clear and unambiguous way
- HB04 - The student will be able to apply skills that allow them to continue studying in a largely self-directed or autonomous way.
- HB05 - The student will be able to apply information (spoken, written, video, digital or multimedia) to the teaching of English as a foreign language.
- HB06 - The student will be able to apply information (spoken, written, video, digital or multimedia) to the teaching of English as a foreign language
- HB07 - The student will be able to organise their working time according to their learning priorities and objectives, encouraging self-learning.
- HB08 - The student will be able to offer informed decision-making in the field of teaching English as a foreign language.
- HB09 - The student will be able to apply educational innovation and research models to the acquisition, teaching and use of English as a foreign language in specific circumstances, in the school context, and/or in contexts related to education, in a way that links theoretical knowledge with educational practice.
- HB10 - The student will be able to provide a critical analysis of their own work.
- HB11 - The student will be able to provide explanations in public and make presentations using digital media adapted to different audiences in a school context (teachers, families, students, etc.).
- HB12 - The student will be able to analyse the process of learning languages other than the first language at different educational and life stages.
- HB17 - The student will be able to express themselves in English, both orally and in writing, and both inside and outside the classroom, undertaking all the communication functions that are typical of an English language teacher.
Learning outcomes of the subject
The learning outcomes that will be required of the students will be linked to the selected competences in each case. Among others, the following stand out:
- Identify and analyse the different cognitive factors, processes or phenomena related to the teaching and learning/acquisition of English as a foreign language in bilingual and multilingual contexts.
- Reflect on the process of learning languages other than the mother tongue at different educational stages and throughout life.
- Analyse and evaluate the development of the students’ linguistic competence in English at different educational stages, based on the requirements of the Common European Framework of Reference for Languages.
- Use English for academic and professional purposes related to the acquisition, teaching and learning of English as a foreign language.
Syllabus
1. Introduction
1.1. Internal and external factors in foreign language learning
1.2. Cognitive factors and language acquisition
2. The age factor
2.1. Introduction
2.2. The critical period in L1 acquisition
2.3. The critical period in L2 acquisition
2.4. Development and maturity
2.5. Effects of age on foreign language acquisition and teaching
3. Individual differences
3.1. Introduction
3.2. Age and aptitude
3.3. How to measure aptitude
3.4. Effects of aptitude on foreign language acquisition and teaching
4. Input
4.1. Introduction
4.2. Input quantity and quality
4.3. Effects of input on foreign language acquisition and teaching
Teaching and learning activities
Online
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CML – Online Lectures |
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CPL – Online Practical Classes |
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TI – Individual Autonomous Work |
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TG – Group Autonomous Work |
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TL- Online Tutorials |
Evaluation systems and criteria
Online
1. Discussion and analysis of compulsory readings - 15%.
2. Performance of a research study in which students must examine the effects of age, individual differences or input when learning or teaching English - 40%.
The project will be done in groups, and the study will include:
- Brief literature review.
- Research question and hypothesis.
-Data collection and analysis and results.
- Written project, which will consist of the research methodology + results sections.
3. Tasks: data analysis/analysis of individual differences - 30%.
4. Final exam - 15%.
Anti-plagiarism software will be used on all evaluated assignments.
Bibliography and resources
Flege, J. 2009. Give Input a Chance!. In T. Piskeand M. Young.Scholten (eds.) Input Matters in SLA (pp. 175-190). Clevedon: MultilingualMatters.
Muñoz, C. (ed.) (2006). AgeandtheRate of Foreign Language Learning. Clevedon: MultilingualMatters.
Ortega, L. (2009). UnderstandingSecond Language Acquisition. HodderEducation. (ch. 2, 7, 8, 9).
Robinson, P. 2001. CognitionandSecond Language Instruction. Cambridge: CUP.
Segalowitz, N. 1997. Individual Differences in Second Language Acquisition. In A.M.B. de Groot& J.F. Kroll (eds.) Tutorials in Bilingualism. Psycholinguistic Perspectives. LawrenceErlbaum.
Singleton, D. & Ryan, L. 2004. Language Acquisition: TheAge Factor. 2nd edn. Clevedon: MultilingualMatters.
Skehan, P. 2002. Theorisingandupdatingaptitude. In P. Robinson (ed.) Individual DifferencesandInstructed Language Learning. (pp. 69-93). Amsterdam: John Benjamins Publishing Company.