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Language Acquisition

General data

Course ID: 4101-5SWAKNJO
Erasmus code / ISCED: (unknown) / (unknown)
Course title: Language Acquisition
Name in Polish: Wiedza o akwizycji i nauce języków
Organizational unit: Centre for Foreign Language Teacher Training and European Education UW
Course groups:
ECTS credit allocation (and other scores): (not available) Basic information on ECTS credits allocation principles:
  • the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS;
  • the student’s weekly hourly workload is 45 h;
  • 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes;
  • weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS;
  • work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.

view allocation of credits
Language: English
Type of course:

obligatory courses

Short description:

The aim of the lecture is to develop students' in-depth knowledge of language acquisition. Students learn about the main trends and theories in the field of first and second language acquisition. They analyze the factors influencing the language learning process, i.e. age, context, individual differences, and learn about their relationship and interactions.

Full description:

During the lecture, participants gain knowledge of the most important elements of the mother tongue and foreign language acquisition process, which include: sounds and phonetic features of the language, vocabulary, morphology, grammar, syntax, meaning and pragmatic aspects. Students experience an in-depth reflection on the diversity of language learning processes, with particular emphasis on the differences between the acquisition of J1 and J2. Factors shaping these processes are discussed, ie the age of the student, linguistic environment and cognitive processes as well as the level of language proficiency, language skills, motivation, affect and other individual differences, social dimensions of learning. The most recent theoretical accounts of L1 and L2 acquisition are also presented and discussed. Participants will also learn the basic terminology typical of the field.



Doughty, C. J., and Long, M. H. (eds) (2003) Handbook of second language acquisition. Malden, MA: Blackwell.

Ellis, R. (1985) Understanding second language acquisition . New York: Oxford University Press.

Ellis, R. (2008) The study of second language acquisition (2nd edition). Oxford: Oxford University Press.

Ellis, R., and Barkhuizen, G. (2005) Analyzing learner language . New York: Oxford University Press.

Gass, S. M., and Selinker, L. (eds) (1993) Language transfer in language learning (revisededition). Amsterdam: John Benjamins.

Gass, S. M., and Selinker, L. (2001) Second language acquisition: an introductory course (2nd edition). Mahwah, NJ: Lawrence Erlbaum.

Larsen-Freeman, D., and Long, M. H. (1991) An introduction to second language acquisitionresearch . New York: Longman.

Lightbown, P. M., and Spada, N. (2006) How languages are learned (3rd edition). New York: Oxford University Press.

Long, M. H. (2006) Problems in SLA . Mahwah, NJ: Lawrence Erlbaum.

Mitchell, R., and Myles, F. (2004) Second language learning theories (2nd edition). NewYork: Arnold.

Ortega, L. 2009/2013. Understanding Second Language Acquisition. 2nd edition: New York: Routledge.

VanPatten, B., and Williams, J. (eds) (2007) Theories in second language acquisition: an introduction . Mahwah, NJ: Lawrence Erlbaum.

Learning outcomes:

Knowledge: the graduate knows and understands

S_W02 essential terminology relating to linguistics, literary studies, pedagogy and education studies, psychology, history, culture and religion studies, relevant to the teaching of foreign languages,

S_W04 the methods (based on education research), norms, procedures and standards of practice in various educational institutions, including institutions of higher education, involved in the teaching foreign languages,

S_W11 to an in-depth degree, the learners (recipients of educational services) and the methods of diagnosing their needs and assessing the quality of educational services,

S_W18 the most important traditional and contemporary trends and systems in psychological and pedagogical thinking and their historical and cultural contexts.

Skills: the graduate is able to

S_U08 use theories in psychology, pedagogy and education, and other related disciplines to critically analyse and interpret educational, social, care-giving and cultural issues, as well as understand the motives and patterns of human behaviour,

S_U09 use advanced theories to analyse the motives and patterns in human behaviour in order to diagnose a situation and deliver practical strategies for different teaching contexts,

S_U20 prepare, and deliver in public, oral presentations in Polish and English, optionally in French or German, for specific purposes, using advanced theoretical approaches, as well as a variety of sources,

S_U21 speak and write consistently and precisely in Polish and in English, optionally in French or German, on topics related to educational matters, applying different theoretical approaches and using findings from other disciplines related to the field of studies,

S_U22 present their ideas, concerns, suggestions and arguments, in Polish and in English, optionally in French or German, supporting them with chosen theoretical perspectives and diverse viewpoints.

Social competences: the graduate is prepared to

S_K02 critically reflect on the level of their skills and knowledge, constantly develop professionally and personally, self-assess their competences, improve their skills, plan their development and training, consult experts in case of difficulties,

S_K07 correctly identify the priorities for the implementation of specified tasks,

S_K12 communicate with people who come from various milieus and who are in different emotional states; resolve conflicts through dialogue and create a good atmosphere both in and outside of the classroom,

S_K13 see the importance of behaving in a professional manner and reflect on the ethical issues raised in the teaching profession, as well as develop professionally and support the ethos of the teaching profession.

Assessment methods and assessment criteria:

The condition for passing the lecture is participation in the lecture in accordance with the rules presented in the study regulations and passing the final test with a positive result. Students actively participating in the synchronous lectures can be exempt from the final test.

The final grade from the course is:

- 75% of the grade for the test test (verified learning outcomes S_W02, S_W04, S_W11, S_W18, S_U08, S_U09)

- 25% of the mark for preparation and active participation in classes (discussions, work in pairs and groups, participation in chats and timely completion of tasks and placing them on the platform (verified learning outcomes S_U20, S_U21, S_K02, S_K12, S_K13)

Grading scale:

90-100% - 5

85-89% - 4.5

75-84% - 4

70-74% - 3.5

60-69% - 3

0-59% - 2

This course is not currently offered.
Course descriptions are protected by copyright.
Copyright by University of Warsaw.
Krakowskie Przedmieście 26/28
00-927 Warszawa
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