SLAT7001-62662-7460 - Course profiles - The University of Queensland

Course overview

    
                Study period
                Semester 2, 2024 (22/07/2024 - 18/11/2024)
            
                Study level
                Postgraduate Coursework
            
                Location
                St Lucia
            
                Attendance mode
                In Person
            
                Units
                2
            
                Administrative campus
                St Lucia
            
                Coordinating unit
                Languages & Cultures School

This course equips Masters students with a basic understanding of the processes of second language learning in the classroom. Students explore different methods of language teaching and learning, and analyse their own language learning in terms of these methods. A range of theoretical models of second language acquisition is examined and evaluated in relation to recent empirical findings, enabling students to develop the ability to think critically about findings in second language classroom research. The course also traces the evolution of the field of second language learning, focusing on developments in communicative approaches over the past twenty years, recent developments in teaching methodology and the use of technology in language teaching.

This course intends to complement language courses offered in the School of Languages and Culturesﾠby examining ﾠthe process of second language learning in a formal setting. Basic principles of second language learning are introduced and students are exposed to differentﾠmethods in language teaching and learning. The course focuses on students' own language learning and its relationship to instruction. Assessment consistsﾠof data analysis, a reflective essayﾠand a theoretical essay.

Learning expectations:

As a 2 unit course, you are expected to devote at least 8 hours per week to private study (including the completion of online activities) in addition to the 2 weekly contact hours of tutorial time.

Course requirements

Incompatible

You can't enrol in this course if you've already completed the following:

SLAT2001

Course staff

Course coordinator

Dr Carolina Arias Contreras

c.ariascontreras@uq.edu.au

Lecturer

Dr Carolina Arias Contreras

c.ariascontreras@uq.edu.au

Dr Hao Tran

hao.tran@uq.edu.au

Timetable

The timetable for this course is available on the UQ Public Timetable.

Additional timetable information

Public holidays:

Alternative arrangements for affected students will be announced through the Blackboard site.

Class allocation:

In order to optimise the student experience, it may be necessary to reallocate students to a different class from their first choice. Before this happens, every effort will be made to enable students to voluntarily change into an alternative class that is suitable.

Please note: Teaching staff do not have access to the timetabling system to help with class allocation. Therefore, should you need help with your timetable and/or allocation of classes, please ensure you email hass.mytimetable@uq.edu.au from your UQ student email account with the following details:

· Full name,

· Student ID, and

· the Course Code

Additional information and support can be found here.

Aims and outcomes

The aim of the course is to provide an introduction to the study of second language learning and teaching. In the course, a range of theoretical models of second language acquisition will be examined and evaluated in relation to recent empirical findings. This subject will also examine the contribution of applied linguistics in the field of second language teaching; in particular, the evolution of different approaches to language curriculum over the past fifty years, focusing on developments in communicative approaches over the past twenty years, recent developments in teaching methodology and the use of technology in language teaching.

Learning outcomes

After successfully completing this course you should be able to:

LO1.

Gain basic understanding of the process of second language learning in the classroom.

LO2.

Understand wide issues surrounding classroom second language learning.

LO3.

Relate your understanding of the process of second language learning to your own language learning.

LO4.

Discuss the history and development of second and foreign language teaching methodology.

Course overview

Assessment

Assessment summary

A hurdle is an assessment requirement that must be satisfied in order to receive a specific grade for the course. Check the assessment details for more information about hurdle requirements.

Assessment details

Pre-class Assessment and Post-class Reflection

Hurdle
Online

Mode

Written

Category

Quiz, Reflection

Weight

10%

Due date

29/07/2024 1:00 pm

5/08/2024 1:00 pm

12/08/2024 1:00 pm

19/08/2024 1:00 pm

26/08/2024 1:00 pm

2/09/2024 1:00 pm

9/09/2024 1:00 pm

16/09/2024 1:00 pm

23/09/2024 1:00 pm

7/10/2024 1:00 pm

14/10/2024 1:00 pm

21/10/2024 1:00 pm

Learning outcomes

L01, L02, L03, L04

Task description

This assessment contains two parts: (1) Pre-class Assessment and (2) Post-class Reflection. Your final mark out of 10 will be calculated based on the requirements for Part 1 and Part 2.

(For example, if you receive 4.25 for Part 1 and 5 for Part 2, your final mark for this assessment will be 4.25+5 = 9.25.)

Part 1 – Pre-class Assessment

The purpose of the first section of this task is to prepare for class each week. From Weeks 2 to 11, you will be asked to read assigned readings and expected to listen to the online lecture before class. After completing the reading material and listening to the lecture, you will be taking a 15-minute online activity. The format of the questions will be multiple-choice, True/False, matching, filling the blank etc. The assignment will be available on our SLAT7001/2001 Blackboard site from 5pm on Wednesdays until 1pm on Mondays (before class). That means that 1) all students, irrespective of the tutorial session they are enrolled in will have five days to complete each assignment, and 2) you will not be able to participate in the assignment of the week after class.)

The 5 marks for Part A are calculated based on the average of 10 PCA scores.

Part 2 – Post-class Reflection

The purpose of the second part of this task is to reflect on the weekly learning content after watching the video lectures, completing the readings and participating in the class activities. From Weeks 2 to 13, you will need to answer the questions in INSPERA after class.

Please summarise your reflection on what you learned and how you think you may be able to apply them to your teaching/ learning context in 150-200 words. Your reflection should be thoughtful and insightful, but succinct.

In your reflection, please respond to the weekly focus question (compulsory) along with some (or all) of the following questions each week.

Questions about course content:

· What was the most important thing you learned during the class this week?

· What was something you already knew or had learned but was reinforced?

· Write down a question or query you have concerned the topic(s) discussed.

· What worked well for you in class? Please explain.

· What didn’t work well for you in class? Please explain.

Additional questions that you may like to consider:

· What are your beliefs about teaching and learning?

· How have your beliefs changed? Or do you still have the same belief about teaching/learning?

· What other things should be covered in the course?

There are 12 post-class reflections to complete, but you only need to complete 10 to receive the full 5 points in Part 2.

The 5 marks for Part 2 are calculated based on the average score of your best 10 responses. Please show evidence of your participation in the class activities by sharing examples in the reflection. The tutor will also check class attendance before marking. If the responses are not complete, partial marks will be deducted.

This assessment will be delivered by Inspera. Inspera Assessment provides additional functionality to complement the existing suite of digital learning tools at UQ with a greater range of question types and accessibility provisions. Further details, including an introduction to Inspera functionality, practice opportunities, and where to go for support, will be provided on the Blackboard site for this course in Week 1 of the semester.

If a technical failure occurs when you are submitting your assignment on Inspera (BEFORE the due date), please take clear screenshots of the issue and send them directly to the course coordinator and your instructor with an explanation of the problem. The course coordinator will advise accordingly.

Use of AI (Artificial Intelligence)

This task has been designed to be challenging, authentic and complex. Whilst students may use Al technologies, successful completion of assessment in this course will require students to critically engage in specific contexts and tasks for which artificial intelligence will provide only limited support and guidance. A failure to reference Al use may constitute student misconduct under the Student Code of Conduct. To pass this assessment, students will be required to demonstrate detailed comprehension of their written submission independent of Al tools.

Hurdle requirements

You must attempt all four assessments in order to pass the course.

Submission guidelines

Submit online

Deferral or extension

You cannot defer or apply for an extension for this assessment.

No extensions are allowed for this assessment series as it was designed to ensure timely engagement with course content, and to support sequential nature of learning in this course. Students are given ample flexibility to complete assessment task requirements: 1) they have a five-day period to complete them; and 2) only the average of 10/12 pre-class assessments are used; while for the post-class reflections you would need to attend class, only 10/12 post-class reflections are needed. Additionally, there is a make-up pre-class assignment available in Week 13.

Late submission

Late submission assignments will not be marked.

Report on analysis of learner language

Hurdle
Online

Mode: Written
Category: Paper/ Report/ Annotation
Weight: 25%
Due date: 23/08/2024 5:00 pm
Learning outcomes: L01, L02, L03

Task description

In this assessment, you will be 1) recording one English as a foreign/second language (EFL/ESL) learner; 2) analysing the speech of the learner and 3) providing pedagogical suggestions. Refer to the references in the textbook as well as citations in the lectures and tutorials.

· Choose one EFL/ESL learner (who could be your friend or family or someone you know) and interview his/her English language learning journey. Record your interview and then analyse the interview (5-10 mins).

· Language – English only

· Recording – 5-10 mins (Audio recording)

· The proficiency level of the learner – beginner to intermediate (IELTS below 6.5 OR CEFR below B2)

1. Questions you may like to ask the learner:

· When did you come to Australia?

· How long have you been living in Brisbane?

· What have you found difficult in learning/speaking English?

· Why do you study English?

· Tell me more about your experience in using English in Brisbane.

2. Analysis and report on the analysis: In this part, you are required to:

· Analyse learner interlanguage production in the areas of vocabulary & usage, grammar, and pronunciation

· Identify the non-target forms that the learner uses and the corresponding target forms in more 'standard' English. Which of these errors interferes most with your ability to understand the learner? Which does not?

· Evaluate the overall quality of the learner’s interlanguage (e.g., strengths and weaknesses).

· Describe him/her as a language learner (e.g., How does he/she communicate? Is he/she motivated? and so on)

3. Providing pedagogical suggestions:

If you were the learner’s English teacher/tutor, what pedagogical techniques/suggestions would you use to help him/her improve his/her speaking abilities? You should focus on problems/errors that make him/her less intelligible.

The number of words should be noted at the end of your report. Procedures, guidelines and format will be presented in the tutorials.

Check the similarity score by submitting your draft essay to Turnitin TRIAL before submitting your final copy. You must submit your final essay to Turnitin's FINAL site. Otherwise, your assessment will NOT be marked.

Use of AI (Artificial Intelligence)

Hurdle requirements

You must attempt all four assessments in order to pass the course.

Submission guidelines

Submit online via blackboard.

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.

Maximum extension length allows assessors to give timely feedback before subsequent tasks are due.'

Late submission

A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.

Group Project - Developing a SLA website

Hurdle
Team or group-based
Online

Mode: Written
Category: Creative Production/ Exhibition
Weight: 30%
Due date: 4/10/2024 5:00 pm
Learning outcomes: L01, L02, L04

Task description

Form a group of three and design a SLA website to introduce SLA Theories using lay language and personal experience to non-SLA audiences (theories, personal stories and review of SLA research). The length of the website is approximately 1500 words (i.e. 500 words per student). Procedures, guidelines and format will be discussed at length in the tutorials.

Generative AI & MT Statement

This assessment task evaluates students' abilities, skills and knowledge without the aid of Artificial Intelligence (Al). Students are advised that the use of Al technologies to develop responses is strictly prohibited and may constitute student misconduct under the Student Code of Conduct.

Hurdle requirements

You must attempt all four assessments in order to pass the course.

Submission guidelines

Submit online via blackboard

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 7 days. Extensions are given in multiples of 24 hours.

Maximum extension length allows assessors to give timely feedback before subsequent tasks are due.'

Late submission

A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.

Reflective Essay

Hurdle
Online

Mode: Written
Category: Essay/ Critique, Reflection
Weight: 35%
Due date: 4/11/2024 5:00 pm
Learning outcomes: L01, L02, L03

Task description

You are required to watch a series of video demonstrations of three EFL/ESL teaching methods and discuss these methods during the tutorials. You will also participate in two language lessons in which basic phrases and vocabulary of a less commonly taught language are taught and practised. After the two language sessions, a short test will be given to assess how much you have learned. Completing the test will be part of the assessment but the actual score you receive on the test will not be taken into account.

Based on the discussion, the language lessons and the test, you are required to write a reflective essay on your language learning experience. You are required to:

- Reflect on the teaching methods used by the tutor in comparison with the three teaching methods discussed during the tutorials, as well as aspects you found more and less challenging in the course of the lessons.

- Relate your experience to the language learning theories and approaches discussed in Chapter 4 of the textbook.

- Consider a range of factors including the effectiveness of using only the target language, the role of written language in spoken language learning, possible differences between the different domains - pronunciation, vocabulary, grammar, and so on.

Procedures, guidelines and essay format will be presented in the tutorials.

Word length - 2000 words

Generative AI & MT Statement

Hurdle requirements

You must attempt all four assessments in order to pass the course.

Submission guidelines

Submit online via blackboard

Deferral or extension

You may be able to apply for an extension.

The maximum extension allowed is 28 days. Extensions are given in multiples of 24 hours.

This is an end of semester assessment during exam period. Approved extensions will be rescheduled based on assessors' availability.

Late submission

A penalty of 1 grade for each 24 hour period from time submission is due will apply for up to 7 days. After 7 days you will receive a mark of 0.

Course grading

Full criteria for each grade is available in the Assessment Procedure.

Grade	Cut off Percent	Description
1 (Low Fail)	0 - 24	Absence of evidence of achievement of course learning outcomes. Course grade description: The student has failed to hand in the required assessable work by the specified date.
2 (Fail)	25 - 44	Minimal evidence of achievement of course learning outcomes. Course grade description: The student's work is uneven and of limited merit, showing an inability to master the concepts and material of the course. The student has either not turned in the assignment on time or has not turned in a complete assignment.
3 (Marginal Fail)	45 - 49	Demonstrated evidence of developing achievement of course learning outcomes Course grade description: The student has shown some understanding of the concepts and materials covered in the course, but has not demonstrated a coherent, soundly based comprehension of these concepts and materials.
4 (Pass)	50 - 64	Demonstrated evidence of functional achievement of course learning outcomes. Course grade description: The student's work shows a basic level of understanding of concepts and materials covered in the course; some abilities to communicate and argue; and some abilities to link ideas to practice. This understanding, however, is not extended or sophisticated. The student fails to meet more than one of the assignment criteria.
5 (Credit)	65 - 74	Demonstrated evidence of proficient achievement of course learning outcomes. Course grade description: The student shows a richer, deeper and more articulated level of understanding than for a result of 4, with a more critical approach to the literature and its interpretation. The student fails to sufficiently respond to one of the assignment criteria.
6 (Distinction)	75 - 84	Demonstrated evidence of advanced achievement of course learning outcomes. Course grade description: The student's work meets all criteria for the assignment. The student shows a firm understanding of the key concepts of the course; has shown some originality in developing the themes of the course and exploring them further; and in relating the literature to personal experience and practice.
7 (High Distinction)	85 - 100	Demonstrated evidence of exceptional achievement of course learning outcomes. Course grade description: The student's work meets all criteria for the assignment. The student shows originality and initiative in approaching the themes of the course, together with an advanced level of understanding and ability to synthesize diverse materials, to link the literature to personal experience, ideas and practice, and to engage in discourse about the course at an advanced level.

Additional course grading information

Marking criteria and/or marking rubrics are available in the ‘Assessment’ folder in Blackboard for this course.

Supplementary assessment

Supplementary assessment is available for this course.

Additional assessment information

Turnitin

It is the student's responsibility to upload their own assignment to Turnitin and to ensure that this assignment is their final draft.

Other Requirements & Commentsﾠ

To receive a passing grade for this course, all assignments must be completed.

Task Requirements: Specified below for each assignment.

Clarity of communication: Your explanations of the ideas from the class readings, and your experience completing the assignment tasks are understandable (i.e., you have not been vague, and you have arguments that make sense in the way that they are ordered and expressed). 

Accuracy of Communication: Youﾠhave described the content of the theories and practices from readings and tasks in a way that they are recognizable to the reader (i.e., youﾠexpressed in a way that reasonably matches my understanding of them,ﾠor leads me to a new, enlightened understanding). 

Proper Attribution: You follow a system for citations and references (APA 6th style).

Format: The line in your essay is double-spaced, 12 point, with margins of 2-3 cm (top, bottom, sides)

Aims and outcomes

Learning resources

You'll need the following resources to successfully complete the course. We've indicated below if you need a personal copy of the reading materials or your own item.

Library resources

Find the required and recommended resources for this course on the UQ Library website.

Assessment

Learning activities

The learning activities for this course are outlined below. Learn more about the learning outcomes that apply to this course.

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Tutorial

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Learning period	Activity type	Topic
	Tutorial	1: Introduction to language acquisition Learning outcomes: L01, L02, L03, L04
	Tutorial	2: Language learning in early childhood Learning outcomes: L01, L02, L03, L04
	Tutorial	3: Second language learning Learner language (1) Learning outcomes: L03, L04
	Tutorial	4: Second language learning Learner language (2) Learning outcomes: L03
	Tutorial	5: Catch up tutorial No lecture Learning outcomes: L01, L02, L03, L04
	Tutorial	6: Explaining second language learning (1) Learning outcomes: L01, L02, L04
	Tutorial	7: Explaining second language learning (2) Learning outcomes: L01, L02, L04
	Tutorial	8: Individual differences (1) Learning outcomes: L01, L02, L03, L04
	Tutorial	9: Individual differences (2) Learning outcomes: L01, L02, L03, L04
	Tutorial	10: Classroom observation (1) Learning outcomes: L01, L02, L03
	Tutorial	11: Second language learning in the classroom (1) Learning outcomes: L01, L02, L03
	Tutorial	12: Second language learning in the classroom (2) Learning outcomes: L01, L02, L03
	Tutorial	13: Popular ideas about language learning revisite Learning outcomes: L01, L02, L03

Learning resources

Policies and procedures

University policies and procedures apply to all aspects of student life. As a UQ student, you must comply with University-wide and program-specific requirements, including the:

Learn more about UQ policies on my.UQ and the Policy and Procedure Library.

Learning activities

Introduction to Second Language Learning and Teaching (SLAT7001)

Course overview

Course requirements

Incompatible

Course staff

Course coordinator

Lecturer

Timetable

Additional timetable information

Aims and outcomes

Learning outcomes

Assessment

Assessment summary

Assessment details

Pre-class Assessment and Post-class Reflection

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

Report on analysis of learner language

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

Group Project - Developing a SLA website

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

Reflective Essay

Task description

Hurdle requirements

Submission guidelines

Deferral or extension

Late submission

Course grading

Additional course grading information

Supplementary assessment

Additional assessment information

Learning resources

Library resources

Learning activities

Policies and procedures