LANGTCHG 708 Special Topic: Experimental Approaches to SLA - Course Outlines

Course Prescription

Familiarises students with experiments that investigate second language acquisition. There are two goals. First, to develop an understanding of a range of methods in the field, which include categorisation and memory tests, eye-tracking, measuring skin conductance responses and brain signals. Second, to train students to critically read reports from experiments and to evaluate their relevance for SLA research.

Course Overview

Week 1 The experimental method: key concepts and features

Week 2 Production methods and two-group comparisons

Week 3 Comprehension methods and multiple group comparisons

Week 4 Measuring L2 proficiency and predicting one variable from another

Week 5 How to design a valid and reliable language acquisition study

Week 6 Preregistration - Guidance on Open Science practices in language learning research

Week 7 Replication in second language research and the IRIS repository

Week 8 Online processing methods

Week 9 Non-verbal experiments in language learning research

Week 10 Multimodal integration in L2-based concept learning

Week 11 Combining online and offline measures in one study

Week 12 Conclusion and reflections

Course Requirements

No pre-requisites or restrictions

Learning Outcomes

By the end of this course, students will be able to:

Develop a working knowledge of how different comprehension and production methods can be applied to examine second language acquisition processes and outcomes (Capability 3)
Demonstrate an understanding of various types of quantitative analytical approaches to a point of being able to competently choose, reproduce and extend basic statistical tests (Capability 5)
Critically evaluate key Open Science practices in the field including replication and pre-registration, with special attention to design, sampling, variables and analysis (Capability 4)
Be able to critically discuss a range of language learning methodologies - including multimodal, nonverbal and combined - so they are able to assess their strengths and weaknesses (Capability 4)

Assessments

Assessment Type	Percentage	Classification
Assignment 1	25%	Individual Coursework
Assignment 2	50%	Individual Coursework
Presentation and discussions	25%	Individual Coursework
3 types	100%

Exam Mode

There is no final exam for this course

Workload Expectations

This course is a standard 15 point course and students are expected to spend 10 hours per week involved in each 15 point course that they are enrolled in.

For this course, you can expect 24 hours of lectures, 120 hours of reading, thinking about the content and assignment preparation, adding up to a total of approximately 150 hours of study.

Delivery Mode

Campus Experience

Attendance is expected at scheduled activities to complete components of the course.

Lectures will be available as recordings.

The course will include live online events including group discussions.

The activities for the course are scheduled as a standard weekly timetable.

Learning Resources

Course materials are made available in a learning and collaboration tool called Canvas which also includes reading lists and lecture recordings (where available).

Please remember that the recording of any class on a personal device requires the permission of the instructor.

Key Texts

- Blom, E., & Unsworth, S. (Eds.). (2010). Experimental methods in language acquisition research (Vol. 27). Amsterdam: John Benjamins Publishing.

- Mackey, A., & Gass, S. M. (2015). Second language research: Methodology and design. London: Routledge.

Student Feedback

At the end of every semester students will be invited to give feedback on the course and teaching through a tool called SET or Qualtrics. The lecturers and course co-ordinators will consider all feedback and respond with summaries and actions.

Your feedback helps teachers to improve the course and its delivery for future students.

Class Representatives in each class can take feedback to the department and faculty staff-student consultative committees.

Here’s what you said you liked about the course:

- Thank you for your kind words about the tutorials and the lectures on Zoom, I appreciate your active participation

- I am glad you found the the explanations useful and that you feel the course choice was the right one to make at the beginning of the semester. Good to see you liked the ’there is no silly question’ approach

- Great to hear that you describe the adopted teaching style as rich in content and ‘most responsible’. This was mirrored by many fantastic assignments and replication plans, so the appreciation is mutual.

- It was pleasing to read that you felt ‘some ideas in this field presented in this course were absolutely fascinating’ and that ‘focus on the development of critical thinking was also very beneficial.

Here’s what you said you would like to see improved:

- ‘The tasks were helpful as is, but more students might have participated if the tasks had contributed to their grades. Also, some of the tasks required substantial effort, so, it might be a nice way to reward students’ effort. Some other courses had similar mini assessments (like discussion forums) that were a few points each. It helped to sustain engagement and monitor students’ progress’.

- ‘I don’t think there is an online learning challenge’ but the tricky concepts when designing a hypothetical study was perceived as challenging for Assignment 1.

- Not being able to join the lecture because scheduling was set to 8 am NZ time (3 am in China/Vietnam)

These are the changes I will make for the next delivery of the course:

- Having received feedback from an external review of the course as well, I now see that weekly tasks were on a heavy side. I will therefore formally assess them (Presentation and Discussions 25%) so that each weekly task contributes to the final grade.

- Another aspect of change will concern Assignment 1, which I realise may have been a little too ambitious only after a four weeks of input. Even though the grade average and spread were within the norm, future iterations of this assignment starting from 2024 will be limited to specific test examples rather than a full study example.

- There is hope that pandemic-induced challenges with lecture scheduling across three very different time zones won’t be an issue in the years to come.

Academic Integrity

The University of Auckland will not tolerate cheating, or assisting others to cheat, and views cheating in coursework, tests and examinations as a serious academic offence. The work that a student submits for grading must be the student's own work, reflecting their learning. Where work from other sources is used, it must be properly acknowledged and referenced. A student's assessed work may be reviewed against electronic source material using computerised detection mechanisms. Upon reasonable request, students may be required to provide an electronic version of their work for computerised review.

Class Representatives

Class representatives are students tasked with representing student issues to departments, faculties, and the wider university. If you have a complaint about this course, please contact your class rep who will know how to raise it in the right channels. See your departmental noticeboard for contact details for your class reps.

Inclusive Learning

All students are asked to discuss any impairment related requirements privately, face to face and/or in written form with the course coordinator, lecturer or tutor.

Student Disability Services also provides support for students with a wide range of impairments, both visible and invisible, to succeed and excel at the University. For more information and contact details, please visit the Student Disability Services’ website http://disability.auckland.ac.nz

Well-being always comes first
We all go through tough times during the semester, or see our friends struggling. There is lots of help out there - for more information, look at this Canvas page https://canvas.auckland.ac.nz/courses/33894, which has links to various support services in the University and the wider community.

Special Circumstances

If your ability to complete assessed coursework is affected by illness or other personal circumstances outside of your control, contact a member of teaching staff as soon as possible before the assessment is due.

If your personal circumstances significantly affect your performance, or preparation, for an exam or eligible written test, refer to the University’s aegrotat or compassionate consideration page https://www.auckland.ac.nz/en/students/academic-information/exams-and-final-results/during-exams/aegrotat-and-compassionate-consideration.html.

This should be done as soon as possible and no later than seven days after the affected test or exam date.

Learning Continuity

In the event of an unexpected disruption we undertake to maintain the continuity and standard of teaching and learning in all your courses throughout the year. If there are unexpected disruptions the University has contingency plans to ensure that access to your course continues and your assessment is fair, and not compromised. Some adjustments may need to be made in emergencies. You will be kept fully informed by your course co-ordinator, and if disruption occurs you should refer to the University Website for information about how to proceed.

Student Charter and Responsibilities

The Student Charter assumes and acknowledges that students are active participants in the learning process and that they have responsibilities to the institution and the international community of scholars. The University expects that students will act at all times in a way that demonstrates respect for the rights of other students and staff so that the learning environment is both safe and productive. For further information visit Student Charter https://www.auckland.ac.nz/en/students/forms-policies-and-guidelines/student-policies-and-guidelines/student-charter.html.

Disclaimer

Elements of this outline may be subject to change. The latest information about the course will be available for enrolled students in Canvas.

In this course you may be asked to submit your coursework assessments digitally. The University reserves the right to conduct scheduled tests and examinations for this course online or through the use of computers or other electronic devices. Where tests or examinations are conducted online remote invigilation arrangements may be used. The final decision on the completion mode for a test or examination, and remote invigilation arrangements where applicable, will be advised to students at least 10 days prior to the scheduled date of the assessment, or in the case of an examination when the examination timetable is published.

Capability 3:	Knowledge and Practice
Capability 4:	Critical Thinking
Capability 5:	Solution Seeking

LANGTCHG 708 : Special Topic: Experimental Approaches to SLA

Arts

2025 Semester One (1253) (15 POINTS)