INTERNATIONAL BURCH UNIVERSITY
Graduate Study - Faculty of Education and Humanities
English Language and Literature PhD
||An Applied Linguistics
||Number of ECTS Credits
||Class Hours Per Week
||Total Hours Per Semester
|Azamat Akbarov, Prof. Dr.
||Azamat Akbarov, Prof. Dr.
|For decades now, questions about the role of corrective feedback in second language acquisition (SLA) have been hotly debated, spawning a great deal of theoretical and empirical research. Although the facilitative role of corrective feedback in SLA has received some empirical support, the claims regarding its impact on SLA have yet to be fully or decisively substantiated. In order to move this line of research forward, it is important to examine the issues arising in the SLA literature. To this end, this course aims to review and discuss the literature throwing light on three major issues: (1) learners’ noticing of feedback, (2) potential mismatches between teachers’ intentions and learners’ interpretations, and (3) the role of different types of implicit corrective feedback.
- • An Introduction
- • Looking at Interlanguage Data
- • The Role of the Native Language: An Historical Overview
- • Child Language Acquisiton: First and Second
- • SLA and Linguistics
- • Universal Grammar
- • Looking at Interlanguage Process
- • Interlanguage in Context
- Case Studies
- 1. Susan M.Gass, Larry Selinker: Second Language Acquisition, second edition, Lawrence Erlbaum Associates Publishers, New Jersey 2001
- 2. Chomsky, N. (1975). Reflections on language. New York: Pantheon.
- 3. Chaudron, C. (1988). Second language classrooms. Research on teaching and learning. Cambridge, UK: Cambridge University Press.
- 4. Gass, S. (1997). Input, interaction, and the second language learner. Mahwah, NJ: Erlbaum
|ECTS (Allocated based on student) WORKLOAD
|Lecture (14 weeks x Lecture hours per week)|| ||0|
|Laboratory / Practice (14 weeks x Laboratory/Practice hours per week)|| || ||0|
|Midterm Examination (1 week)|| || ||0|
|Final Examination(1 week)|| || ||0|
|Preparation for Midterm Examination|| || ||0|
|Preparation for Final Examination||7,5||0|