LING 301. Second Language Acquisition I. 3 Units.

This course is an introduction to the growing field of second language acquisition (SLA). SLA seeks to understand the linguistic, psychological and social processes that underlie the learning and use of second language(s). The goal of research is to identify the principles and processes that govern second language learning and use. SLA is approached from three perspectives in the course: 1) as linguistic knowledge;2) as a cognitive skill; and 3) as a socially and personality-meditated process. Important factors in second language learning will be identified and discussed. These include: age-related differences, the influence of the first language, the role played by innate (universal) principles, the role of memory processes, attitudes, motivation, personality and cognitive styles, and formal versus naturalistic learning contexts. The objective of this course is to survey the principal research in second language acquisition. Students will become familiar with the major research issues through their reading of both primary and secondary sources, as well as through lectures and class discussions. Offered as COGS 312, COGS 412, LING 301 and LING 401.

LING 302. Second Language Acquisition II: Second Language Acquisition Research and Second Language Teaching. 3 Units.

This course will examine various issues in second language acquisition research that are particularly relevant to foreign language teaching and learning. Topics covered will include: the role of input (listening/reading) vs. output (speaking/writing); implicit vs. explicit learning; negative vs. positive evidence (including the role of error correction); affective factors (motivation, anxiety); individual differences; teachability hypothesis and syllabus construction, program design/evaluation, language testing, among others. The purpose of this course is to survey the principal research in the acquisition of second language that is relevant to second language teaching in a classroom setting, and to obtain the state-of-the-art knowledge of the SLA research literature that is relevant to L2 teaching. The focus is not necessarily on the practical application of the SLA research, although we will not exclude discussion of classroom application. Rather, we critically examine and evaluate SLA research and come up with our own syntheses with respect to various issues. To achieve this goal, we should ask following questions in reading and discussing the relevant literature: 1) What are the main claims that the author(s) make(s)? 2) Are the author's claims sound? If not why? 3) What further research is needed to answer remaining questions? Students will become familiar with the major research issues through their reading of both primary and secondary sources, as well as through lectures and class discussions. The students are required to complete a term project that addresses the issues treated in the course. Offered as LING 302, LING 402, COGS 314 and COGS 414. Prereq: LING 301 or requisites not met permission.

LING 309. Introduction to Applied Linguistics. 3 Units.

This course provides students with answers to the question, "Linguistics? What can you do with that?" We will survey the ways that linguistics has been used (i.e. applied) to solve 'real world' problems. Some of these, like computational linguistics and the teaching of language, are intimately involved in language, even though they do not necessarily concern themselves with linguistic theory. Others, such as language and the law, use linguistics as a tool to do their work. We will be concerned with understanding the various ways that linguistic inquiries have been used or neglected, and also with the implications of applied fields for linguistic theories. Offered as LING 309, LING 409, COGS 331 and COGS 431. Counts as a CAS Global & Cultural Diversity course.

LING 333. Introduction to Language Teaching Methods. 3 Units.

The course provides an overview of approaches for teaching second and foreign languages in relation to second language acquisition (SLA) research. The course connects fundamental theoretical concepts to practice through discussion of foreign language proficiency standards, critical review of teaching materials, observations of language courses, design of lesson plans, and implementations of pedagogical techniques and instructional technologies. Students will also have opportunities to connect theory to practice through teaching their peers in class. The course is designed for students who are interested in world language learning and/or teaching and studies of SLA. The course is discussion-oriented and requires students to complete the assigned readings prior to the class. Counts as a Communication Intensive course. Counts as a Understanding Global Perspectives course.

LING 335. Japanese Linguistics. 3 Units.

The purpose of this course is to survey the principal research in Japanese linguistics for students who have basic knowledge of Japanese and are interested in more in-depth treatment of linguistic phenomena (phonetics, phonology, morphology, syntax, semantics, etc.). Lectures and discussions will cover many different aspects of the Japanese language. There is a great deal of analytic studies of the Japanese language done both inside and outside Japan, which will be surveyed in this course. Students will become familiar with the major issues through lectures and class discussions, as well as through their reading of both primary and secondary sources. Both formal and functional approaches to the analysis of Japanese will be examined, and the acquisition of these structures will also be discussed. The course will also be useful for the improvement of students' Japanese language proficiency. Recommended preparation: JAPN 101 and JAPN 102, or equivalent competence in Japanese. Offered as COGS 335, COGS 435, JAPN 435, LING 335 and LING 435. Counts as a CAS Global & Cultural Diversity course.

LING 401. Second Language Acquisition I. 3 Units.

This course is an introduction to the growing field of second language acquisition (SLA). SLA seeks to understand the linguistic, psychological and social processes that underlie the learning and use of second language(s). The goal of research is to identify the principles and processes that govern second language learning and use. SLA is approached from three perspectives in the course: 1) as linguistic knowledge;2) as a cognitive skill; and 3) as a socially and personality-meditated process. Important factors in second language learning will be identified and discussed. These include: age-related differences, the influence of the first language, the role played by innate (universal) principles, the role of memory processes, attitudes, motivation, personality and cognitive styles, and formal versus naturalistic learning contexts. The objective of this course is to survey the principal research in second language acquisition. Students will become familiar with the major research issues through their reading of both primary and secondary sources, as well as through lectures and class discussions. Offered as COGS 312, COGS 412, LING 301 and LING 401.

LING 402. Second Language Acquisition II: Second Language Acquisition Research and Second Language Teaching. 3 Units.

This course will examine various issues in second language acquisition research that are particularly relevant to foreign language teaching and learning. Topics covered will include: the role of input (listening/reading) vs. output (speaking/writing); implicit vs. explicit learning; negative vs. positive evidence (including the role of error correction); affective factors (motivation, anxiety); individual differences; teachability hypothesis and syllabus construction, program design/evaluation, language testing, among others. The purpose of this course is to survey the principal research in the acquisition of second language that is relevant to second language teaching in a classroom setting, and to obtain the state-of-the-art knowledge of the SLA research literature that is relevant to L2 teaching. The focus is not necessarily on the practical application of the SLA research, although we will not exclude discussion of classroom application. Rather, we critically examine and evaluate SLA research and come up with our own syntheses with respect to various issues. To achieve this goal, we should ask following questions in reading and discussing the relevant literature: 1) What are the main claims that the author(s) make(s)? 2) Are the author's claims sound? If not why? 3) What further research is needed to answer remaining questions? Students will become familiar with the major research issues through their reading of both primary and secondary sources, as well as through lectures and class discussions. The students are required to complete a term project that addresses the issues treated in the course. Offered as LING 302, LING 402, COGS 314 and COGS 414. Prereq: LING 401 or requisites not met permission.

LING 409. Introduction to Applied Linguistics. 3 Units.

This course provides students with answers to the question, "Linguistics? What can you do with that?" We will survey the ways that linguistics has been used (i.e. applied) to solve 'real world' problems. Some of these, like computational linguistics and the teaching of language, are intimately involved in language, even though they do not necessarily concern themselves with linguistic theory. Others, such as language and the law, use linguistics as a tool to do their work. We will be concerned with understanding the various ways that linguistic inquiries have been used or neglected, and also with the implications of applied fields for linguistic theories. Offered as LING 309, LING 409, COGS 331 and COGS 431. Counts as a CAS Global & Cultural Diversity course.

LING 435. Japanese Linguistics. 3 Units.

The purpose of this course is to survey the principal research in Japanese linguistics for students who have basic knowledge of Japanese and are interested in more in-depth treatment of linguistic phenomena (phonetics, phonology, morphology, syntax, semantics, etc.). Lectures and discussions will cover many different aspects of the Japanese language. There is a great deal of analytic studies of the Japanese language done both inside and outside Japan, which will be surveyed in this course. Students will become familiar with the major issues through lectures and class discussions, as well as through their reading of both primary and secondary sources. Both formal and functional approaches to the analysis of Japanese will be examined, and the acquisition of these structures will also be discussed. The course will also be useful for the improvement of students' Japanese language proficiency. Recommended preparation: JAPN 101 and JAPN 102, or equivalent competence in Japanese. Offered as COGS 335, COGS 435, JAPN 435, LING 335 and LING 435. Counts as a CAS Global & Cultural Diversity course.