日本語 English
| 開講年度/ Academic YearAcademic Year |
20242024 |
| 科目設置学部/ CollegeCollege |
全学共通科目・全学共通カリキュラム（言語系）/University-wide Liberal Arts Courses (Language Courses)University-wide Liberal Arts Courses (Language Courses) |
| 科目コード等/ Course CodeCourse Code |
FU389/FU389FU389 |
| テーマ・サブタイトル等/ Theme・SubtitleTheme・Subtitle |
|
| 授業形態/ Class FormatClass Format |
対面（全回対面）/Face to face (all classes are face-to-face)Face to face (all classes are face-to-face) |
| 授業形態（補足事項）/ Class Format (Supplementary Items)Class Format (Supplementary Items) |
|
| 授業形式/ Class StyleCampus |
語学/LanguageLanguage |
| 校地/ CampusCampus |
池袋/IkebukuroIkebukuro |
| 学期/ SemesterSemester |
春学期/Spring SemesterSpring Semester |
| 曜日時限・教室/ DayPeriod・RoomDayPeriod・Room |
木4/Thu.4 Thu.4 ログインして教室を表示する（Log in to view the classrooms.） |
| 単位/ CreditsCredits |
22 |
| 科目ナンバリング/ Course NumberCourse Number |
LNE2011 |
| 使用言語/ LanguageLanguage |
英語/EnglishEnglish |
| 履修登録方法/ Class Registration MethodClass Registration Method |
抽選登録/Lottery RegistrationLottery Registration（定員：25人/ Capacity：25） |
| 配当年次/ Assigned YearAssigned Year |
配当年次は開講学部のR Guideに掲載している科目表で確認してください。配当年次は開講学部のR Guideに掲載している科目表で確認してください。 |
| 先修規定/ Prerequisite RegulationsPrerequisite Regulations |
|
| 他学部履修可否/ Acceptance of Other CollegesAcceptance of Other Colleges |
|
| 履修中止可否/ Course CancellationCourse Cancellation |
×（履修中止不可/ Not eligible for cancellation） |
| オンライン授業60単位制限対象科目/ Online Classes Subject to 60-Credit Upper LimitOnline Classes Subject to 60-Credit Upper Limit |
|
| 学位授与方針との関連/ Relationship with Degree PolicyRelationship with Degree Policy |
各授業科目は、学部・研究科の定める学位授与方針（DP）や教育課程編成の方針（CP）に基づき、カリキュラム上に配置されています。詳細はカリキュラム・マップで確認することができます。 |
| 備考/ NotesNotes |
言語自由科目 グローバル・スタディーズ領域 |
Throughout this course, students will be able to:
1) understand how they develop a second language (C)
2) apply knowledge and insights of SLA to their own learning experiences (C)
3) develop their ideas and other people’s views and opinions in group discussions (L)
4) make a presentation on SLA topics in a clear and logical manner (L)
*L = Language goal, C= Content goal
The aim of this course is to develop students’ academic language proficiency through understanding content areas of language learning and second language acquisition (SLA). Students will learn and discuss how we develop a second language across three units. In Unit 1, students will learn core ideas from SLA, including the best age to learn a language and the differences between first languages and second languages. In unit 2, students will learn about language learning foci, including the importance of grammar, vocabulary, and speaking. Finally, in unit 3, the students will learn about factors influencing SLA, including motivation, personality, and emotion. Throughout the course, students are expected to apply knowledge and insights of SLA to their own (English or other) language learning. There will be many group discussions and individual/group presentations.
| 1 | Course introduction. What is ‘SLA’? |
| 2 | How do people acquire a first and second language? First language acquisition vs second language acquisition. Key vocabulary related to SLA. |
| 3 | What age is the best time to learn a foreign language? Critical period hypothesis. |
| 4 | What is the role of teachers? Teaching methodologies (traditional, communicative, CLIL). Language for comparison. |
| 5 | Can you acquire a second language only through listening and reading? Input hypothesis and output hypothesis. |
| 6 | Why is it important to speak a foreign language when learning? Interactional hypothesis. |
| 7 | Is grammar important when learning a second language? Focus on form and grammar noticing. |
| 8 | Is vocabulary important when learning a second language? Receptive and productive vocabulary. |
| 9 | How do individual differences affect second language learning? Foreign language aptitude and personality. |
| 10 | How does motivation help in learning a second language? Ideal L2 self and Self-determination theory. |
| 11 | How does emotion influence the language acquisition process? Language anxiety and enjoyment. Grammar for describing emotion. |
| 12 | How do social dimensions affect second language learning? Sociocultural theory and the zone of proximal development. |
| 13 | Group presentations. |
| 14 | Presentation feedback and course summary. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students will complete homework readings and quizzes related to the class topics.
Students will complete a mid-semester written assessment at the end of unit 2.
Students will prepare for a final group presentation.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation(30%) Reading homework quizzes (Individual)(20%) Mid-semester written assessment (Individual)(20%) Final presentation (Group)(30%) |
| 備考 (Notes) | ||
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| No textbook is required. All materials will be provided by the teacher. |
Students are advised to bring a computer to class since many materials will be provided in electronic formats (e.g., PDF files).
【履修目安】CEFR B2相当：英検 準1級-1級・GTEC 1190-1349点・TOEFL iBT 72-94点・IELTS 5.5-6.5
【Approximate English Requirement】Around CEFR B2：Eiken Level Pre-1～Level 1・GTEC1190-1349・TOEFL iBT 72-94・IELTS 5.5-6.5)
Throughout this course, students will be able to:
1) understand how they develop a second language (C)
2) apply knowledge and insights of SLA to their own learning experiences (C)
3) develop their ideas and other people’s views and opinions in group discussions (L)
4) make a presentation on SLA topics in a clear and logical manner (L)
*L = Language goal, C= Content goal
The aim of this course is to develop students’ academic language proficiency through understanding content areas of language learning and second language acquisition (SLA). Students will learn and discuss how we develop a second language across three units. In Unit 1, students will learn core ideas from SLA, including the best age to learn a language and the differences between first languages and second languages. In unit 2, students will learn about language learning foci, including the importance of grammar, vocabulary, and speaking. Finally, in unit 3, the students will learn about factors influencing SLA, including motivation, personality, and emotion. Throughout the course, students are expected to apply knowledge and insights of SLA to their own (English or other) language learning. There will be many group discussions and individual/group presentations.
| 1 | Course introduction. What is ‘SLA’? |
| 2 | How do people acquire a first and second language? First language acquisition vs second language acquisition. Key vocabulary related to SLA. |
| 3 | What age is the best time to learn a foreign language? Critical period hypothesis. |
| 4 | What is the role of teachers? Teaching methodologies (traditional, communicative, CLIL). Language for comparison. |
| 5 | Can you acquire a second language only through listening and reading? Input hypothesis and output hypothesis. |
| 6 | Why is it important to speak a foreign language when learning? Interactional hypothesis. |
| 7 | Is grammar important when learning a second language? Focus on form and grammar noticing. |
| 8 | Is vocabulary important when learning a second language? Receptive and productive vocabulary. |
| 9 | How do individual differences affect second language learning? Foreign language aptitude and personality. |
| 10 | How does motivation help in learning a second language? Ideal L2 self and Self-determination theory. |
| 11 | How does emotion influence the language acquisition process? Language anxiety and enjoyment. Grammar for describing emotion. |
| 12 | How do social dimensions affect second language learning? Sociocultural theory and the zone of proximal development. |
| 13 | Group presentations. |
| 14 | Presentation feedback and course summary. |
板書 /Writing on the Board
スライド（パワーポイント等）の使用 /Slides (PowerPoint, etc.)
上記以外の視聴覚教材の使用 /Audiovisual Materials Other than Those Listed Above
個人発表 /Individual Presentations
グループ発表 /Group Presentations
ディスカッション・ディベート /Discussion/Debate
実技・実習・実験 /Practicum/Experiments/Practical Training
学内の教室外施設の利用 /Use of On-Campus Facilities Outside the Classroom
校外実習・フィールドワーク /Field Work
上記いずれも用いない予定 /None of the above
Students will complete homework readings and quizzes related to the class topics.
Students will complete a mid-semester written assessment at the end of unit 2.
Students will prepare for a final group presentation.
| 種類 (Kind) | 割合 (%) | 基準 (Criteria) |
|---|---|---|
| 平常点 (In-class Points) | 100 |
Participation(30%) Reading homework quizzes (Individual)(20%) Mid-semester written assessment (Individual)(20%) Final presentation (Group)(30%) |
| 備考 (Notes) | ||
| If you do not attend 80% or more of the scheduled classes, you will not be considered for course evaluation. You will not earn credit for more than three absences. Four or more absences will result in a failed grade. | ||
| その他 (Others) | |||||
|---|---|---|---|---|---|
| No textbook is required. All materials will be provided by the teacher. |
Students are advised to bring a computer to class since many materials will be provided in electronic formats (e.g., PDF files).
【履修目安】CEFR B2相当：英検 準1級-1級・GTEC 1190-1349点・TOEFL iBT 72-94点・IELTS 5.5-6.5
【Approximate English Requirement】Around CEFR B2：Eiken Level Pre-1～Level 1・GTEC1190-1349・TOEFL iBT 72-94・IELTS 5.5-6.5)