This course is based on Lightbown and Spada's book "How languages are learned".This book is yet another state-of-the-art survey of second language acquisition. It is the result of the two authors’ extensive experience in classroom-centred research on second language acquisition. The book is organised into six chapters. You should read all of them and then complete the questionnaire on twelve popular views about how languages are learned and what the implications are in respect of how these languages should be taught. You are also expected to complete a final project with your own research. 

This topic is based on chapters 1 and 2 that provide overviews of theories of first and second language acquisition respectively. The theories and issues introduced offer discussions that deal with learner characteristics, factors affecting acquisition, and classroom acquisition.

This topic addresses the question of which are the main chapter characteristics that make a "good language learner." For example, it asks how important the characteristic "is a willing and accurate guesser" is, on a scale of 1-5. This is a good introduction to the topic for those who have not thought about learner characteristics. It is especially appropriate for classroom teachers who may have opinions about learner characteristics but are not familiar with the research on this topic. The rest of the chapter discusses specific learner characteristics such as intelligence, learning styles, and age of acquisition with reference to specific research findings. 

This topic focuses on learner language. Drawing on the findings of second acquisition research, students will learn about a number of samples of learner language practice to illustrate various research findings.’ Of particular interest here is the over-all picture of the steps learners go through in acquiring elements of the second language.

This topic highlights foreign language teaching. In particular, it shows the differences between teaching grammar and language acquisition. It also examines different teaching methodologies and compares them according to the research findings presented in the textbook. In addition, the difference between Content and Language Integrated Learning (CLIL) and Teaching English as a Foreign Language (TEFL) is addressed with examples taken from the Spanish curricula. That is, we discuss the application of a wide range of teaching strategies that set the basis for acquiring a second language. It is concerned with the CLIL perspective in bilingual educational contexts within the Spanish territory, along with the Communicative Approach in the process of TEFL. 

The final part of thie course presents some popular ideas about language learning and then summarizes the research related in the textbook and prepares students to carry out their projects on second language learning in the classroom.