הדפסה
גרסת PDF
סילבוס לקורס: בלשנות אנגלית - מתקדם, 22024.1.1
שם המרצה: בן שטרית טניה
סוג הקורס : שיעור
שנת הלימודים: תש"פ ,   הקורס נלמד בסמסטר ב
מספר השעות ונקודות זכות: 1 ש"ש, 2 נ.ז.
שנת הלימוד בתכנית: ב
דרישות קדם: Introductory linguistics course
מטרות / תוצרי למידה: Students will
•   understand the language and literacy learning processes
•   be able to use that knowledge to enhance language teaching
•   be able to effectively evaluate research-based tools for language teaching
•   be able to apply practical research-based in her classroom
תיאור הקורס: This course familiarizes the second-year student with current research in linguistics that is particularly beneficial to language teachers, specifically teachers of English as a Second or Foreign Language. The topics covered will provide students with an understanding of the processes involved in first, second and foreign language acquisition, the connections between literacy development and oral language and more, empowering them with practical research-based tools they can apply in the classroom.
התוכן הניתן מידי שבוע, מטלות וחומרי קריאה:
מס'נושא, מטלות וחומר קריאה
1 Week 1: Introduction: Benefits of linguistic research in TEFOL
2 Week 2: Language & Cognition
3 Week 3: Theories of Language Acquisition, Part One Assignment: Required reading: Jurgen Handke (2012) Reflection & Online Forum Discussion
4 Week 4: Theories of Language Acquisition, Part Two. Required Reading: Clark, Eve (2009). Written assignment: Transcription & analysis of adult-child conversations; subsequent reflection
5 Week 5: Models of Language Development
6 Week 6: Language Development, the Sound System
7 Week 7-8: Language Development, Developing Meaning & Acquiring Sentence Structure
8 Week 9-10: Bilingualism & Second Language Acquisition. Required Reading: Harley, Trevor (2008) Written Assignment: Comparative Essay on Monolingual, Multilingual, Second/Foreign Language Acquisition
9 Week 11: The Role of L1 in L2 Acquisition. Required Reading: Larsen-Freeman, Diane (1991) Final Paper: Two major issues of interest for TESOL including theoretical discussion and practical solutions.
10 Week 12: Language and Literacy. Required Reading: Pierce, P. & Profio, A. (2006)
11 Week 13: Language Skills & Reading: Hebrew-speaking EFL learners. Required Reading: Kahn-Horwitz, J., Shimron, J. & Sparks, R. L. (2006)
12 Week 14: Conclusion & Quiz
חובות הסטודנט בקורס: Active participation and attendance; timely completion of reflective activity and written assignments; successful completion of quiz and final paper. Evaluation of assignments will be carried out by means of rubrics which will be provided to the students.
אופן ההערכה - הרכב הציון
מרכיבאחוזציון מינימלי למרכיב
השתתפות פעילה 10%
בחנים 20%
עבודה 25%
תרגילים 45%
רשימה ביבליוגרפית:
Astington, J (1999) A Longitudinal Study of the relation between language and theory of mind development. Developmental Psychology, 33(5): 1311-1320
Bentin, S & Leshem H. (1993) On the Interaction Between Phonological Awareness and Reading Acquisition: It’s a Two-Way Street. In Annals of Dyslexia 43: 125-148
Blanco Gomez, Maria Luisa & Henderson Osborne, Rosalie (2000) Linguistics and Language Teaching: Friends or Foes? In Encuentro. Revista de Investigacion e Innovacion en la clase de idiomas 11: 50-57
Cameron M., Hipkins, R., Lander, J. & J. Whatman (2011) The Transfer of Literacy, Language, and Numeracy Skills from Learning Programmes into the Workplace: Literature review New Zealand Council for Educational Research
Christie, J. F., Enz, B. J. & Vukelich, C.. (Eds.) (2007) Teaching Language & Literacy: Preschool Through The Elementary Grades. 3rd ed. Boston: Pearson Education, Inc.
Clark, E. (2009) First Language Acquisition. Second Edition. Cambridge: Cambridge University Press.
DeVilliers, J (2005) Can language acquisition give children a point of view? In Astington, J & Baird, J (Eds.) Why language matters for theory of mind. Oxford: Oxford University Press
Edge, Julian (1988) Applying Linguistics in English language teacher training for speakers of other languages In ELT Journal 42/1: 9-13
Ellis, R (1994) Studying Second Language Acquisition. Oxford: Oxford University Press.
Ferjan Ramirez, N. & Kuhl, P.K. (2017). The brain science of bilingualism. Young Children, 72, 38-44.
Frost, R., Katz, B. & Bentin, S. (1987) Strategies for Visual Word Recognition & Orthographical Depth: A Multilingual Comparison. In Journal of Experimental Psychology: Human Perception and Performance 13 (1): 104-115
Goldfus, C (2012) Knowledge Foundations for Beginning Reading Teachers in EFL In Annals of Dyslexia 62: 204-221

Grabe, W. (2014) Key Issues in L2 Reading Development In Proceedings of the 4th CELC Symposium: 8-18
Guasti, M. T. (2002) Language Acquisition: The Growth of Grammar. Cambridge, Massachusetts: MIT Press.
Harley, T. (2006) The Psychology of Language: From Data to Theory. Second Edition. New York, NY: Psychology Press.
Kahn-Horwitz, J (2015). ‘Organizing the mess in my mind’: EFL teachers’ perceptions and knowledge of English orthography. Read & Writing 28:611–631

Kahn-Horwitz, J., Shimron, J. & Sparks, R. L. (2006) Weak & Strong Novice Readers of English as a Foreign Language: Effects of First Language & Socioeconomic Status In Annals of Dyslexia 56: 161
Kahn-Horwitz, J., M. Schwartz & D. Share (2011) Acquiring the complex English orthography: a triliteracy advantage? In Journal of Research in Reading 34(1): 136–156
Krashen, S. (2008). Language education: Past, present and future. Relc Journal, 39(2), 178-187.‏
Kuhl, P. K., Ramirez, R., Bosseler, A., Lin, J.-F., & Imada, T. (2014). Infants’ brain responses to speech suggest Analysis by Synthesis. Proceedings of the National Academy of Sciences, 111, 11238-11245.
Lao, C., & Krashen, S. (2014). Language acquisition without speaking and without study. Journal of Bilingual Education Research and Instruction, 16(1), 215-221.
Larsen-Freeman, Diane (1991) Second Language Acquisition Research: Staking Out the Territory In TESOL Quarterly 25 (2): 315-339
Levin, I. & D. Aram (2013) Promoting Early Literacy via Practicing Invented Spelling: A Comparison of Different Mediation Routines In Reading Research Quarterly, 48(3): 221–236
Meng, Jing (2009) The Relationship Between Linguistics and Language Teaching In Asian Social Science 5/12: 84-86
Milligan, K., Astington, J. W., Dack L.A. (2007) Language and Theory of Mind: Meta-Analysis of the Relation Between Language Ability and False-Belief Understanding. Child Development 78 (2):622-646
Nation, I.S.P (2009) Teaching ESL/EFL Reading and Writing New York: Routledge
NICHD Early Child Care Research Network 1 (2005) Pathways to reading: The role of oral language in the transition to reading. In Developmental Psychology 41 (2): 428-442.
Pierce, P. & Profio, A. (2006) From Cooing to Conversation to The Carrot Seed: Oral and Written Language Connections In Knapp-Philo, J. & Rosenkoetter, Sharon E. (Eds.) Learning to Read the World: Language and Literacy in the First Three Years. San Francisco: WestEd. Chapter 5 pp103-117
Ramirez-Esparza, N., Garcia-Sierra, A., & Kuhl, P. K. (2017). The impact of early social interactions on later language development in Spanish-English bilingual infants. Child Development, 88, 1216-1234
Reyes, I. (2012) Biliteracy Among Children and Youths In Reading Research Quarterly 47(3): 307–327
Share, D. L. & Levin, I. (1999) Learning to Read and Write in Hebrew. In M. Harris and G. Hatano (Eds.), Learning to read and write: A cross-linguistic perspective. Cambridge: Cambridge University Press

Shimron, J. (2003) Semitic Languages: Are They Really Root-based? In J, Shimron (Ed.) Language Processing and Acquisition in Languages of Semitic, Root-based, Morphology. Amsterdam: John Benjamins pp1-28

Stewart, Jr., T. W. & Vaillette, N. (Eds.) (2001) Language Files: Material for an Introduction to Language and Linguistics. Ohio: The Ohio State University Press.
White, L (2003) Second Language Acquisition and Universal Grammar. Cambridge: Cambridge University Press.
Wolf, M (2013) How the Reading Brain Solves the Reading Wars In A Literate Nation White Paper Literate Nation Science Group