Course Code ENG 4

Course Title Principles and Theories of Language Acquisition and Learning

Pre-requisite/s Language, Culture, and Society
This course provides an avenue for pre-service English teachers to examine and demonstrate
content knowledge on the principles, factors, and contexts of language acquisition and
learning based on theories and research findings. Moreover, this course enables them to
Course
Description
explore and analyze the relationship of language learning principles and theories to classroom
practice. They are expected to create a Language Acquisition Model/Framework integrating
the relationship of language acquisition and learning with the view of improving language
instruction.
At the end of the course, the pre-service teachers should be able to:
a. examine the principles, factors, and contexts of language acquisition and learning through
Course
Outcomes
various teaching/learning events/scenarios; and
b. demonstrate research-based content knowledge on the relationship of language acquisition
and learning theories to classroom practice.
María Blume, Barbara C. Lust (2017). Research methods in language acquisition: principles,
procedures, and practices. Language and the human lifespan series.
VanPatten, Bill; Williams, Jessica (2015). Theories in Second Language Acquisition: an
introduction. Second language acquisition research. Second Edition. Taylor and Francis;
Routledge.
References H. Douglas Brown (2007). Principles of language learning and teaching. Pearson Longman.
Rosamond Mitchell, Florence Myles (2004). Second Language Learning Theories. 2nd
Edition. A Hodder Arnold Publication
Stephen D. Krashen (1982). Principles and Practice in Second Language Acquisition
(Language Teaching Methodology)
Mariusz Trawinski. An Outline of Second Language Acquisition Theories.
Schedule Topics Delivery Mode
Classroom Orientation
1. WUP Mission, Vision, Goals, and Core Values
2. College of Education Objectives Synchronous and
Week 1
3. Classroom Rules Asynchronous
4. Expected Learning Outcomes

1. The Nature of Language and

Learning Synchronous and
Week 2
• Definition of Language Asynchronous
• Definition of Learning
2. Theories of First Language (L1) Acquisition Synchronous and
Week 3
• The Behavioristic Approaches Asynchronous
• The Nativist Approach Synchronous and
Week 4
• Cognitive theory Asynchronous
• The Functional Approaches Synchronous and
Week 5
• Stages in Child Language Acquisition Asynchronous
Week 6 PRELIM EXAMINATION Asynchronous
3. Schools of Thought in Second Language Acquisition Synchronous and
Week 7
• Structural Linguistics and Behavioral Psychology Asynchronous
• Generative Linguistics and Cognitive Psychology Synchronous and
Week 8
• Constructivism: A Multidisciplinary Approach Asynchronous
4. Theories of Second Language (L2) Acquisition Synchronous and
Week 9
• The acquisition-learning distinction Asynchronous
 • The natural order hypothesis - Transitional forms Synchronous and
Week 10
• The Monitor Hypothesis - Individual variation in Monitor use Asynchronous
• The input hypothesis - Statement of the hypothesis - Evidence
Synchronous and
Week 11 supporting the hypothesis
Asynchronous
• The affective filter hypothesis
Week 12 MIDTERM EXAMINATION Asynchronous
5. The Causative Variable in Second Language Acquisition Synchronous and
Week 13
• The causative variables Asynchronous
• Language teaching: does it help?
Synchronous and
Week 14 - When language teaching helps
Asynchronous
- When language teaching does not help
• Exposure variables
Synchronous and
Week 15 • Age
Asynchronous
• Acculturation
6. Approaches to Language Teaching Synchronous and
Week 16
• Present-day Teaching Methods Asynchronous
Synchronous and
Week 17 • The Principles of Interactive Language Teaching
Asynchronous
Week 18 FINAL TERM EXAMINATION Asynchronous
Grading System
Learning Outputs, Performance, 70%
Attendance and Participation
Examination 10%
TOTAL 100%

Requirements
✓ Learning Outputs
✓ Creative Works that illustrate and explain the components of language structure
✓ Examination
✓ Attendance and Participation

Class Policies
A. Submission of learning outputs
1. Learning outputs and other requirements must be submitted on time. Late submissions with valid reasons will be
accepted with a corresponding deduction of points.
2. Always submit an excellent learning output. Do not submit a copy-and-paste output.
4. Always follow the given instructions to avoid unwanted circumstances that may lead to forfeiting your work.
5. Be honest to submit your own work. Do not copy your classmates’ work or ask someone to do your work; those
are a form of cheating and dishonesty.
B. Participation, discussion, and attendance
1. Attend the scheduled online classes and participate in a group discussion via a synchronous and asynchronous
mode of delivery.
2. Always provide a positive and courteous response in online or group discussions.
3. Always respect the ideas and opinions of others.
4. Always think critically and creatively.
5. Never be afraid to ask a question, and always become rational. Never be afraid to explore and discover new things.
**Always uphold the principle of John Wesley, “Do no harm, do good, stay in love with God.”

Prepared by: Checked by: Approved by:

MAUREEN D. BONDOC, EdD JHON CARLO S. VILLA, MAEd LUCILLE GRACE C. HILARIO, PhD
Course Facilitator BSEd Program Head Dean