The purpose of linguistics research in second-language acquisition (SLA) is to ascertain a theory of second-language (L2) knowledge, thereby contributing to an overall theory of mind (see related statements from the International Commission on Second Language Acquisition). In the first part of this course, we review earlier work that has lead to the questions being asked today; for the remainder of the course, we examine research more specifically drawn from linguistic theory.

Posts to the Bulletin Board	45%
Examinations (midterm and final)	45%
In-class participation (including attendance)	10%

Posts to the Bulletin Board: Each week, I will post five or more topics to the Bulletin Board. Your task is to respond to these topics. Rules of grading are as follows:

Quantity: All posts for credit must be substantial; no credit will be given for non-substantial "one-liners."
Follow-up: If someone queries your post (e.g., if I ask a question about it), it is your responsibility to respond back. You receive credit for one post only by posting the original as well as responding to any queries that your post generates. In other words, you can lose all of your credit for a post if you do not respond to any queries that your post generates.
Timeliness: All posts on a given topic must be completed within two weeks of the time at which the topics are presented.
Grade: Your post grade is determined on the basis of the number of posts your offer per topic:

Three posts and follow-ups on a topic	A
Two posts and follow-ups on a topic	B
One post and followup on a topic	C

Examinations: Both examinations are fairly straightforward essay exams with questions of the kind one might expect to see on the MA Comprehensive Examinations. Questions appear from information in class lectures or information in the textbooks.

Required texts:

Gass, S. and L. Selinker. (2001). Second language acquisition. Second edition. Lawrence Erlbaum Associates. (henceforth "G&S")

White, L. (1989). Universal Grammar and second language acquisition. John Benjamins. (henceforth "W")

Day (provisional date)	Topic	Reading
1 (Jan 18)	Informing ideas behind SLA research	G&S Chapters 1-3
2 (Jan 26)	Linguistic perspectives on language acquisition 1	G&S Chapters 4-7
3 (Feb 1)	Linguistic perspectives on language acquisition 2	G&S Chapters 4-7
4 (Feb 8)	Models, variation, input-output, the possible role of instruction (and what's wrong with each and every one of them) 1	G&S Chapters 8-11
5 (Feb 15)	Models, variation, input-output, the possible role of instruction (and what's wrong with each and every one of them) 2	G&S Chapters 8-11
6 (Feb 22)	Other influences; the lexicon	G&S Chapters 12-14
**7 (Mar 1)	**Review day
8 (Mar 8)	Mid-Term Examination
9 (Mar 15)	Linguistic theory	W Chapter 1
10 (Mar 29)	Underdetermination in L2?	W Chapter 2
11 (Apr 5)	Testing for GB-style "principles"	W Chapter 3
12 (Apr 12)	Effects of GB-style parameters	W Chapter 4
**13 (Apr 19)	**What markedness is (and isn't)	W Chapter 5
14 (Apr 26)	What the subset principle might (or might not) offer	W Chapter 6
15 (May 3)	General perspectives	W Chapter 7
16 (May 10)	Final Examination
**Topics (and days) preceded by a double asterisk are ones that may disappear, depending on my travel schedule. If a topic disappears, we proceed immediately to the following topic. You are, however, still responsible for the readings assigned for the topic (applies only for W Chapter 5).

Statement on Disabilities

In accordance with the terms and spirit of the Americans with Disabilities Act and Second 504, Rehabilitation Act, I will cooperate with the Office of Disability Accommodation to make reasonable accommodations for qualified students with disabilities. If you have a disability for which you will require accommodation under the terms of these acts, please discuss your needs with me during office hours or present a written request to me after class before the fourth class day.

If you have not registered with ODA, I encourage you to do so. Essential abilities for this course include reading, writing, computer use, and library utilization.