MEBS02

Psicolingstica e
Interlengua
Asignatura: Psicolingstica e Interlengua
Carcter: obligatorio
Idioma: ingls
Modalidad: semipresencial
Crditos: 4
Semestre: 1
Profesora: Beatriz Lpez Medina, PhD

1. PREVIOUS REQUIRMENTS

None

2. BRIEF DESCRIPTION OF CONTENTS

In this subject, the master student will have the opportunity to reflect upon the cognitive processes that
make acquisition of a language possible, paying special attention to the specific features of learning a
foreign language in academic contexts. Students will be provided with theoretical instruments in order
to understand the characteristics of interlanguage, its stages, and the linguistic representations that either
demand creating new linguistic habits or are acquired effortless. In order to achieve this purpose, trends
and theories of acquisition will be discussed and analyzed.

The final aim of the subject is that when teaching in or through a non-native language, the teacher is
aware of the types of errors the students produce, their features, and their role in the process of learning
by working with real data. Errors are natural and play a significant role in the FL learning; they also let
us observe the psycholinguistic process that underlie them, as the Common European Framework of
Reference for Languages (CEFRL) describes in the section related to the communicative competence.
In order to provide optimal feedback for their students, teachers will learn about error correction and
treatment.

3. COMPETENCIES AND LEARNING OUTCOMES

This subject proposes learning activities that can contribute to consolidate the following competencies:

Basic competencies:

CB1 Being able to apply the acquired knowledge and the capacity of problem solving in new
or little-known fields within extensive or multidisciplinary contexts related to their area of
study.
CB2 Being able to integrate different kinds of knowledge and face the complexity of making
judgments from an incomplete or limited information, which includes reflections upon social
an ethic responsibilities connected to the application of knowledge and judgments.

General competencies:

CG2 Know specific problems related to FL teaching, both linguistic and cultural, within a
bilingual teaching environment.
 CG4 Capacity to carry out a critical analysis, evaluation and synthesis of new and
complex ideas that allow students autonomy in the training and continuous updating of
knowledge in the area of FL teaching.
CG6 Know how to communicate with colleagues of the academic community and with
society in general about his/her areas of knowledge.
CG7 Obtain basic theoretical knowledge oriented towards the founding of the teaching
practice.
CG9 Reflect upon psychological processes and factors that are involved in the learning of
a FL.

Specific Competencies:

CE4 Develop and implement didactic methodologies adapted to the diversity of students
within a bilingual (Spanish/English) environment.
CE10 Being able to communicate with fluency in C1 English level (CEFRL)
CE11 Being able to implement different teaching strategies of communicative skills
(interaction and production and oral and written reception) according to the characteristics of
FL learners.
CE12 Know different variables of the teaching/ learner process of a FL from the students
perspective and of his/her communicative needs; of the process, of continuous and certified
evaluation

The learning outcomes upon completion of the subject will be the following:
Obtain an academic training in Applied Linguistics, specifically in psycholinguistic processes that
have a direct impact on the process of acquisition and learning of a foreign language
Incorporate a professional orientation and training suitable for bilingual academic environments,
which allows them to be autonomous in their didactic decisions such as suitability or correction of
errors.
Obtain a professional profile of a bilingual teacher in specific areas, guaranteeing their cognitive
and theoretical competence to carry out their didactic projects and teaching processes in the frame
of cognitive, constructivist and interactional models.
Build confidence in the efficient and creative use of those skills which are characteristic of
intellectual work within the areas of communication and bilingual teaching
Being able to read, understand, infer, analyze, summarize and explain texts related to the most
advanced psycholinguistic theories.
Improve the capacity to locate manage and use appropriately information from data bases, from
other digital tools and from internet.
Implement efficiently the concepts, tools and methods learnt in this subject in their professional
life.
Compile and interpret data in order to make judgments from bibliographical and documental
sources
Appreciate the importance of contents of the subject for their holistic training and for the
resolution of problems in the bilingual teaching.
Develop abilities of self-learning and co-learning, through the interaction, analysis and reflection,
in order to obtain enough autonomy, scientific and academic, characteristic of postgraduate
studies.

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4. LEARNING ACTIVITIES AND METHODOLOGY
This course is taught through blended learning. Classes through virtual campus allow constant
interaction between students and the contents and activities of the multimedia platform, interaction
with the tutor and interaction with their classmates in the design of the learning tasks
The typology of activities that master students do out of the face to face sessions is varied and is
addressed to achieve, partially and gradually the competences described in section 3 above. As
examples, these are some of the training activities that students do in this subject:

Search, selection, organization and hierarchy of information in different sources.

Analysis of qualitative and quantitative data from different sources (grammatical,
sociolinguistic, from errors, etc.)
Resolution of practical cases on different aspects of the process of learning a new
language.
Creation of outlines, conceptual maps, glossaries, didactic sequences, evaluation tools.
Report writing after analyzing reviews, conceptual and practical questionnaires on areas,
which are useful to prepare the course evaluation.

On tutoring sessions, students will be guided on difficulties they might encounter, obtaining
counselling mainly on skills and competencies they need in order to complete the academic papers
required in the subject-

5. EVALUATION

1. Attendance and participation in working groups, forums and class discussions

2. Group and individual activities.
3. Development and delivery of presentation of a research paper summary

Evaluation criteria:
Ability for teamwork and problem solving.
Ability to search information through various sources and resources, to judge it with psycholinguistic
criteria and to use it appropriately for teaching or research purposes.
Ability to relate the content to teaching practice and other areas of knowledge.
Active participation in class discussions.
Ability to argue, defend with relevant data and contrast items proposed.
Use of typographical, structural and presentation conventions as well as capacity for reflection,
analysis and draw conclusions.

5.1. Ordinary Evaluation:

La nota final se obtendr con las siguientes tareas de evaluacin:
Final exam* (70%)
Online and incampus class participation (including forums) (15%)
Directed Activities (practice, tutorials, exercises & on-line activities, presentation.) (15%)

*Includes conceptual exam based on compulsory Reading and paper on interlanguage

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Please note that your final mark is the result of the average of your marks providing you have
completed compulsory assignments and exam.
Students are expected to have all lessons and set tasks prepared on the dates indicated.
Late work will not be accepted and will not receive a mark.
Plagiarism (illegal and unauthorized copying) is penalized with a zero grade 0 for the entire
course.

5.2. Repeat Evaluation:

Repeat exam 60%
The grades obtained in on-line exercises and activities, written assignments and oral
presentation are kept 40%

Restrictions:
In order to make up the final average grade, the student is required to attend a 75% of the sessions
specified in the syllabus. Also, it is necessary to obtain a pass (5) in the final exam (either in the
regular or repeat evaluation). Any grade under 5 is considered a fail.

6. BIBLIOGRAPHY
Basic bibliography

1. General study on language acquisition: :

Baralo, M. (1999): La adquisicin del espaol como lengua extranjera. Madrid. Arcolibro.

-----
Council of Europe: Modern Languages: Learning, Teaching and Assessment. A Common European
Framework of Reference:: http://culture.coe.fr/lang (Chapters 5 & 6)

2. Works on specific contents of the course:

Corder, S. P. (1971), Idiosyncratic Dialects and Error Analysis, IRAL 9.2, 147-160. Trad. esp.:
Dialectos idiosincrsicos y anlisis de errores, en J. Muoz Liceras (ed.), 63-77.
Bialystok, E. (1978): A theoretical model of second language learning. Language Learning 28, 69-83.
Fras Conde, X. (2002): Introduccin a la psicolingstica. Ianua. Revista Philologica Romanica
Suplemento 06, en http://www.romaniaminor.net/ianua/sup/sup06.pdf
Krashen, S. (1977). The Monitor Model for adult second language performance, in M. Burt, H.
Dulay, and M Finocchiaro (Eds.), Viewpoints on English as a Second Language. New York: Regents,
pp. 152-161.
Mayor, J. (2004): Aportaciones de la psicolingstica, in Vademcum para la formacin de
profesores. Ensear espaol como segunda lengua (L2)/ lengua extranjera (LE), dirigido por Jess
Snchez Lobato e Isabel Santos Gargallo, en SGEL, Sociedad General Espaola de Librera, Madrid,
pp. 43-68
Muoz Liceras, J. (comp.) (1992): La adquisicin de lenguas extranjeras: Hacia un modelo de
anlisis de la interlengua. Madrid. Visor.
Selinker, L. (1972): Interlanguage. IRAL 10 209-230.

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Schumann, J. (1976): Second language acquisition: the pidginization hypothesis in Language
Learning. Vol. 26.2.
Tarone, E. (1983): On the variability of second language systems, Applied Linguistics 4/3: 143-63.
Zann, J. (2007):: Psicolingstica y didctica de las lenguas: Una aproximacin histrica y
conceptual, Revista de Didctica, in http://marcoele.com/descargas/5/zanon-psicolinguistica.pdf ]

Complementary bibliography and further reading

Azurmendi, M.J. (2000): Psicosociolingistica. Bilbao. Universidad del Pas Vasco.

Corder, S.P. (1982) Error analysis and interlanguage. Oxford: OUP
Chomsky, N. / Piaget, J. (1979): Teoras del lenguaje. Teoras del aprendizaje. Barcelona. Crtica.
Chomsky, N. (1988): El lenguaje y los problemas del conocimiento. Conferencias de Managua.
Versin espaola (1992). Madrid. Visor.
Doughty, C. & M. Long (2003):Handbook of Second Language Acquisition.Oxford, Blackwell.
Ellis, N. (1994): Implicit and explicit learning of languages. San Diego. Academic Press.
Ellis, R. (1986): Understanding Second Language Acquisition. Oxford, University Press.
_____ (2000). Instructed Second Language Acquisition. Oxford: Blackwell.
Ellis, R. and Barkhuizen, G. (2005) Analysing Learner Language. Oxford: OUP.
Fernndez, S. (1997). Interlengua y anlisis de errores. Edelsa. Madrid.
Grosjean, F. and Li, P. (2013). The Psycholinguistics of Bilingualism. Oxford: Blackwell.
Krashen, S. (1981): Second language acquisition and learning Elmsford, New York, Pergamon.
Larsen-Freeman, D. and M. Long (1991): An Introduction to second language research. London.
Longman. Versin espaola (1994) en Gredos, Madrid.
Meheler, J. and E. Dupoux (1992): Nacer sabiendo. Introduccin al desarrollo cognitivo del
hombre. Madrid. Alianza.
Muoz, C. (ed.) (2000): Segundas lenguas: adquisicin en el aula. Barcelona. Ariel Lingstica.
Pinker, S. (1994): The Language Instinct. London: Penguin.
Ritchie, W. and T. Bhatia (2009): The New Handbook of Second Language Acquisition. Bingley,
UK, Emerald.
Robinson, P. y Ellis, N.C. (eds.) (2008). Handbook of Cognitive Linguistics and Second Language
Acquisition. Routledge, NY.
Snchez Lobato, J. e I. Santos Gargallo (coords.) (2004): Vademcum para la formacin de
profesores. Ensear espaol como segunda lengua (L2)/ lengua extranjera (LE .Madrid, SGEL,
Sociedad General Espaola de Librera.
Serra, M. et al. (2000): La adquisicin del lenguaje. Barcelona. Ariel Psicologa.
Van Patten, B and J. Williams (2006) Theories in Second Language Acquisition: An Introduction.
New York. Routledge.

Journals specialized on acquisition and learning of foreign languages:

AILE Acquisition et Interacction en Langue xtrangre en http://aile.revues.org/

Applied linguistics http://www.appliedlinguistics.org/

Journal of Applied Linguistics http://www.equinoxpub.com/JAL

Language Learning http://www.sil.org/lglearning/

LIA Language, Interaction and Acquisition en

http://www.benjamins.com/cgi-bin/t_seriesview.cgi?series=LIA

Revista de Educacin 343 (mayo agosto de 2007): La enseanza-aprendizaje del espaol como
segunda lengua (L2) en contextos educativos multilinges, en
http://www.revistaeducacion.mec.es/re343.htm

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Revista Nebrija de Lingstica aplicada, en http://www.nebrija.com/revista-linguistica/

Revista Segundas lenguas e inmigracin, en http://www.segundaslenguaseinmigracion.es/

Second Language Research http://slr.sagepub.com/

Studies in Second Language Acquisition http://www.indiana.edu/~ssla/

7. PROFESSORS BRIEF CURRICULUM VITAE

Beatriz Lpez Medina, PhD

She holds degrees in English and German Philologies, and a Ph.D. in English Linguistics (UCM). She
taught at the Escuela Oficial de Idiomas (currently on leave) and was part of the commission in charge
to prepare certification exams for the EEOOII (CAM), and of the competition selection board of State
engineers. She got the award 2 Premio Nacional de Investigacin Educativa as a part of a team doing
research on talented children. Currently directs the Master in Bilingual Education at Universidad
Antonio de Nebrija and teaches in graduate and postgraduate levels. Her main interests in research are
CLIL, bilingual education and gamification in education.

8. PROFESSORS DEPARTMENT LOCATION AND OFFICE HOURS

Beatriz Lpez Medina. Phone no. 91 452 11 03
E-mail: blopezm@nebrija.es

Department of Applied Languages and Education

Madrid-Princesa Campus.- C/Santa Cruz de Marcenado, 27 28015 Madrid

Tutoring sessions to be scheduled by appointment

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9. CONTENTS OF THE SUBJECT
TTULO: Mster Universitario en Enseanza Bilinge .
CURSO ACADMICO: 2015-2016.
ASIGNATURA: Psicolingstica e Interlengua
CURSO: 2015 -2016 SEMESTRE: 1CRDITOS ECTS: 4

Online sessions:

Session Description of session Students individual Online Personal

tasks and practical hours work (no
work of hours)
1 - Introduction to Pshycholinguistics - Activities. Unit 1 Virtual Campus
- Linguistic competence and - Questionnaire and group 1,5 8
communicative competence. discussion
Subcompetences.

-CEFR (2001): Communicative

competence. Chapter. 5. The
users/learners competences
(pp 101-130)

2 First Language Acquisition and - Activities. Unit 2 Virtual Campus 1,5 10

Second Language learning.
Similarities and differences
similarities and differences

- CEFR (2001): Chapter 6.

Language learning and teaching
(pp140-156)

3 - Theories of Foreign Language - Activities. Unit 3. Virtual 1,5 10

Acquisition Campus

Muoz, C. (ed.) (2000): Segundas

lenguas: adquisicin en el aula.

4
Language comprehension and - Activities. Unit 4 Virtual 1,5 10
production: spoken language Campus
processing

5 Language comprehension and - Activities. Unit 5 Virtual 1,5 10

production: written language Campus
processing
- Activities. Unit 6 Virtual
6 Cognition and the bilingual brain Campus 1,5 10

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 7 Interlanguage - Activities. Unit 27Virtual Campus
Error analysis in real samples from - Reading and organization of 1,5 11,5
academic contexts. information.
. -Participation in forums
Fernndez, Sonsoles (1990) - Review of contents

Online sessions total 10,5 70

In campus sessions:

Session Description of session Activities In campus Personal

hours work (no
of hours)

1 Theories of language acquisition Explanation 75 min. 4

Of non-native languages. Questions and answers
Communicative competence, Discussion
Cognitive, innatist and interactionist .
approaches

2y3 Oral presentations on articles selected-Selection of articles. 1.5 hrs 8

from journals specialized on learning Interpretation, presentation,
languages in formal contexts. discussion.

4 Analysis of Interlanguage and - Text analysis. Interlanguage: 75 min. 4

analysis of errors in authentic classification and description of
productions of L2 errors

In campus sessions total 4 16

Total number of hours 100 h.

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