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Graduate Course Proposal Form Submission Detail - LIN6726

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Current Status: Approved by SCNS - 2015-02-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Elective for MA in Linguistics; to Chair. GC approved; To USF sys 11/18/14; to SCNS 12/1. Nmbr 6724 approved as 6726. Effective 2/1/15

  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    4849 2013-11-15
    Department College Budget Account Number
    World Languages AS TPA 124100 10000 000000 0000000
    Contact Person Phone Email
    Amy Thompson 8139742548

  2. Course Information

    Prefix Number Full Title
    LIN 6726 Individual Differences in Second Language Acquisition

    Is the course title variable? Y
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) -
    Abbreviated Title (30 characters maximum)
    IDs in SLA
    Course Online? Percentage Online
    C - Face-to-face (0% online) 100





    Course Description

    This course covers a variety of topics about individual differences in SLA including, but not limited to, motivation, anxiety, tolerance of ambiguity, and language aptitude. This course is open to all graduate students and can be taken up to 3 times.

  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed to compete with national trends

    B. What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service?

    Individual differences is a hot topic in the realm of Second Language Acquisition. Many students ask for this course, and are quite excited to take it. Last summer, I had an enrollment of 19 MA and PhD students in this seminar class when it was offered as a special topics course.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    Yes, 2 times

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    One must have a PhD in SLA, SLS, linguistics, applied linguistics, or language studies to teach this course.

  4. Other Course Information

    A. Objectives

    By the end of the course, the student will have an understanding of individual differences and will value the complexities and controversies involved with individual differences, and analyze how these individual differences are related to each other, as well as to other Second Language Acquisition frameworks.

    B. Learning Outcomes

    1) The student will be able to (henceforth SWBAT) analyze what language learner beliefs have to do with language learning.

    2) SWBAT analyze the different theories of motivation and understand how these motivational theories evolved over the years.

    3) SWBAT analyze the monolingual bias in SLA and how it

    relates to the Non Native Speaker Teacher dilemma.

    4) SWBAT analyze the role of technology in creating language learning identities.

    5) SWBAT analyze what causes language anxiety.

    6) SWBAT analyze tolerance of ambiguity and Willingness To Communicate and how they relate to the other Individual Differences?

    C. Major Topics

    Examples of potential course topics include:

    - motivation

    - anxiety

    - language aptitude

    - tolerence of ambiguity

    - Willingness To Communicate

    - beliefs

    - dynamic systems theory

    - multilingualism

    D. Textbooks

    There is not a required textbook for this course. The readings are composed of book chapters from different texts, as well as journal articles that can be found online.

    E. Course Readings, Online Resources, and Other Purchases

    Sample references (this will change as new articles are published):

    Barcelos and Kalaja (2011). Introduction to beliefs about SLA revisited. System 39 (3), 281-289. doi:10.1016/j.system.2011.07.001

    Braine, G. (2005). A history of research on non-native speaker English teachers. In E. Llurda (Ed.), Non-native language teachers: Perceptions, challenges and contributions to the profession, (pp. 13-23). New York, NY: Springer.

    De Angelis, G. (2007). Third or additional language acquisition. Clevedon: Multilingual Matters.

    Dewaele, J-M & Tsui, S. (2013, in press). The link between foreign language classroom anxiety, second language tolerance of ambiguity and self-rated English proficiency among Chinese learners, Studies in Second Language Learning and Teaching.

    Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Erlbaum.

    Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9-42). Clevedon: Multilingual Matters.

    Dörnyei, Z. (2011). Researching complex dynamic systems: ‘Retrodictive qualitative modelling’ in the language classroom. Language Teaching, FirstView Article, 1-12. doi:10.1017/S0261444811000516

    Ely, C. (1989). Tolerance of ambiguity and use of second language strategies Foreign Language Annals, 22(5), 437-445. doi: 10.1111/j.1944-9720.1989.tb02766.x

    Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.

    Horwitz, E. (1988). The beliefs about language of beginning university foreign language students. The Modern Language Journal, 72(3), 283-294. doi: 10.1111/j.1540-4781.1988.tb04190.x

    Jessner, U. (2008). A DST model of multilingualism and the role of metalinguistic awareness. Modern Language Journal, 92(2), 270–283. doi: 10.1111/j.1540-4781.2008.00718.x

    Kramsch, C. (2010). The multilingual subject. Oxford: Oxford University Press.

    Larsen-Freeman, D. & Cameron, L. (2008). Complex systems and applied linguistics. Oxford: Oxford

    University Press.

    MacIntyre , P. (1995a). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79(1), 90-99. doi: 10.1111/j.1540-4781.1995.tb05418.x

    MacIntyre , P. (1995b). On seeing the forest and the trees: A rejoinder to Sparks and Ganschow.The Modern Language Journal, 79(2), 245-248. doi: 10.1111/j.1540-4781.1995.tb05438.x

    MacIntyre, P. (2002). Motivation, anxiety, and emotion in second language acquisition. In P. Robinson (Ed.), Individual differences and instructed language learning (pp. 45-68). Philadelphia: John Benjamins.

    MacIntyre, P. (2007). Willingness to communicate in the second language: Understanding the decision to speak as a volitional process. The Modern Language Journal, 91(4), 564–576. doi: 10.1111/j.1540-4781.2007.00623.x

    Ortega, L. (2013). SLA for the 21st century: Disciplinary progress, transdisciplinary relevance, and the bi/multilingual turn. Language Learning 63(Suppl.1), 1–24.

    Sparks, R., & Ganschow, L. (1995). A strong inference approach to causal factors in foreign language learning: A response to MacIntyre. The Modern Language Journal 79(2), 235-

    244. doi: 10.1111/j.1540-4781.1995.tb05436.x

    Ushioda, E. & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei and E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 1-8). Clevedon: Multilingual Matters.

    F. Student Expectations/Requirements and Grading Policy

    Grading Scale

    Grading scale: A 90-100 B 80-89 C 70-79 D 60-69 F 59 and below

    Incompletes will be handled according to the University policy on this issue.

    10% - Class attendance and participation

    18% (6 at 3% ea.)- Short daily summaries

    20% - Concept leader/discussant

    5% - Choosing two additional articles related to the topic for the class to read

    9% - Meeting about the discussion leading

    8% - Wild card article day

    30% - Final Project – Mini Prospectus and Annotated Bibliography

    G. Assignments, Exams and Tests

    20% - Concept leader/discussant

    5% - Choosing two additional articles related to the topic for the class to read

    9% - Meeting about the discussion leading

    8% - Wild card article day

    30% - Final Project – Mini Prospectus and Annotated Bibliography

    H. Attendance Policy

    Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,

    Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (

    In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.

    I. Policy on Make-up Work

    The following is the USF policy of academic integrety: "Academic integrity is the foundation of the University of South Florida system’s (University/USF) commitment to the academic honesty and personal integrity of its University community. Academic integrity is grounded in certain fundamental values, which include honesty, respect and fairness. Broadly defined, academic honesty is the completion of all academic endeavors and claims of scholarly knowledge as representative of one’s own efforts. Knowledge and maintenance of the academic standards of honesty and integrity as set forth by the University are the responsibility of the entire academic community, including the instructional faculty, staff and students." In accordance with this policy, graduate students are expected to turn in all assignments on the due date unless prior arrangements have been made with the instructor in relation to university sanctioned excused absences.

    J. Program This Course Supports

    MA in applied linguistics and PhD in SLA/IT

  5. Course Concurrence Information

    This course would service any graduate student in a related field who needs an elective. Possible programs outside of the MA in applied linguistics and Ph.D. SLA/IT would be programs in psychology, communications, education, etc.

- if you have questions about any of these fields, please contact or