KEMENTERIAN PENDIDIKAN, KEBUDAYAAN

RISET, DAN TEKNOLOGI

UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS BAHASA DAN SENI
Kampus Karangmalang, Yogyakarta 55281
Telepon (0274) 550843, 548207
Laman: fbs.uny.ac.id Surel : humas_fbs@uny.ac.id

LEMBAR JAWAN UJIAN AKHIR SEMESTER GENAP

TAHUN AKADEMIK 2020/2021
Nama Mata Kuliah : Psycholinguistics for Language Nama Mahasiswa: Muhammad Yasir
Teachers Mustofa
Kode Mata Kuliah : ENG6245 Kelas : PBI C
Prodi/Rombel : Pendidikan Bahasa Inggris NIM : 18202241084
Semester :4
Lama Ujian : 120 menit Open Book

Answers

1. The specific environmental factors that make it possible for language acquisition to occur, but the
primary element would appear to be merely sufficient exposure to language use in a social context.
Children seem to learn language they way they learn to walk. They learn thousands of words, complex
phonological and grammatical structures, semantic and pragmatic relations. As Fromkin (1983:326) said
that we do not enter the world before we are able to stand and walk, but all normal children begin to do so
at around the same age. No one teaches them to walk. Obviously “learning to walk” or learning language
is different than “learning to read” or “learning to ride a bicycle.”

2. humans obviously require extensive postnatal experience to produce and decode speech sounds that are
the basis of language. Importantly, this linguistic experience, to be effective, must occur in early life. The
requirement for hearing and practicing during a critical period is apparent in studies of language
acquisition in congenitally deaf children. Whereas most babies begin producing speechlike sounds at
about 7 months (babbling), congenitally deaf infants show obvious deficits in their early vocalizations,
and such individuals fail to develop language if not provided with an alternative form of symbolic
expression

3. two major factors relate to exposure to languageand the extent of non-linguistic trauma:

a. the age at which exposure to language began,

b. The extent of any physical, psychological, and socialtrauma prior to exposure to language.

The achievements of Isabelle and Helen

The language achievements of Isabelle and Helencontrast sharply with those of Victor and Genie.
 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN
RISET, DAN TEKNOLOGI
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS BAHASA DAN SENI
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Telepon (0274) 550843, 548207
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The fact that Helen exposed to language at the age of19 months is not the only factor.

Deaf children have been known to develop their ownsign-language systems complete with
rudimentarysyntax even when they have no exposure to formal signlanguage (Goldin-Meadow &
Mylander, 1998)

4. Children seem to learn a second language easier than adults. After all, they pick up words, phrases, and
grammar seemingly without much effort.

While children do have certain advantages when learning a second language, like being more adept at
speaking without a foreign accent, they don’t have it inherently easier. In fact, some studies actually
suggest that you may be better off learning as an adult.

5. Motivation, attitude, age, intelligence, aptitude, cognitive style, and personality are considered as
factors that greatly influence someone in the process of his or her second language acquisition.

Individual factors include age, intelligence and aptitude, cognitive or learning styles, motivation and
attitudes, and personality. it is generally stated that individual factors such as age, personality, motivation
and attitudes can have both a positive and a negative influence on SLA. Intelligence and aptitude have a
positive effect on second language acquisition only if it takes place in formal or educational settings,
whereas they do not affect the natural acquisition of a foreign language. Learning or cognitive styles do
not seem to have a significant influence on second language acquisition

6. bilingualism is not a categorical variable (i.e., 'you are either bilingual or not'), but a multidimensional
construct composed of two linked parts. The first of these is language proficiency, and the second is
language use.

The bilingual brain is used to handling two languages at the same time. This develops skills for functions
such as inhibition (a cognitive mechanism that discards irrelevant stimuli), switching attention, and
working memory.

These skills make up the brain's executive control system, which looks after high-level thought, multi-
tasking, and sustained attention. Because bilingual people are used to switching between their two
languages, they are also better at switching between tasks, even if these tasks are nothing to do with
language.

7. people think in language much of the time, But not always. You can easily conjure up mental images
and sensations that would be hard to describe in words. You can think about the sound of a symphony, the
shape of a pear, or the smell of garlic bread. None of these thoughts require language.

In other words, the influence of language isn't so much on what we can think about, or even what we do
think about, but rather on how we break up reality into categories and label them. And in this, our
language and our thoughts are probably both greatly influenced by culture. it may give you some insight
 KEMENTERIAN PENDIDIKAN, KEBUDAYAAN
RISET, DAN TEKNOLOGI
UNIVERSITAS NEGERI YOGYAKARTA
FAKULTAS BAHASA DAN SENI
Kampus Karangmalang, Yogyakarta 55281
Telepon (0274) 550843, 548207
Laman: fbs.uny.ac.id Surel : humas_fbs@uny.ac.id

into another culture and another way of life. Your culture—the traditions, lifestyle, habits, and so on that
you pick up from the people you live and interact with—shapes the way you think, and also shapes the
way you talk.