JOURNAL

Se c o n d
L a n g u a g e
Ac q u i s t i o m
 IDENTITY

Name:
Juanino Ximenes

Class :
6B
Meeting 1
LEARNING ACTIVITIES :
-Lecture give a regulation and
Second Language Acquisition Terms
Lecture give us the following tasks :
What is second?
What is Language?
What is acquisition?
What is Second Language Acquisition?
 Chomsky
The term acquisition dealing with the way of picking up
something, picking up a language through sub-coconscious
way.

Learning
A process of picking up knowledge or language through
conscious way. This process needs a teacher, classroom,
teaching, exam and the like. These process don not exist in
acquisition.
Lecture give us the following exercises :
Choose one person as speaker (tell how he/she picks up all
languages he/she speaks).
Discuss the status of language the speaker have (learning or
acquisition).
Make a report and present the result to be sent.
Psycholinguistic Perspectives
The study of mental process that a person uses in producing and understanding language
How human learn language : the study of speech perception, role of memory, concepts, factors
affect the use of language.
Sociolinguistic Perspectives
Macro sociolinguistic (Interpersonal communication)
Speech act
Speech event
Sequencing of utterances
Micro sociolinguistics ( The study of language choice in bilingual or multilingual communities).
Language planning
Language attitudes
Neurolinguistic Perspectives
The study of the function of the brain perform in language learning and language use. It
concludes research into how the structure of the brain influence language learning, how and
which part of the brain language is stored (memory).
 17-03-2022

Meeting 2

Lecture give Second Language Acquistion Terms

 Language Acquisition
A language picked up through sub-conscious
way (no class, teacher, exam, explanation).
For example : the way people picks up Kupang
Malay, bhs. Dawan even Indonesian, etc.

Language learning
A language picked up through conscious way
(classes, teachers,exam,explanations, school).
For example : Indonesian, English and others.
 Language
Devolopment
O-8 months, Laughing and cooing
8-12 months, canonical babbling
12-24 months, recognize the correct pronunciation of familiar words.
Around the age of 2 : the sensory motor, iconic, enactive stage of development
are overwhelmed by the beginning of language .
Around 4 or 6 years : primary human thinking, learning, communicating.
semantic
Development
18-24 months, first mapping, learn a lot of new things
30-60 months, use and understand why question and spartal
terms as in, on,at.
36-42 months, basic color and shape
42-48 months, when and how questions.
48-60 months, knowledge of letters, sounds and numbers.
3-5 years, understand meanings of words based on their
definitions, appreciate multiple meanings, acquire new
information through written text and understand common
idioms.
 pragmatic
development

Conversation skill (age 2-40)

Initiate dialogues (age 3-5)
Socializing correcting address, politeness,
indirect request.
 LA NG U A G E
D E V E L O P M E N
T I N S C H O O L
SPEECH AND WRITING
STRUCTURE VERSUS
TENING, SPEAKING,
LANGUAGE SKILLS (LIS
READING, WRITING.
M e e t i n g 3
This week the lecture explain about Language Status
- Native language
- Mother tongue
- National language
- Target language
- First language
- Second language
- First language Acquisition
- Second language Acquisition
The lecture also give us task to match the definition
about language status above.
Meeting 4
‘’CHILD LANGUAGE ACQUISITION’’
Ancient questions>> Child language study has exercised its fascination on rulers and scholars alike for over 2,000 years, especially in
relation to such questions as the origins and growth of language.
Parental diaries >> The earlier approach to the study of child language was to keep a written diary of observation about one’s own
child : Charles Darwin and August Schleicher,Warner Leopold about his daughter (Speech development of a bilingual child),Dietrich
Tiedemann about his son, etc.
The first year>> For many parents, a child first words uttered at around 1 year of age, mark the first real evidence of language
development – the child has ‘started to talk’. This progress has to be made in three main areas :
Sound Production:
Stage I (0 -8 weeks) Basic biological noises
Stage II (8 - 20 weeks) Cooing and Laughing
Stage III (20 – 30 weeks) Vocal play
Stage IV (20 – 50 weeks) Babbling
Stage V (9 – 18 months) Melodic Utterances
Speech Perception>> Very young babies present an extraordinary range of auditory abilities. There have been several experiments in
which different sounds are played to babies, and their responses monitored.
Speech comprehension : between 2 – 4 months babies begin to respond to the meaning of different tones of voice, such as angry,
soothing or playful voice. From around 6 months, different utterances begin to be related to their situations, eg. Bye-bye, Clap hands,
or pointing in response to questions.
Speech Interaction>> From the moment a baby is born, a mother holds it in front of her, and talks to it – despite the fact the she
knows it does not yet have any language! Mothers seem to have an instinct to promote communication as soon as possible, using
the child’s earliest biological noises as stimuli. Cries, burps, sneezes and other vocalization s are seized upon and interpreted as the
exact shows.
Phonological Development>> By the time children are a year old, they have learned a great deal about the way adult use sounds to
express differences in meaning, but their own ability to produce these sounds lags some way behind. It is also possible to see trends
in the way children change the sounds of the language, when they attempt to use them.
Meeting 5
CHILD LANGUAGE ACQUISITION (David Crystal, 1998. 226 –256)
Grammatical Development

Single-word utterances : The early stage of grammatical development of a child language hardly
seems like grammar at all, since only single words are involved. Most of the words used at this stage
(about 60%) seemed to have a naming function and will develop into nouns. About 20% express
actions. Many of these will develop into verbs, though not all. Other word classes are also found at
this stage (such as adjectives and adverbs), along with several words that it is difficult to assign to
any word class (such as bye-bye). The ‘one-word’ stage is usually most noticeable between 12 and
18 months.

Two-word sentences : The development goes on for two-word sentences which take place at
around 18 months old. There is also a transition period where words are brought together, but the
sequence is not uttered as a single, rhythmical unit as in daddy, gone.

Sentence Structure : Around the age of two, many children produce sentences that are three or four
words in length and combine these words in several different ways to produce a variety of
grammatical constructions. Typical sentence at this stage include: man kick ball, Him got car, where
daddy going, and put that on there.
emantic Development
In Semantic development, we talk about the content of early vocabulary, the meaning of early
words, and how much the children say in a day? The learning of vocabulary is the most noticeable
feature of the early months of language acquisition. From the point when a child ‘first word’ is
identified, there is a steady lexical growth both comprehension and production.

Pragmatic Development
Pragmatic development deals with conversational skills. Between the ages of two and
four, a remarkable development takes place in the ability of a child to participate in a
conversation. At the earlier age, conversations are often very erratic and disjointed, with
parents doing most of the ’works’, and children using sequences of utterances many of
which are not obviously directed to any listener. The effect is a curious mixture of
monologue and dialogue. By 3, it is plain that children have learned many aspects of conversational
strategy. They are able to initiate a dialogue – the various ways of obtaining and holding a listener’s
attention.

Language Development in Schools

Language development in school deals with imaginative speech and writing’ Structure versus use
which talk about: Parsing, language in use and current trends. It describes about children’s learning
to read, learning to write: motor skill, functional skill and a linguistic skill. The educational setting
presents them with a variety of unfamiliar subject related styles of language. They have to learn a
range of linguistic skills – Reading, wring and spelling.
M e e t i n g 6
 ‘’THE ROLE OF THE FIRST LANGUAGE’’
Behaviorist Learning Theory
In order to understand the early importance that was attached to the role of the
first language it is necessary to understand the main tenants of behaviorist learning
theory. Up to the end of 1960s, views of language learning were derived from a
learning theory of learning in general. Two key notes can be identified in these discussions: ‘habits’ and ‘errors.

Habits : Behaviorist psychology set out to explain behavior by observing the responses that took place when particular stimuli
were present. Different stimuli produce different responses from the learner. Behaviorist psychologist attributed two important
characteristics to habits:
Was that they were observable (objects that could be touched and actions that could be observed).
Noteworthy characteristic was that habits were automatic (performed spontaneously without awareness and were difficult to
eradicate unless environmental changes led to the extinction of the stimuli upon which they were built.

Errors : According to behaviorist learning theory, old habits get in the way of learning new habits. Where SLA is concerned,
therefore, the grammatical apparatus programmed into the mind as the first language interferes with the smooth acquisition
of the second. The notion of interference has a central place in behaviorist account of SLA. Interference was the result of what
was called proactive inhibition. This is concerned with the way in which previous learning prevents or inhibits the learning of
new habits.
 Psychological Aspects of Contrastive analysis
The psychological rationale takes the form of contrastive analysis hypothesis. This exists in a strong and
weak form.
The strong form claims that all L2 errors can be predicted by identifying the difference between the
target language and the learner’s fist language.
The weak form of the hypothesis claims only to be diagnostic. A contrastive analysis can be used to
identify which errors are the result of the interference. Thus according to the weak hypothesis, contrastive
analysis needs to work hand in hand with an error analysis.
The linguistic aspects of Contrastive analysis : A comparison of two languages can be carried out using
any of several different models of grammar. Initially the model used was that of structuralist linguists.
Most of the contrastive studies carried out have been based on surface structure characteristics, such as
those described by structuralists. The procedure was:
Description (ie. a formal description of the two languages is made
Selection (ie. certain items, which may be entire subsystems such as the auxiliary system or areas known
through error analysis to present difficulty, are selected for comparison).
Comparison (ie. the identification of areas of differences and similarities
Prediction (ie. identifying which areas are likely to cause errors.
 This meeting deals with:
Criticisms of the Contrastive
Analysis Hypothesis, Empirical and
predictability of errors, Theoretical
criticism, Practical criticism, and
Contrastive pragmatics. In order

Meeting 7
to understand why there is such
disparity regarding the role of the
L1, it is necessary to examine the
evolution of the notion of
interference. This will involve
tracing its origin in behaviorist
learning theory, its development
in terms of the Contrastive
Analysis Hypothesis and the
theoretical and empirical attack
on this hypothesis which followed
 Criticisms of the Contrastive Analysis Hypothesis Ellis, Rod (1985: 25-41)

The criticisms that gathered force in the early 1970s were of three major types: First, there were
doubts concerning the ability of contrastive analysis to predict error. These doubts arose when
researchers began to examine the language-learner in depth. Second, there were a number of
theoretical criticisms regarding the feasibility of comparing languages and the methodology of
contrastive analysis. Third, there were reservations whether contrastive analysis had anything
relevant to offer to language teaching.

Empirical and predictability of errors

Dullay and Burt (1973, 1974) set out to examine error issue empirically according to
psycholinguistic origins.
Interference like errors, ie. those errors that reflect native language structure and are not found
in first language acquisition data.
First language development errors, ie. those that do not reflect native language structure but
are found in first language acquisition data.
Ambiguous errors, ie. those that cannot be categorized as either interference-like or
developmental.
Unique errors, ie. those that do not reflect first language structure and also are not found in first
language acquisition data.
 Theoretical criticism
Theoretical attacks on the validity of behaviorist accounts of language learning also helped to
create a ‘crisis’ in contrastive analysis. Gradually, however, the role of the L1 was reappraised
rather than rejected out of hand. The reappraisal took two forms. The contrastive analysis
hypothesis was modified to take account of avoidance, the need for there to be a degree of
similarity between the first and second languages items for interference to take place, and the
multi-factor nature of learner error.

Practical criticism
The final set of criticism concerns whether Contrastive Analysis is of any practical worth to
language teachers. Obviously, if the majority of learners’ errors are not caused by interference,
then Contrastive Analysis is of limited value, far less than was thought to be the case when
Contrastive Analysis first started.

Contrastive pragmatics
Contrastive pragmatics is not just comparing the communicative functions of different
languages. It is also about comparing how different languages express the same
communicative functions. The universality of communication systems does not preclude the
existence of obvious differences in the ways in which language realize the same functions.
Meeting 8
At this meeting we
were given
assignments to
collect paper and
journal as midterms.
 N G U A G E A C Q U IS IT IO N
O UT TH E S EC O ND L A
O IN T O F P O IN TIN G O RY
THE P R W IT H TH E C U R RE N T TH E
C Q U A IN T TH E L EA R N E
THE OR Y IS TO A E A C Q U IS IT IO N.
N D FO RE IG N LA N G UA G
S E C O ND LA N GU A G E A E
IN AD UL T OND LA N G UA G ES AR
B E A B O U T H O W SE C
Y P O TH E SIS W IL L A N D
THE H IS O F E XPE R IM E N TA T IO N
LE A R N ED O N T H E B A S
ACQ UIR E D A N D
OBSERVATION.

Me e t i n g 9
 SPEAKER’ KNOWLEDGE
RE OF NON-NATIVE
-THE NATU
-FOSSILIZATION
-STABILIZATION
Meeting 10
This meeting deals with three other hypotheses beside
the two being discussed in the previous meeting as The
Acquisition-Learning Hypothesis and The Natural
Hypothesis. After the two hypotheses, we come to the
three talked about as: The Monitor Hypothesis, The Input
Hypothesis and The Input Hypothesis.
Monitor hypothesis theory distinguishes two process of second
language and foreign
language development and use as :
Acquisition is said to be a sub-conscious process which leads to the
development of “Competence” and is not dependent on the teaching of
grammar rules. Learning refers to conscious study and knowledge of
grammatical rules. Therefore, it is obvious that their hypothesis
recognizes two ways in a Second Language Acquisition known as
acquisition and learning.
Regarding Affective filter hypothesis, when someone selects one variety
of speech as a model of learning the language, this is called Affective
Filtering. Certain affective variables are related to Second Language
achievement.
 Meeting 11
PEMBELAJARAN
ORANG DEWASA

The teacher provides learning materials regarding Andragogy and pedagogy

learning and then gives assignments regarding these materials
 5 APPROACHES

1. THE LABOVIAN
TRADITION

Meeting 12 2. THE DYNAMIC

PARADIGM
3. COMMUNICATIVE
COMPETENCE
Psycholinguistics issues in second language acquisition
4. THE SPEECH
suggest that today the field has progressed and maybe ACCOMMODATION
divided into two areas namely: APPROACH
• Processing studies 5. SOCIOLINGUISTIC
• Acquisition studies
Meeting
13
o Background of language development
o Neurological arguments
o Critical period hypothesis
o Transfer
o Cognitive maturity
o Motivation
o ZISA Development stages
 Meeting 14,15,and
16
SUBMIT
ASSIGNMENT FOR
FINAL TEST

1 .Find out and explain the terms with

examples of each,
2. Journal format to be done and collected
3. Paper.