B.

THE CAUSATIVE
VARIABLE IN SECOND
LANGUAGE ACQUISITION
Group 3:
Sii Robiah 1703046049
Husna Amalia 1703046058
Hesti Rindhi Anggraeni 1703046069
Kartika Jati Kartini 1703046072
B. The Causative Variable in Second
Language Acquisition

• THE CAUSATIVE VARIABLES

• LANGUAGE TEACHING
• EXPOSURE VARIABLE
• AGE
• ACCULTURATION
1. THE CAUSATIVE VARIABLES
• Comprehensible Input and Strength of the Filter.
• “People acquire second language when they obtain comprehensible input and
when their affective filters are low enough to allow the input into the language
acquisition devise” this is learning taking place.
• Comprehensible Input + 1 (CI + 1)
2. LANGUAGE TEACHING: DOES IT
HELP?

• The more we know about language and language learning, the more
informed decisions we make about language teaching.
• Its
primary function is to supply comprehensible input for those who cannot
get it elsewhere, those constrained by their situation (i.e. foreign language
students who do not have input sources outside the class) or by their
competence (those unable to understand the language of the outside world).
While it is less useful for those who have other sources of input, there still are
things the competent classroom can contribute to the intermediate student.
 3. EXPOSURE VARIABLE
There is no variation in the acquisition process itself, but there is in:
1. The rate and the extent acquisition as a result of the amount of comprehensible
input received, and the strength of the affective filter.
2. Performance, brought about by the extent of the learner’s reliance on ‘learnt’
knowledge.

3 Types of monitor users:

3. Over-users
4. Under-users
5. Optimal-user (e.g. Those who apply conscious knowledge when it is appropriate.
4. AGE

• Affect the amount of comprehensible input that is obtained

• Influences the affective state of the larner
• After puberty the affective filter is likely to increase in strenght
• Younger learners may get more than older learners
• Agealso affect ‘learning’, older learners are better in studying
language from and using ‘learnt’ knowledge in monitoring.
5. ACCULTURATION MODEL (J. Schumann)
The Acculturation Model is a second language acquisition
model designed by John H. Schumann in 1978:

1. This model is based on the social-psychology of acculturation

2. Acculturation model maintains that certain social and
psychological variables cluster into a single variable,
acculturation
3. Learners will acquire the target language to the degree they
acculturate to the target language group
 There are two types of acculturation
1. Learners are socially integrated with the TL group and develop sufficient
contacts with TL speakers to enable them to acquire the target language.
2. Learners consciously or unconsciously desire to adopt the life style and
values of the TL group.
• Both types of acculturation are important to provoke acquisition of the TL.
• Social and psychological contact with the target language group is the
essential element in acculturation.
• adopting the values and life-style of the target language group is not
necessary
 The teacher needs:
In Conclusion: • Respect for and interest in the learner’s
language, culture, thought and
intentions;
The learner needs:
• The ability to recognize growth points,
• Expectations of success;
strengths and potential;
• Theconfidence to take risk and • The appreciation that mistakes are
make mistakes; necessary to learning;
• A willingness to share ans engage; • The confidence to maintain breadth,
• The
richness and variety, and to match these
confidence to ask for help; to the learner’s interests and direction;
and
• To stimulate and challenge; and
• An acceptance of the need to
• A sensitive awareness of when to
readjust.
intervene and when to leave alone