BAB I
INTRODUCTION
A. Background
Mother language is the first language we mastery
after we gave birth so it is often called by the first language. First Language
acquisition surely occurs in childhood. Another language after first language
that we mastery called the second language, third language and next after. The
second language acquisition and more than it occur in several ranks of ages and
generally undergone when we had mastered the first language fluently.
Therefore, some scientist state that the second language acquisition process is
different from the first language acquisition, thus there is second language
acquisition focus knowledge. But in the bilingual society or multilingual there
is an acquisition of two languages or more than it in the same time, so mother
language or first language can be more than one languages.
SLA (second language acquisition focus knowledge)
understands about second language acquisition process not only as a process in
a linguistic knowledge but also psychology, sociology, anthropology and
culture. In
the real live there are a lot of chase about difficult people in learning
second language or there is one who could not acquired language without his
first language or the language which is acquired from his family (mother
language).
Based on the simple information about language
acquisition above, the writer could mind taking title “Factors Affecting the Second Language Acquisition”.
B.
Problem
of the research
Related to the
background explanation, the writer formulated the research question as
following:
1. What
is the factor affecting second language acquisition?
C. Limitation of the research
The writer limited this
discussion in the factor which affecting the second language acquisition.
D. Purpose of the research
1.
To get a lot of
information about second language acquisition in order that writer will
understand deepest.
2.
To complete the task of studying
process in psycholinguistic lecture
BAB II
LITERATURE REVIEW
A. Definition of language
Based
on CCU lecture book,”… Language is the principal means whereby we conduct our
social lives. When it is used in context of communication, it is bound up with
culture in multiple and complex ways.
Another
literature define that language
is an arbitrary sound symbol system that is used by members of social groups to
cooperate, communicate and identify (Djoko kentjono 1982). Therefore, language is never
separated from the human, in the sense that there is no human activity that is
not accompanied by language.
In
conclusion, language is arbitral which is very important aspect because it can
be conducted human live to survive their live by communication aspect. A
society never appears without language on it because to make relationship or
interaction with other both in community or social live impossible leave a
language.
There
are features or characteristic of human Language, namely:
1.
The use of the
vocal-auditory channel is perhaps the most obvious characteristic of
language. Sounds are made with the vocal organs, and a hearing mechanism
receives them.
2.
Arbitrariness means that human languages use neutral
symbols. There is no connection between the word dog and the four-legge animal
it symbolizes.
3.
Semanticity the third suggested test for language
ability is the use of symbols to ‘mean’ of refers to objects and actions.
4.
Cultural
transmission or tradition indicates the
human being hand their languages down from one generation to another. If a
child is brought up in isolation, away from human beings, he does not acquire
language.
5.
The
fifth and sixth features are social ones, in that they relate to the way in
which language is used. Spontaneous usage indicates that humans initiate speech
freely.
6.
Turn-taking, means exactly what it says : we take it
in turns to speak
7.
The
seventh property duality or double –
articulation, means that
language is organized into two ‘layers’.
8.
A
more important characteristic of language is displacement the ability
to refer to things far removed in time and place.
9.
The
ninth feature structure-dependence was
discussed in chapter 1. As far as we know, animals do not use
structure-dependent operations. Finally, there is one features that seems to be
overwhelming importance, and unique to humans – the ability to produce and
understand an indefinite number of novel utterances.
10.
Creativity, others call it openness or productivity. Failure to communicate this extra item of
information means that bee communication cannot be regarded as ‘open-ended’ in
the same way that human language is open-ended. As far as we know, no animal
communication system has duality and displacement. No animal system can be
proved to have semanticity or to use structure-dependent operation. Above all,
no animal can communicate creatively with another animal.
B.
Second
Language
Second language
refers to any language learned in addition to a person's first
language; although the concept is named second language acquisition, it can
also incorporate the learning of third, fourth or subsequent languages.
Second-language acquisition refers to what learners do; it does not refer to
practices in language teaching.
C. Language acquisition
Krashen and others,”…
Acquisition is the unconscious process that occurs when language is used in
real conversation.
Language acquisition
is the process by which humans acquire the capacity to perceive and comprehend
language, as well as to produce and use words
to communicate.
According to Marjusman Maksan (1993:20), language
acquisition is the process of language acquisition by a person (not just the
children) is not conscious, implicit, and informal. This
means that the process does not know a teacher or someone like that who is
responsible for the achievement of learning outcomes. Nor is there any sort of
curriculum or specific lesson plans, seta not there is also a special time and
place provided for learning the language.
The process of children begins to recognize verbal
communication with its environment is called the child's language acquisition.
At the time of child language acquisition, children lead to the communication
functions of the form language.
There are two senses of language
acquisition. First, language acquisition has a sudden onset, sudden. Second,
language acquisition has a gradual onset that arises from motor achievements,
social and cognitive paralinguistic. Marjusman Maksan (in Psycholinguistics,
I/1993 Edition) states on language acquisition as follows: At least there are
two theories about language acquisition.
The first theory is, the theory of
Behaviorism flow, stating that the development of children's language by adding
little by little. So as if that language acquisition is a linear or straight
line. Increasing also increases until complete as adult language.
According
to the second theory, that is the theory of flow of rationalism which states
that the child's language development follows a certain pattern of development.
Every human has similarities potential to master the language. Process and the
nature of language acquisition take place dynamically and every person through
the stages of tiered. In case there are two terms that is the acquisition and
language learning. Kridalaksana
(2001: 159) defines language acquisition (language learning) is defined as a
process mastered their own language or another language by a human. It is
supported by Krashen (in Johnson & Johnson, 1999: 4) acquisition qualifies
as a natural process that takes place without any conscious attention to
linguistic forms, obtaining a minimum condition is that participation in
natural communication situations.
D.
Second
language Acquisition
Second-language
acquisition or second-language
learning is the process by which people learn a second
language. Second-language acquisition (often abbreviated to SLA) is also the name of the
scientific discipline devoted to studying that process.
Second-language acquisition can incorporate heritage language learning,
but it does not usually incorporate bilingualism.
Most SLA researchers see bilingualism as being the end result of learning a
language, not the process itself, and see the term as referring to native-like
fluency. Writers in fields such as education and psychology, however, often use
bilingualism loosely to refer to all forms of multilingualism.
Second-language acquisition is also not to be contrasted with the acquisition
of a foreign language;
rather, the learning of second languages and the learning of foreign languages
involve the same fundamental processes in different situations.
E.
Theory
of Second Language Acquisition
Ellis (1986:248) classifies theory of second
language acquisition into (a) model of acculturation, (b) accommodation model,
(c) model of discourse, (d) monitor model, (e) competency model variables, (f)
model of universal hypotheses, and (g) Neuron functional model.
1. Acculturation
model
Acculturation
is the process of adjustment to a new culture (Brown, 1987:129). Acculturation
is seen as an important aspect in second language acquisition for two reasons.
First, language is the most tangible expressions of culture and can be
observed. Secondly, the background of second language, acquisition of new
language will be seen from the way people looked at each other between the
learner and the target language community.
In
second language and cultural relations, Yulianto (1996:46) revealed the
presence of three possible contexts that occur. First, the context in which it
technically refers to the study B2, namely (1) in B2 cultures, such as learning
English for Arabs in America and (2) in culture using B2 as the medium for
education or administration, such as learning English in Filipinos or Indians.
Second, the context which is technically outside of culture B2, like learning
French or German in America. Third, the context which is technically located in
the cultural environment that uses B2, but B2 is not used as the language of
instruction. This latter context, for example, occurs at the International
School Surabaya. In the school studied the Indonesian language of instruction
English. In the family environment, the learners use their national language.
When they go out of their neighborhood, they get the use of Indonesian or
Javanese.
The influence of
relationships between acculturation and second language acquisition determined
by the level of social distance and psychological distance learners to the
culture of its B2. Social distance is the result of a number of factors that
affect learners as members of social groups in their dealings with the target
language group. Psychological distance is a result of various effective factors
which related to learners as individuals. Social factors are more influential
primary, while the new psychological factors will play a role in cases that
cannot be determined by social distance.
Schumann (1978) in Ellis (1936:252) and
Tarigan (1988:183 - 184) make lists the various factors that determine the
social distance and psychological distance above. Based on social factors,
disclosed example of a good learning situation follows.
a. The
target language group and B2 group of learners consider each other as the same
social level.
b. Both
groups want the learner group B2 assimilated.
c. Both
groups hoped that the group B2 learners take part of the social facilities with
the target language group.
d. Group
B2 learners are small and not cohesive.
e. Cultural
group B2 learners make interaction to the culture of the target language group.
f. Both
groups have a positive attitude to each other.
g. Consideration
learner group B2 remain in the target language for the future.
If the conditions are exactly the opposite
of the above situations the learning B2 is not good.
Psychological
factors are actually more affective, which in this case include:
a. Shock-language
(language shock), such doubt and confusion in using B2
b. Culture
shock, such as when learning to feel the wrong direction, pressure, fear, and
so as a result of cultural differences between first language and second
language culture (B2)
c. Motivation
d. Limits
ego (ego boundaries).
2. Accommodation
model
This theory
comes from research of Giles, about the use of language between groups
(intergroup) in a multilingual society like Britain. In his research which was
using socio-psychological approach, he thinks over second language acquisition
from the point of view of the establishment of inter-group and is called
inter-group model (intergroup model).
As models of acculturation,
accommodation model to seek an answers the relationship between social groups
learning (in-group) and the target language community (out-group). The
difference, if the acculturation model to explain this relationship with the
help of variables that create social distance lacteal, accommodation model
describes the relationship with the help of social distance which is observed.
Giles in Ellis (1986:256) argues that the most important for the ability of B2
is how in-group limit themselves in their dealings with the
"out-group". When Schuman considers that social distance and
psychological distance is static, but Giles’ opinion, inter-group relations are
dynamic in accordance with the changing views of other groups.
3. Discourse
model
This theory
stems from the theory of using the language that treats communication as the
matrix of language knowledge.
According to this theory, language
development should be viewed in terms of how language learners find the meaning
potential through participation in the communication. Cherry (1979) in Ellis
(1986:259) emphasizes the importance of communication as an effort to develop
the rules of language structure. A view on the role of communication in the
second language acquisition was known as a model of discourse.
Discourse model proposed by Hatch (1978)
in Ellis (1986:259-260) has a main principles: (1) second language acquisition
following the natural sequence in syntactic development, (2) Native speaker
will adjust their utterance to unify the meaning of non native speakers, (3)
Strategy conversation using negotiation of meaning (the meaning agreed) and
regular feedback, which can affect the speed and sequence of second language
acquisition in the several respects:
a. Language
learners learn second language grammar by the same order such as the order of
the frequency of various CIR Input
b. The
learners in generally gets the formulas obtained in the form and then analyze
it into components of the specific part.
c. Learners
Assisted making sentences vertically which is a preliminary structure
horizontal.
This theory is not focused to observe
the cognitive processes that control how learners develop discourse or how the
data created through the discourse was filtered and internalized. Another
important point in this discourse model is that social interaction can give
learners the best data can be processed by the brain. Furthermore, the data is
compiled through an appropriate input model and relevant.
4. Monitor
model
Performance
model which is known as the monitor model is proposed by Krashen (1977).
Another term that is used as the synonymous is creative construction process.
In this monitor model, described the
three aspects that affect the use of monitors. First, the monitor takes or
needs a time. When enough time, speakers have the opportunity to think and
apply the grammatical rules, as in normal speech. Second, the monitor will be
active when the form and precision of language is important for speakers, such
as learning patterns of change verbs in Arabic. Third, the monitor reflects the
application of language knowledge on the behavior of a person speaking.
Monitor
model consists of five main hypotheses, namely:
a. Hypothesis
acquisition-learning
b. The
natural order hypothesis
c. The
monitor hypothesis
d. The
input hypothesis
e. Affective filter hypothesis.
According to this hypothesis, young
children simply do acquisition in an attempt to master their first language.
However, adults do two ways in the development of their competence in second
language. The first way is acquisition did as the young children develop their
first language skill. The second way to do with the way language learning.
In the process of mastering second
language, structures of particular grammatical tend to be first mastered by the
learner rather than the other structures. In this case, there is a similar
ability in particular aspects. For example, bilabial consonants in general will
be more firstly mastered by the child than velar consonants.
According to this hypothesis,
grammatical structure acquisition of the child’s language is in a predictable
sequence. The order was the result of processing strategies that are universal.
5. Variables
Competency model
Variable competence
model suggests the following principles:
a. In
learners self have a single knowledge depository. It contains grammatical
rules. It is closer to the term competence is already known because
automatically will be active if exploited to practice using second language.
b. Learners
have the ability to use language. The ability was shaped of the process that
the discourse of primary (a simplification of semantics), secondary discourse
processes (editing language performance), and cognitive processes (Cognitive
process consists of the construction of basic conceptual structure of a
message, comparing the structure with a frame of reference used by partners to
speak, and the reduction of redundant elements and its lexical which is not
available).
c. Second
languages’ Performance is variable resulting from the primary process in a
discourse that is not planned or secondary process of discourse that is
planned.
d. The
development of second language is a result of acquisition rules that are new
through various types of discourse and the activation of second language rules
which is not unanalyzed automatically, therefore, it can be used for unplanned
discourse.
6. Hypothesis
Universal model
Hypothesis
Universal states that there are linguistic universals that determine the course
of second language acquisition, such as following:
a. Linguistic
universal imposes constraints on the form that can be taken by the language
(inter language).
b. Language
Learners are easier to obtain patterns that appropriate to linguistic
universals than on the other hand. Characteristics of Linguistic rule second
language describes the sequence of development.
c. Linguistic
universals which were manifested by first language can help grammatical
development through the transfer.
The advantages of this
theory consist of two things:
a. Focus
on the nature or substance of the target language (second language)
b. Presents
a reconsideration of the transfer of language as an important factor in second
language acquisition.
7. Neuron
functional model
Neurofungsional
toward acquisition second language is the relationship between languages with
neural anatomy. However, it may not correctly identify precisely where in the
brain regions associated with language functioning.
Considerations of Neurofungsional toward
second language acquisition have relationship with two sides of the brain
participant; they are the right hemisphere and left hemisphere (which is known
as Boca’s area and region Wrinkle). Based on clinical research, demonstrated
that there is a relationship between the anatomies with the process language
comprehension and production. In particular, correlated with second language
acquisition, this model is talking about several things, for instance: the age
difference, fossilization, and exercise patterns in the class of second
language acquisition.
F.
Factors
Affecting The Second Language Acquisition
In second language acquisition, students had to
master a first language well and the development of second language acquisition
is not a procession with his physical and psychic development. Second language
acquisition is not same with first language acquisition. This is because the
second language acquisition is done formally and student motivation is
generally not very high as a second language is not used to daily communicate
in the student society.
There
are several aspects that must be considered when deciding to learn a second
language:
1. Language
skills.
Usually
when someone decides to learn a second language formally, he will go through
the test language ability or language aptitude tests conducted by the agency to
assess proficiency language courses / language talents possessed by that
person. This test proved effective enough to predict which students will
succeed in learning a second language. Nevertheless there are still differences
of opinion regarding the ability of language or language aptitude itself.
2. Age
Most of the general public still
believe that to learn a second language would be better done when still a
child. Learning a second language as an adult will feel more difficult. But
studies have been conducted on this subject failed to prove the truth of the
general public confidence.
They who begin learning a second
language as an adult can still achieve the success rate which is quite high.
The research conducted on this subject is only able to show that most people
who learn a second language as an adult not able to change their accent as a
native speaker’s accent. Adults’ accent is the first language that is difficult
to change. Adults tend to acquire a second language is faster than children.
Because the adult’s brain has function more perfect than the brains of children
and adults have more language knowledge rather than the children.
The issue about the relevance of age and
in acquiring second language ranged: (1) the assumption that children learn
language more successful than adults and (2) the critical period in second
language learning.
3. Strategies
used.
The
using of effective strategies is essential for learning a second language can
be success. In general, second language acquisition strategy is divided into
two, namely learning strategies and communication strategies.
a. Learning
strategy is the strategy used to enhance second language learning outcomes,
such as the use of a dictionary or use cable TV to catch the TV broadcasts that
use a second language.
b. Communication
strategy is a strategy used by students second language classes and native
speakers can understand each other when the problem occurred in communications between them due
to lack of access to the correct language, for example by using facial and hand
gestures.
4. Motivation.
Motivation can be
interpreted as why someone decides to do something, how long he was willing to
perform the activity and how effort which is striven. The research have been
done on motivation suggests that motivation is closely related to one's level
of success in learning a second language.
Oversimplify result in
underestimating the least attention to the language to be learned, just a
little outpouring and eventually led to the failure to learn a second language.
5. Individual
Cognitive
Individual cognitive assessed the
individual to use language. Children whose high cognitive will be more
proficient in using language than the children have problems substitutions.
According to Baradja (1994:3-12) states
six factors that need to be carefully considered in affecting second language
acquisition, namely:
a. Objectives
or purpose
b. Learners language
c. Instructor
d. Materials
e. Method
However,
objective factors, learners, and teachers are the three main factors. From
these three factors of acquiring second language concentrate on matters
relating to the learner and the learning process.
Learners are as the most important
factor, knowing exactly why he studied the second language. The answer to the
question 'why' is the purpose or objective of learning second language.
Instructor is a party that helps learners. In the certain conditions, his
presence can be replaced by the text books, tape recorders, film, or the other.
Another literature states several
factors that affect second language acquisition, such as:
a. Intellectual
IQ
According
to old parameter which states that there is a correlation between IQ and second
language acquisition has been abandoned by Gardner (1983) In Baradja (1994). He
divided person’s intellectual IQ into seven intelligences, namely: (1)
linguistic, (2) think logically and mathematically, (3) spatial (ie ability to
find their way in an environment, the ability to form mental images of reality
and can quickly be transformed), (4) musical (the ability to say and the
ability to accept a certain tone and rhythm patterns, (5) bodily-kinesthetic
(agility in athletics, dance), (6) interpersonal (ability to understand others,
how tolerant), (7) intrapersonal (ability to conduct introspection, to see
himself, to develop what is called a sense of identity.
b.
Personality
Personality
is a factor that determines second language acquisition which characteristic is
abstract. The one personality here is like one who has high self confidence,
risk taking, and extroversion.
c. Extroversion
In the community, developing belief that
children who have personality extroverts tend to be more successful in his
attempt second language learning than an introverted child. This opinion is
based on the rationalization that children are more sociable extrovert, more
adaptable, and have a higher language aptitude. Swain and Burnaby (1976) and
Rossier (Baradja, 1994).
d.
Interaction active
In the second language acquisition
process, an interaction with native speaker of second language is needed to get
many of input and output target language or second language.
In basically,
one function of language is to communicate and communicate done by human with
one another. Therefore, an interaction between users of language is very
important in processing of understanding a language and interaction with the
native speaker can make faster process of second language acquisition.
BAB III
DISCUSSION
A. Problem
Related on the explanation of
background above, we get information that there are difficulties in second
language acquisition. Therefore, there is one who only has one language it is first
language. Beside that, in the second language acquisition process is not only
as a process in a linguistic knowledge but also psychology, sociology,
anthropology and culture, thus it will present some factors that correlate with
second language acquisition.
B. Discussion
In the chapter two discussions have
present a lot about second language acquisition. And based on it we can present
whatever factor that affect second language acquisition both positive factor or
negative. Such as: language skill, age, strategy used, motivation, individual
cognitive, environment, intellectual IQ, personality, extroversion, and
interaction active.
So, if there is one who just able to
product one language that is first language it is because some factors above
brought negatively because in the second language acquisition process will be
always relationship with factors that affect. When everyone wants to mastery
another language from first language must pay attention to the factor above in
order that become multilingual.
BAB IV
CONCLUSSION
A. Conclusion
Based on the explanations, the
writer can conclude that factors which affect the second languages acquisition
process are as following:
1. Language
skill
2. Age
3. strategy
used
4. motivation
5. individual
cognitive
6. environment
7. intellectual
IQ
8. personality
9. extroversion
10. Interaction
active.
B. Suggestion
After get information about what
factors that affect second language acquisition, the writer should suggest as
following:
a. The
learner of language should build whatever factors that affect second language
acquisition positively so that able to use more than one language.
b. The
Instructor, can be parent or teacher must pay attention to the factors above
thus learner will pass it fluently.
http://khoiruanwar.blogspot.com/2012/03/makalah-psicolinguistic.html
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