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Faisal Abi Yusuf (113-12-026) / C
Hidayatus Sarifah (113-12-064)/B
Mannun Sahila (113-12-113)/C
Naily Iffatul Maula (113-12-132)/C
1. What is the child first language
acquisition?
2. What is the parents type processing L1?
3. What is the child second language
acquisition? (Learner characteristic &
Learning condition)
4. What is the teachers type of processing
L2?
First Language can be defined as the
first language we learn in our life. It
follows then that second language is
any language we learn later in
life,after learning our first language(M.
Goh and Silver, 2004:29).
Theories
Behaviorist Innatist Interactionist
Concerned with learning in general
Important linguistic input from the
environment
Modelling
Imitation
Practice
Reinforcement
Habit formation
Concerned with specific aspects of language learning
Degenerate input from the environtmentBiological programme (critical period
hypothesis)Special language learning abilityUniversal grammar (UG)Linguistic rule extractionHypothesis testingNatural order of acquisition
Concerned with social and pschological aspects of language learning
Meaningful linguistic input from the environtment
The importance of communicative contextsChild’s pragmatic intentionsAdult conversational /interaction strategiesChild-directed speech (Motherese)Adult’s rich interpretation and feedbackConversational adjustmentsChild’s capacity for learning Interdependence of cognitive and language
developments
This research use Qualitative Research.
The researchers use methods such as
participant observation or case studies.
The method of data collection were
observation, interview and documentation.
This research focuses on the process of
child in acquaring L1 and L2.
The dataRespondent I (Child)Name : Evania Lillah Tsuroya (5 years old)
First Grade Students of MI Al-Maarif Kebumen banyubiru Semarang
Respondent II (Mother)Name : Umi Nu’amahWork : Headmaster of SMK Nu Roudlotul
FurqonRespondent III ( Teacher)Name : Surur ( The homeroom teacher of
1 B Class)
The child use 2 languages in her everydayconversation. Her mother tongue isJavanese, even she can’t use javaneselanguage, but she could understand thelanguage.
L1 :Javanese and BahasaL2 : English
Her native language is Bahasa. Because shespeak with other using bahasa.
The Parents’ Data Key Features
1. The parents provide books and
DVD (movies and songs)
Meaningful linguistic input from the
environment
2. The parents provide toys, flash
card, and puzzle
Meaningful linguistic input from the
environment
3. The parents give freedom to the
children to do anything, but still in
their control
Concerned with social and
psychological aspects of language
learning
4. The parents communicate use
Indonesian language to their child
The importance of communicative
contexts
5. The parents help the child to do her
homework
Interdependence of cognitive and
language development
6. The parents spend their time for
sharing with the child
Adult’s rich interpretation and
feedback
From the data above, by connecting
the data with the key features
provided in the theory we can
conclude that the parents type in
processing L1 is INTERACTIONIST.
The Child’s Data
1. The child can sing english song such as ost frozen and strawberry cake
2. Shy girl (she is not confident to speak in new environment)
3. She likes reading rather than playing
4. Pay attention to the teacher
5. Learning by doing (She always broke her toys but then she could fix it)
6. She likes watching movies
7. She can imitate the main character’s conversation in the movie
8. She is talkative at home
9. She likes dressing up
Learner Characteristic
Enthusiastic, it is proved by her interest in
English songs.
Shy, she is not confident to speak in front of
stranger.
Learning Condition
The child acquaires the L2 through the
classroom learning (doing structure
homework, learning conversation through
cartoon movie).
English is rarely used in her environment.
The teacher types is BehavioristConcern with learn in general : way of the teacher teach is teacher-centered.
The teacher using javanese language in the learning process. In the daily converstion with her students, sometimes the students answering the teacher’s question using Bahasa or javanese. Because in Behaviorism the orall skills was prioritised (page 32).
The Teacher’s Data Key Features
1. The teacher teaches using books,
pictures, and songs.
Meaningful linguistic input from the
environment
2. The teacher gives feedback to the
students’ curiosity.
Adult’s rich interpretation and
feedback
3. The teacher always uses greeting
in English to open the class.
Reinforcements
4. The teacher applies memorization
to introduce new vocabularies.
Little reliance on drill work
memorization and rule-based learning
5. The teacher invites students to
have outclass session to learn new
vocabularies (go to the zoo).
Contextualized teaching of vocabulary
From the data above, there are one key
feature that refers to Behaviorist theory in
point 3, but there are 4 key features that
shows Interactionist theory. It means that
Interactionist is more dominant than
Behaviorist theory. Hence, we can
conclude that the teacher type in
processing L2 is INTERACTIONIST.
From the explanation of findings and related
theory, we can draw conclusion such as:
The child L1 is bilingual (Javanese and
Bahasa).
Parents type of processing L1 is
Interactionist.
Child characteristic are enthusiastic and
shy. The child acquaires English from
school.
Teacher type of processing L2 is
Interactionist.
Goh, Christine C. M. and Rita Elaine
Silver. 2004. Language Acquisition and
Development. Prentice Hall: Singapore.
www.sagepub.com/upm-
data/48453_ch_1.pdf