mini research on psycholinguictics

MINI RESEARCH ON PSYCHOLINGUICTICS

Class : C

Group : 4

Members:Surya Agung W. (113-12-023)

Nafiatul Khasanah (113-12-134)

Yuli Susanti (113-12-051)

Nur Inayah (113-12-114)

OutlineA. Title, Class, Group Number and Members

B. Statement of The Problems

C. Review of The Related Theories

1. First Language Acquisition

2. Second Language Acquisition

D. Methodology

1. Method of Data Collection

2. Research Design

3. Subject of Study

E. Findings

1. First Language Acquisition of Child

2. Parent Type of First Language Acquisition

3. Second Language Acquisition of Child

4. Teacher Type of Second Language Acquisition

F. Conclusion

B. Statement of Problems

1. How the ways of child get the first language, native language, and mother tongue?

2. How the ways of parent teach first language?

3. How the ways of child learn the second language?

4. How the ways of teacher teach second language?

C. Review of The Related Theories

1. First Language Acquisition

•According to Goh and Rita (2004) said that

First Langusge Acquisition is an amazig process. Consider a child’s astounding progress from crying, gurgling, cooing, babbling, uttering single words and two words utterances to speaking complete and well formed sentences in a matter of three to four years.

• The role of the child is what children bring into the acquisition process. Model of first language acquisition :

• Behaviorist model : According to Cooter & Reutzel(2004) as quoted by Goh and Rita (2004) said that

“infants learn oral language from other humanrole models through a process involvingimitation, rewards, and practice. Human rolemodels in an infant’s environment provide thestimuli and rewards,”.

• Innatist model : approach which emphasized the role of mental or psycholinguistics process.

• Interactionist model : which defined as the distance between a child’s current state of cognitive capacity and the level of potential development .

Behaviourist • Concerned with learning in general • Important linguistic input from the environment • Modelling• Imitation• Practice• Reinforcements• Habit formation

Innatist • Concerned with specific aspects of language learning • Digenerate input front the environment• Biologicat progamme• Spicial language learning ability• Universal grammar• Linguistic rule extraction• Hypothesis testing• Natural order of acquisition

interactionist • Concerned with social and psychological aspects of language learning

• Meaningful linguistic input from the environment • The importance of commucative contexts • Child’s pragmatic intentions • Adult conversationel / interaction strategies• Child directed speech• Adult’s rich interpretation and feedback• Conversationel adjustments• Child’s capacity of learning• Independence of cognitive and language developments

2. Second Language Acquisition

• According to Muriel (2006), Second Language Acquisition (SLA) refers both to the study of individuals and groups who are learning a language subsequent to learning their first one as young children, and to the process of learning that language.

• A second language is typically an official or societally dominant language needed for education, employment, and other basic purposes Muriel (2006).

• According to Muriel (2006), acquisition of more than one language during early childhood is called simultaneous multilingualism, to be distinguished from sequential multilingualism, or learning additional languages after L1 has already been established.

According to Lightbown and Spada (1999) as quoted by Goh and Rita (2004) place there factors in two groups: learner characteristics and learning conditions.

Learning characteristics include factors like prior language knowledge (knowing another language), cognitive development, metalinguistic development and personality factors such as nervousness about speaking to people the learner doesn’t know well.

Learning conditions include factors such as receiving instruction in the language (classroom learning); doing structured homework or learning the language through conversation with family; being required to speak up (for example, in a class) or being allowed to participate according to individual wishes (as in many conversations at home).

According to Goh and Rita (2004), there are three models of second language acquisition.

Behaviorist Modeling, practice and reinforcement from proficient L2 language user.

Habits formed in first language can interfere with L2 learning

Instructional approach: Audiolingualism

Innatist UG is accessible for first and second language acquisition OR UG is only available for first language learning OR UG is partially available for second language learning – as unresolved question

If UG is biological, there may be an optimal time period for second language acquisition ( period to puberty) because the adult mind learns language differently

Instructional approach: The Natural Approach

Interactionist Input, negotlation, output and interactional feedback may be necessary for L2 learning

Other sociocultural aspects may also needs to be considered

Instruction approach: CLTAs

D. Methodology

1. Research Design

2. Subject of Study


1. Research Design

•According to Szent (1980) as quoted by Janice (1994), the reality that qualitative research address is “contradictory, illogical, and incoherent.”

•According to Downs (1983) as quoted by Janice (1994), qualitative researchers have been slow to explain exactly what they do and how conclusions are reached.

2. Subject of Study

•The subject of this research are

a girl who is studied in the kindergarten,

her parent,

and her teacher.

•The research will give more information about the subject of study, such as:

a. Information of The Child

b. Information of Her Parent

c. Information of Her Teacher

a. Information of The Child

Name : Annisa

Full name :

Mujahidah Annisa Kafadina

Birth : 13 May 2010

Grade :

Student of Kindergarten An-Nida

Address : Cabean, Salatiga.

b. Information of Her Parent

•Mother: Siti Fatimah

•Origin: Javanese

•Mother tongue : Javanese

•Native language: Javanese

•Worker: Housewife

•Address: Cabean, Salatiga.

• Father: Ali Barokah

• Origin: Javanese

• Mother tongue : Javanese

• Native language: Javanese

• Worker: athlete and coach of Karate

• Address: Cabean, Salatiga.

c. Information of Her Teacher

• Name : Mariatul Kiptiyah

• Address : Blotongan, Salatiga.

• Mother tongue : Javanese

• First language : Javanese

and Bahasa

• Second language : English

• Native language : Bahasa


• According to Erickson (1992) ) as quoted by Janice (1994) said that

As with other forms of qualitative research, someanalytic work begins while the researcher is inthe field. For example, analytic decisionsunderline determining which events, persons, orbehaviors are to be recorded or moving togreater visual or audio selectivity as datacollection proceeds.

• Based on the reason above, the methods that are utilized in the process of gathering the research data are:

1. Observation

2. Interviewing

3. Documentation

E. Findings1. First Language Acquisition of Child




1. First Language Acquisition of Child

a. Annisa’s first language acquisition is Javanese and Bahasa.

In her house, she uses Javanese.

In her community, she uses Bahasa.

In her school, she uses Bahasa to communicate with her teacher and friends.

b. Her mother tongue is Javanese.

Her mother comes from Java, and she always uses Javanese to communicate with Annisa.

c. Her native language is Bahasa.

She much produces utterance in Bahasa. She uses Bahasa not only at school, but also she uses in her community.

Her teacher said that she always uses Bahasa to communicate with her and her friends.


Her mother style of processing First Language Acquisition is Interactionist. It seen from some sign of her mother that be signed by :

a. Concerned with social and psychological aspect of language learning.

Her mother always buys toys, pictures, and movies for Annisabecause her hobbies are drawing, coloring and singing. Her mother concerns and facilities her hobbies and talents.

b. Child’s capacity for learning.

Her mother and father never waiting for her at school. His father just drives Annisa to her school, and takes her from her school every day. They know that Annisa is a shy girl. They try to teach about independent. They hope that Annisa grows up become brave girl.


Her second language is English.

In her school, her teacher sometimes teaches Annisa use English. She can little produce the word in English. (i.e. Number: one, two, three, etc.; Yes; and No)

Therefore, she learns her first and second language in the same times.

In second language acquisition, the research will explain from two points of view.

a. Learner’s Characteristicb. Learning Condition

a. Learner Characteristics

•She is an introvert girl. She always plays alone at her school. She sits alone in different place from her friends.

•She is a shy girl. When we meet her, she often speaks with new people. Different from her friends, they are enthusiastic with us.

•She is an independent girl. At school, she always follows the teacher role. Her parents do not waiting for her.

•Her hobbies are drawing, coloring and singing. She is audio-visual learner.

b. Learning Conditions

• Her school has many media to support teaching and learning process. (i.e. toys, pictures, music, song, etc.) It gives her chance to learn language use the media. (i.e. pictures with English name help her to introduce about some vocabulary in English.

• Her school has play-ground. (i.e. See Saw, Swing, Merry-Go-Round, and Climber) This is her community place for her and her friends to paly and communicate each other.

• The size of her class is not broad about 3x3 meter. One class has 20 students.

• Her school follows the role of government about the using of language. (i.e. Every Monday, Tuesday, Wednesday use Indonesian, and Every Thursday uses Javanese.) It helps her to learn about her first language acquisition.

• Not only they learn Javanese and Bahasa, but also they learn English in her school. She has opportunity to learn second language in early times.

• When she has home work, her mother helps her. However, her mother doesn’t mastering English, so she cannot give much include for her second language acquisitions.


• Mrs. Mariatul Kiptiyah uses two types – behaviouristand interactionist – depend on the situation.

a. Behaviourist

• According to the observation

• She use drilling and grammar translation method.

• (i.e. She teaches short suroh of Al-Quran. She recites louder, and than she translates the meaning in Bahasa. Her students follow her louder when she recites. When some students can not follow her, she repeats again that activities until her students follow her well.)

• Therefore, modeling, practice and reinforcement from proficient L2 language user apply in her method.

b. Interactionist

• Sometimes, she uses media.• Media• (i.e. pictures from newspaper, palm leaf rib,

song, etc.)

• According to interview• Picture• She said “When she orders her students to bring

pictures from newspaper, she gives opportunity to make their own creation using pictures. After that she gives opportunity to the students explain about their creation.”

• Song• She said “She uses English song to teach English.

They sing together at the class.”• Therefore, point of other sociocultural aspects

may also needs to be considered. She uses it in her teaching.

F. Conclusion1. Annisa’s first language acquisition is Javanese and Bahasa. She

gets her Javanese from her mother and father as her mother tongue. She gets her Bahasa at her school, and she always speak in Bahasa. Therefore, her native language is not Javanese, but it is Bahasa.

2. Her mother is interactionist. She knows what her daughter needs, and she give attention with daughter’s talents. She gives opportunity to her daughter learn in the independent way.

3. Her second language is English. In learner’s characteristic, she is introvert and shy girl. However, her parent teaches her about independent. In learning condition, her school supports her first and second language acquisition.

4. Mrs. Mariatul Kiptiyah uses two types of second language –behaviourist and interactionist – depend on the situation. She uses drilling and grammar translation methods for behaviourist. Sometimes she uses media to teach English in interactionist way.

References

• Goh, Christine C. M. and Rita Elain Silver. 2004. Languace acquisition and Development. Singapore: Prentice Hall.

• Morse, J.M. 1994. Critical Issues in Qualitative Research Methods. New Delhi : SAGE Publications.

• Saville-Troike, Muriel. 2006. Introducing Second Language Acquisition. New York: Cambridge University Press.

mini research on psycholinguictics

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