SECOND LANGUAGE ACQUISITION MID SEMESTER TEST

SECOND LANGUAGE ACQUISITION

MID SEMESTER TEST

(March 30^th, 2015)

LECTURER: Dadang Sudana, M.A., Ph.D.

 

Written By: 
Rezki Firdaus 
1407335

ENGLISH EDUCATION STUDY PROGRAM

SCHOOL OF POSTGRADUATE STUDIES

INDONESIA UNIVERSITY OF EDUCATION

2015

Write an essay in the area of Second Language Acquisition phenomenon. Choose ONE of the following topics as the issue you are going to discuss. Support your essay with information demonstrating your readings on relevant literature (books, journal articles etc.). Your writing does not exceed 750 words. Beware of plagiarism; quote properly.

1.      There have been several models of second language proficiency development you can find in the literature, one of which is the Dynamic System Theory (DST). Elaborate YOUR OPINION on the second/foreign language learning by taking into account at least three models of second language learning available in the literature (DST, the Monitor Model/Krashen, Interlanguage Theory, Linguistic Universal, Acculturation/Pidginization Theory, Cognitive theory). You can also support your opinion with information from research findings.

2.      One of the prevailing views in the issue of language development is the diminishing capacity of naturally acquire language by time. It has been hypothesized that there is a critical period after which it is difficult to acquire nativelike proficiency. Elaborate YOUR OPINION by considering information from the literature (books, research findings, journal articles, etc.).

3.      Success may vary from a learner to another in learning a second language. This variation could be due to learner factors. Elaborate YOUR OPINION by considering information from the literature (books, research findings, journal articles, etc.).

Answer:

Success may vary from a learner to another in learning a second language. This variation could be due to learner factors. Elaborate YOUR OPINION by considering information from the literature (books, research findings, journal articles, etc.).

Second language learning is a process which is affected by many factors. It is accompanied by different kinds of factors including the learner’s environment both in and out of school. According to Collier (1988), the factors that affect second language acquisition and advancement in language learning depend on the learner’s cognitive style, socio-economic background, formal schooling in first language and so on.

Second language acquisition is concerned with the study of the way in which an individual becomes able to use one or more language different from his first language. This process can take place in a natural setting or through formal classroom instruction, and although the degree of proficiency that can be attained is a controversial topic, it can start at childhood or during the adult age (Krashen, 1982).

A learner’s age is one of the important factors affecting the process of second language acquisition. Collier (1988), expresses that successful language acquisition depends on the learner’s age. Moreover, McLaughlin cited in Gömleksiz (2001) state that:

“It can be asserted that older students between the ages of 8 to 12 are faster, more efficient acquirers of school language than younger students between the ages of 4 to 7. ... young children beginning the study of a second language between the ages of 4 and 7 take much longer to master skills needed for academic purposes than older children do. The reason why students acquire the language skills better is that children who enter school at the age of 5 or 6 have not completed acquisition of their first language, which continues through at least age 12. From ages 6 to 12, children still are in the process of developing in first language the complex skills of reading and writing, besides, continuing acquisition of more complex rules of morphology and syntax, elaboration of speech acts, expansion of vocabulary, semantic development, and even some subtleties in phonological development”.

From the statement above it can be concluded that in term of age, learner better to acquire the first language at least at the age 12 and continously, start from a simple language through the complex one. It also supported with their motivation to learn a language where a high motivation help second language learner to learn language than who has less motivation to learn.

It can be define that motivation is a kind of desire for learning. It is very difficult to teach a second language in a learning environment if the learner does not have a desire to learn a language. Taken into consideration from that aspect, to be able to make the learner active and desirable in learning process gains importance. In line with that Gömleksiz (2001) express that “motivation depends on the social interaction between the teacher and the learner. To be able to create an effective learning environment having highly motivated students necessitates strong interpersonal and social interaction”. Moreover, Boundless (2014) state that “Social interaction can be define as a dynamic sequence of social actions between individuals or group who modify their actions and reactions due to actions by their interaction partner(s)”.

Piaget believed that one's childhood plays a vital and active role, cited at http://en.wikipedia.org/wiki/Piaget%27s_theory_of_cognitive_development. In line with piaget statement, Li (2009) state that “the cognitive styles, attitudes, motivations and ages of learners and the systems that generate” .., “... into the entire teaching process of foreign language...”. Li believe that “activating students’ learning motivation, follow cognitive rules, enlighten students to reason, take into consideration of individuals as well as the general and teach students in accordance of their aptitude”. Warschauer cited in Thouësny (2011: 22) also reports that “motivation is strongly increased when learners find the activities they engage in socially and culturally relevant”. In addition, a learner acquires his or her mother language in order to meet their basic needs to survive and there is no learn motivation problem. However, the emotional needs of the second language acquirers are influenced by various elements and are different from person to person. In other words, learner interact in which other people attach meaning to a situation, interpret what others are meaning, and respond accordingly.

It can be concluded that the success in second language acquisition depends on many factors. Age and motivation factors are among the most important ones. The level of cognitive development, socio-economic and cultural background, and the ability to acquire a language, age and motivation of the learner’s can be expressed as the factors affecting second language acquisition. As to motivation, it has been found that motivated students are more successful in second language acquisition second language acquisition than those who are not motivated.

BIBLIOGRAPHY

Boundless. (2014). “Understanding Social Interaction.” Boundless Sociology. Retrieved 30 Mar. 2015 from https://www.boundless.com/sociology/textbooks/boundless-sociology-        textbook/social-interaction-5/understanding-social-interaction-50/understanding-social-             interaction-314-5912/

Collier, V. P. (1988). The Effect of Age on Acquisition of a Second Language for School. New      Focus. The National Clearinghouse for Bilingual Education. No: 2, Winter: 1987-1988.

Gömleksiz, N. M. (2001). The Effect of Age and Motivation Factors on Second Language            Acquisition. Firat University Journal of Social Science. Cilt: 11 Sayı: 2, Sayfa: 217-224.

Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Oxford: Pergamon             Press.

Li, Z. (2009). A Probe Into Classroom Teaching and Second Language Acquisition. International             Education Studies. Vol. 2, No. 1, 124-128.

Thouësny., S & Bradley, L. (2011). Second Language Teaching and Learning With Technology: Views of Emergent Reserchers. Dublin: research–publishing.net.