Mini Research on Psycholinguistics

1. MINI RESEARCH ON PSYCHOLINGUICTICS
IAIN SALATIGA
CLASS A
GROUP MEMBERS:
Badariah 113-12-122
Fauziatul Hasanah 113-12-060
Fahrur Rozi

2. Classification of problem statement
1. What is the child’s first language acquisition, mother
tongue or native language?
2. What is the parent’s type of processing L1?behaviorism,
innstism or interactionism.
3. What is the child second language acquisition L2? learner
characteristics, and learning condition.
4. What is parent’s type of processing L2? It’s behaviorism,
innatism, interactionsm.

3. Review of the related theories
Piaget(1959) as mentioned in Goh and Rita
(2004:14) argues that cognitive development and
language acquisition are closely interrelated
process. Toodlers develop in abstract knowledge
about the world through experience with abject
around them and by observing the way one object
is acted one another.

4.  According to Skinner (1969) grammatical rules or
rules of language is verbal behavior that allows a can
answer or say something. However, if then the
child can speak, not of "control rule (rule-governed)"
because a child can never an express rule language,
but directly shaped by factors outside themselves.

5. Methodology
 Children has different language development from baby
until childhood. Environtment has a big role in
developing children’s language. Interaction between
children and environment also influence to their
psychology.
 In this research can be found thatchildren’s psychology
in growth period has sgnificant effect to their language
acquisition.
 To get the information about children language
acquisition we do observation, interview and take
resources from books related to language acquisition.

6. Findings
 After observe the child in kindergarten , the child gets her
language from parent. Parent control the child in the house
and out of house using ndonesian language. Parent also
use bilingual (indonesian and javanese) to communicate
with the child so that the chid understand both language.
We can say that this child’s first language acquisition and
mother tongue is indonesian and javanese language. The
native language oof this child is indonesian.

7.  Parent often ask the child to review what she gets
from school and the children tell everything
enthusiastically. In this process, parent use indonesian
language to make a communiation with the child.
 The child also follows the parent instruction at home.
The child plays with her friends in the society. She
often imitates words from her friends. Parent often
bring the child to the public place and introduce her
parents job.

8.  In the school, this children is quite active. She
often asks something new and learns many new
concepts. She also plays with her friends in the
shhool and she likes singing. The teacher gives
instruction to the children in indonesian language.

9. Rara

10. Curriculum Vitae of parent :
Name : Agus
Date : Salatiga, 19th May 1983
Address : Gang Kenari no.62 Kalicacing Salatiga
Age : 32 years old
Job : Sales Manager

11. Curriculum Vitae of Child:
Name : Naura Asyifa
Date : Salatiga, 12th August 2010
Adress : Gang Kenari no.62 Kalicacing
Salatiga
School : PAUD Al-Islam Salatiga
Age : 5 years old

12. Curriculum Vitae of Teacher:
Name : Mrs. Erni
Age : 30 years old

13. Behaviorist
 Concerned with learning in general
 Important linguistic input from the environment
 Modeling
 Imitation
 Practice
 Reinforcements
 Habit formation

14. Innatist
 Concerned with specific aspects of language learning
 ‘Degenerate input’ from the environment
 Biological program( critical period hypothesis)
 Special language learning ability
 Universal Grammar (UG)
 Linguistics rule extraction
 Hypothesis testing
 Natural order of acquisition

15. Interactionist
 Concerned with social and physiological aspects of
language learning
 Meaningful linguistic input from the environment
 The importance of communicative contexts
 Child’s pragmatic intentions
 Adult conversational/ interactions strategies
 Child-direct speech (motherese)
 Adult’s rich interpretation and feedback
 Conversational adjustments
 Child’s capacity for learning
 Interdependent of cognitive and language developments

16. Interactionism
parents relation with the child has effect in
children language progress. Parents often
review what happen to the child in school, aks
what she wants, clarify new concepts. The
child also learn from their environment. Based
on the statements about this child above, it can
conclude that overall close to interactionism.

17.  Behaviorism
in behaviorism modeling is very important.
Children will imitate what they see and what
people teach to them. What parents teach to the
child everyday by repetititon will influence to the
child language progress.

18. CONCLUSION
 Child’s language acquisition is Indonesian language and
Javanese language. She uses Indonesian and javanesse to
communicate with her family and friends. Child’s mother
tongue is Indonesian language and Javanese language. She
uses both language as her daily communication in her
house, environment and school. Child’s native is
Indonesian language. She uses Indonesian language more
often than javanesse language.
 Parent’s type of processing (L1) is interactionist. Her
parents always review what her daughter learn in school,
her mother invite her to go to somewhere.

19.  The learner (child) characteristics are interactionist. When she
finds something new she always asks to the mother then the
mother explains to the the child.
 Teacher type of processing L2 is interactionism. The
teacher teach the children and ask them to give feedback
such as asks the children to review what they learn
yesterday.