Mini research on second language acquisition of Psycholinguistics

2. 1. The child first language acquisition,
mother tongue, and native language
2. Parents type of processing first language
acquisition
3. Child’s second language acquisition (L2)
a. learner characteristic
b. learner condition
4. Teacher type of processing second
language acquisition

3. 1. First Language Acquisition
First language acquisition is an
amazing process. Consider a child’s
astounding progress from crying,
gurgling, cooing, babbling, uttering,
single words and two –word utterances
to speaking complete and well-formed
sentences in a matter of three to four
years. (M. Goh and Silver, 2004:15)

4. 2. Second Language Acquisition
Second language acquisition is the
process by which people learn a second
language.
First language can be defined as the
first language you learn in your life. It
follows then that second language is any
language you learn in your life, after
learning your first language. (M. Goh and
Silver, 2004:29)

5.  Concerned with learning in general
 Important linguistic input from the
environment
 Modeling
 Imitation
 Practice
 Reinforcement
 Habit formation

6.  Concerned with specific aspect of
language learning
 ‘Degenerate input’ from the environment
 Biological program
 Special language learning ability
 Universal grammar
 Linguistic grammar extraction
 Hypothesis testing
 Natural order of acquisition

7.  Concerned with social and psychological aspect of
learning
 Meaningful linguistic input from the environment
 The importance of communicative context
 Child’s pragmatic intentions
 Adult conversational / Interaction strategies
 Child directly speech (Motherese)
 Adult’s rich interpretation and feedback
 Conversational adjustments
 Child’s capacity for learning
 Interdependence of cognitive and language
developments

8.  This mini research using Qualitative
Research. Qualitative research uses
observation and interview as the data
collection method. Observation is the
selection and recording of behaviors of
people in their environment.
 This mini research focus on the child in
acquiring L1 (first language acquisition)
and L2 (second language acquisition)

9. Subject of Study
1. First Respondent (Child)
Name : Fatimah Azahra
Nurul Aqsani (Zahra)
Age : 7 years old
School : MI Cabean
Salatiga
Class : First grade
Address : Jl. Nakula Sadewa
Rt 06/Rw01
Kembangarum
Salatiga

10. 2. Second Respondent (Mother)
Name : Siti Baggiyah
Work : Teacher of TK Al Murtadlo
Pungkursari Salatiga
3. Third Respondent (Teacher)
Name : Fuziah (The homeroom teachers
of first class in MI Cabean)

11.  Zahra using two language in her daily
conversation, her mother use Javanese
when her mother talk to her, but she
always use Indonesian. She just can
recognize if someone talk in Javanese,
but she answer in Indonesian.
 L1 : Javanese and Indonesian
 L2 : English
 Native language : Indonesian

12. Parent’s type of processing L1 is
Interactionist, because in our research, we find
some data that showing Interactionist, such as:
a. Mother always give books, DVD of songs
and movies (Meaningful linguistic input from
the environment)
b. Mother give her some games like jigsaw,
puzzle etc. (Meaningful linguistic input from the
environment)
c. Mother always ask her to speak, and she
often ask questions to her mother (The
important of communicative context)

13. d. Mother give her a new vocabulary in
Javanese with the meaning in Indonesian
(Child’s pragmatic intention)
e. Mother always guide while she doing her
homework (interdependence of cognitive
and language developments)
f. Mother always talk to her in Javanese,
sometimes in Indonesian but she translated
in Javanese (The importance of
communicative context)

14. A. Child’s Characteristic
- Smart, she always asking everything to her
teachers, and she always get first or
second rank in class.
- Confident, she is not afraid to speak in
front of class, and also speak with everyone
even strangers.
- Enthusiastic, she like to dance and
singing, she also excited about anything.

15. B. Learning Condition
- The Child learn L2 (English and Arabic) in
classroom through songs, pictures and a
new vocabulary that given by teachers.
- The child only learn English in School,
sometimes based on the theme in that day.
- The child always study in evening with the
guidance by her mother.

16.  Teacher types of processing L2 (second
language acquisition is Behaviorist, and
Audiolingual as her method for second
language teaching that focus on oral skills
(speaking and listening) rather than the
writing and reading. In our mini research we
find that there is a relation between the
data and the key word of Behaviorist, such
as:
a. Teacher using realia to introduce new
vocabulary in classroom (Modeling)

17. b. Teacher provide some pictures to
introduce new vocabulary then the
child re-write the vocabulary and
pronounce it (Practice)
c. Sometimes teacher accompanied
the child to take a walk and
introducing some vocabulary when
they see something like flowers, leaves,
cat etc. (Important input from the
environment)
d. Teacher teach English through the
songs (practice)
e. Teacher always uses greeting in
English (Reinforcement)

18.  From the data related with the theory, we
can conclude that:
 The child L1 is code-mixing (Javanese and
Indonesian)
 Parent types of processing L1 is
Interactionist
 Child characteristic are smart, confident
and enthusiastic
 Teacher type of processing L2 is Behaviorist,
and using Audiolingual as a method for
second language teaching.

19. Goh, Christine C.M and Rita Elaine Silver.
2004. Language Acquisition and
Development. Prentice Hall: Singapore.