CHAPTER
I
INTRODUCTION
1.1.
Background of Study
Mother
language is the first language we mastery after we gave birth so it is often
called by the first language. First Language acquisition surely occurs in
childhood. Another language after first language that we mastery called the
second language, third language and next after. The second language acquisition
and more than it occur in several ranks of ages and generally undergone when we
had mastered the first language fluently. Therefore, some scientist state that
the second language acquisition process is different from the first language
acquisition, thus there is second language acquisition focus knowledge. But in
the bilingual society or multilingual there is an acquisition of two languages
or more than it in the same time, so mother language or first language can be
more than one languages.
SLA
(second language acquisition focus knowledge) understands about second language
acquisition process not only as a process in a linguistic knowledge but also
psychology, sociology, anthropology and culture. In the real live there are a
lot of chase about difficult people in learning second language or there is one
who could not acquired language without his first language or the language
which is acquired from his family (mother language).
Based
on the simple information about language acquisition above, the writer could
mind taking title “Second Language Acquisition”.
1.2.
Formulation of the Problem
a.
What is the
theory of second language acquisition?
b.
What is the
factor affecting second language acquisition?
c.
What is the
attitudes and motivation of learner learn second language?
1.3.
Purpose
a.
To know about
the theory of second language acquisition
b.
To know about the
factor affecting second language acquisition
c.
To know about
the attitudes and motivation of learner learn second language
CHAPTER II
DISCUSSION
2.1.
Second Language Acquisition
Language is the
principal means whereby we conduct our social lives. When it is used in context
of communication, it is bound up with culture in multiple and complex ways.[1] It means that
language is arbitral which is very important aspect because it can be conducted
human live to survive their live by communication aspect. A society never
appears without language on it because to make relationship or interaction with
other both in community or social live impossible leave a language.
Acquisition is the
cognitive process of acquiring skill or knowledge. Whereas language acquisition
is the process how language is acquired or learned. There are two senses of
language acquisition. First, language acquisition has a sudden onset, sudden.
Second, language acquisition has a gradual onset that arises from motor
achievements, social and cognitive paralinguistic.[2]
Marjusman Maksan (in Psycholinguistics, I/1993 Edition) states on
language acquisition as follows: At least there are two theories about language
acquisition. The first theory is, the theory of Behaviorism flow, stating
that the development of children's language by adding little by little. So as
if that language acquisition is a linear or straight line. Increasing also
increases until complete as adult language. According to the second theory,
that is the theory of flow of rationalism which states that the child's
language development follows a certain pattern of development. Every human has
similarities potential to master the language. Process and the nature of
language acquisition take place dynamically and every person through the stages
of tiered. Kridalaksana (2001: 159) defines language acquisition
(language learning) as a process mastered their own language or another
language by a human. It is supported by Krashen (in Johnson & Johnson,
1999: 4) acquisition qualifies as a natural process that takes place without
any conscious attention to linguistic forms, obtaining a minimum condition is
that participation in natural communication situations.
Second
language refers to any language learned in addition to a person's first language; although the concept is
named second language acquisition, it can also incorporate the
learning of third, fourth or subsequent languages. Second-language
acquisition or second-language learning is the process by which
people learn a second language. Second-language acquisition (often
abbreviated to SLA) is also the name of the scientific discipline devoted
to studying that process.[3]
Second-language
acquisition can incorporate heritage
language learning, but it does not usually incorporate bilingualism. Most SLA researchers see bilingualism as
being the end result of learning a language, not the process itself, and see
the term as referring to native-like fluency. Writers in fields such as
education and psychology, however, often use bilingualism loosely to refer to
all forms of multilingualism. Second-language
acquisition is also not to be contrasted with the acquisition of a foreign language; rather, the learning of second languages
and the learning of foreign languages involve the same fundamental processes in
different situations.[4]
2.2.
The Factor Affecting Second Language Acquisition
In second language
acquisition, students had to master a first language well and the development
of second language acquisition is not a procession with his physical and
psychic development. Second language acquisition is not same with first
language acquisition. This is because the second language acquisition is done
formally and student motivation is not generally very high that it is not used
to daily communicate in the student society.[5]
There are several
aspects that must be considered when deciding to learn a second language:[6]
a.
Language skills
Usually when someone decides to learn a second language
formally, he will go through the test language ability or language aptitude
tests conducted by the agency to assess proficiency language courses / language
talents possessed by that person. This test proved effective enough to predict
which students will succeed in learning a second language. Nevertheless there
are still differences of opinion regarding the ability of language or language
aptitude itself.
b.
Age
Most of the general public still believe that to learn a
second language would be better done when still a child. Learning a second
language as an adult will feel more difficult. But studies have been conducted
on this subject failed to prove the truth of the general public confidence. They
who begin learning a second language as an adult can still achieve the success
rate which is quite high. The research conducted on this subject is only able
to show that most people who learn a second language as an adult not able
to
change their accent as a native speaker’s accent. Adults’ accent is the first
language that is difficult to change. Adults tend to acquire a second language
is faster than children. Because the adult’s brain has function more perfect
than the brains of children and adults have more language knowledge rather than
the children. The issue about the relevance of age and in acquiring second
language ranged: (1) the assumption that children learn language more
successful than adults and (2) the critical period in second language
learning.
c.
Strategies Used
The using of effective strategies is essential for
learning a second language can be success. In general, second language
acquisition strategy is divided into two, namely learning strategies and communication
strategies.
§ Learning strategy
is the strategy used to enhance second language learning outcomes, such as the
use of a dictionary or use cable TV to catch the TV broadcasts that use a
second language.
§ Communication
strategy is a strategy used by students second language classes and native
speakers can understand each other when the problem occurred in
communications between them due to lack of access to the correct language, for
example by using facial and hand gestures.
d.
Motivation.
Motivation can be interpreted as why someone decides to
do something, how long he was willing to perform the activity and how effort
which is striven. The research have been done on motivation suggests that
motivation is closely related to one's level of success in learning a second
language.
Oversimplify result in underestimating the least
attention to the language to be learned, just a little outpouring and
eventually led to the failure to learn a second language.
e.
Individual
Cognitive
Individual cognitive assessed the individual
to use language. Children whose high cognitive will be more proficient in using
language than the children have problems substitutions.
According to Baradja
(1994:3-12) states six factors that need to be carefully considered in
affecting second language acquisition, namely:
a. Objectives
or purpose
b. Learners
language
c. Instructor
d. Materials
e. Method
f. Environment
factors
However, objective
factors, learners, and teachers are the three main factors. From these three
factors of acquiring second language concentrate on matters relating to the
learner and the learning process.
Learners are as the
most important factor, knowing exactly why he studied the second language. The
answer to the question 'why' is the purpose or objective of learning second
language. Instructor is a party that helps learners. In the certain conditions,
his presence can be replaced by the text books, tape recorders, film, or the
other.
Another literature
states several factors that affect second language acquisition, such as:[7]
a.
Intellectual IQ
According to old parameter which states that there is a
correlation between IQ and second language acquisition has been abandoned by
Gardner (1983) In Baradja (1994). He divided person’s intellectual IQ into
seven intelligences, namely: (1) linguistic, (2) think logically and
mathematically, (3) spatial (ie ability to find their way in an environment,
the ability to form mental images of reality and can quickly be transformed),
(4) musical (the ability to say and the ability to accept a certain tone and
rhythm patterns, (5) bodily-kinesthetic (agility in athletics, dance), (6)
interpersonal (ability to understand others, how tolerant), (7) intrapersonal
(ability to conduct introspection, to see himself, to develop what is called a
sense of identity.
b.
Personality
Personality is a factor that determines second language
acquisition which characteristic is abstract. The one personality here is like
one who has high self confidence, risk taking, and extroversion.
c.
Extroversion
In the community, developing belief that children who
have personality extroverts tend to be more successful in his attempt second
language learning than an introverted child. This opinion is based on the
rationalization that children are more sociable extrovert, more adaptable, and
have a higher language aptitude. Swain and Burnaby (1976) and Rossier (Baradja,
1994).
d.
Interaction active
In the second language acquisition process, an
interaction with native speaker of second language is needed to get many of
input and output target language or second language.
2.3.
The Attitudes and Motivation of Learner Learn Second
Language
Schumann (1978)
lists Attitude as a social factor on a par with variables such as ‘size or
learning group’, and Motivation as an affective factor alongside ‘culture
shock’.
Gardner & Lambert, 1972: defines Motivation in terms of the L2 learner’s overall goal or orientation, and attitude as the persistence shown by the learner in striving for a goal. They argue that there is no reason to expect a relationship between the two; the type of motivation is distinct from the attitudes displayed to different learner tasks. However, : 1979 suggest that attitudes are related to motivation by serving as supports of the learner’s overall orientation.
Brown, 1981 distinguishes motivation and attitude. He identifies 3 types of motivation[8]:
Gardner & Lambert, 1972: defines Motivation in terms of the L2 learner’s overall goal or orientation, and attitude as the persistence shown by the learner in striving for a goal. They argue that there is no reason to expect a relationship between the two; the type of motivation is distinct from the attitudes displayed to different learner tasks. However, : 1979 suggest that attitudes are related to motivation by serving as supports of the learner’s overall orientation.
Brown, 1981 distinguishes motivation and attitude. He identifies 3 types of motivation[8]:
1.
Global motivation, which consist of general orientation to
the goal of learning a L2;
2.
Situational motivation, which varies according to the
situation in which learning takes place
3.
Task motivation, which is the motivation for performing
particular learning tasks.
There are also some
various kinds of motivation have been identified: they are :
a)
Instrumental motivation, learners may make efforts to learn
an L2 for some functional reason—to pass examination, to get better job, to get
a place at university etc.
b)
Integrative motivation, some learners may choose to learn
a particular L2 because they are interested in the people and culture
represented by the target language group.
c)
Resultative motivation, an assumption of the research
referred to above is that motivation is the cause of L2 achievement. However,
it is also possible that motivation is a result of learning. That is, learners
who experience success in learning may become more, or in some context, less
motivation to learn. This helps to explain the conflicting research result.
d)
Intrinsic motivation, motivation involves the arousal and
maintenance of curiosity and can ebb and flow as a result of such factors as
learners’ particular interests and the extent to which they feel personality
involved to learning activities.
Motivation
is clearly a highly complex phenomenon. These four types of motivation should
be seen as complementary rather than as distinct and oppositional. Learners can
be both integrative and instrumentally motivated at one and the same time.
Motivation can result from learning as well as cause it. Furthermore,
motivation is dynamic in nature, it is not something that a learner has or does
not have but rather something that varies from one moment to the next depending
on the learning context or task.
Brown
uses the term ‘attitudes’ to refer to the set of believes that the learner
holds towards members of the target language group (e.g. whether they are seen
as interesting or boring, honest or dishonest, etc) and also toward his own
culture.
Stern (1983: 376-7) classifies these attitudes into three types:
Stern (1983: 376-7) classifies these attitudes into three types:
1.
Attitudes towards the community and people who speak the
L2 (i.e. ‘group specific attitudes’);
2.
Attitudes towards learning the language concerned;
3.
Attitudes towards languages and language learning in
general.
These
attitudes are influenced by the kind of personality of the learner, for
instance whether he is ethnocentric or authoritarian. They may be also
influenced by the social milieu in which learning takes place. Different
attitudes, for instance, may be found in monolingual and bilingual contexts.
The
results of the empirical research based on and Lambert’s theoretical framework
are mixed and difficult to interpret. The following is a summary of the major
findings :
1.
Motivation and attitudes are important factor, which help
to determine the level proficiency achieved by different learners;
2.
The effects of motivation/attitudes appear to be separate
from the effects of attitude. The most successful learner will be those who
have both a talent and a high level of motivation for learning;
3.
In certain situations an integrative motivation may be
more powerful in facilitating successful L2 learning, but in other situations
instrumental motivations may count for more.
4.
The level and type of motivation is strongly influenced
by the social context in which learning takes place, as has ready been noted.[9]
[1]
Claire
Kramsch, Language and culture, oxford University Express, 1998, P. 3
[2]
Abdul
Chaer, Linguistik Umum, Rineka Cipta, Jakarta, 2007, P.32
[5]
Arif Rahman, http:/
/Psicolinguistic/faktor-faktor-yang-mempengaruhi/Pemerolhan Bahsa.htm.posted.
[6]
Ibid
[7]
Paul Fletcher and Michael Garman, Language Acquisition Second Edition, 1986, New York: Cambrdge
University.P,24
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