A PAPER
LANGUAGE ACQUISITION AND PSYCHOLOGY ACCOUNT OF READING
This assignment is arranged to fulfill One of the Requirement of English Paycholinguistic
Subject Guided by: Trisna Dinillah Harya, M.Pd
CHAPTER I
INTRODUCTION
A. Background of the study
Language is a group of word or symbol that using as a communication tool by human in daily life. There are so many languages in the world. There are ways to learning first language or second language. The process of learning language or second language is called language acquisition.
There are two kind of language acquisition these are first language acquisition and second language acquisition. First language acquisition is way to children learn their native language. Second language acquisition is the learning of another language or languages besides the native language.
B. Formulation of problem
1. What is language ?
2. What is acquisition ?
3. What is language acquisition ?
4. What kind of language acquisition ?
5. What is psycholinguistic account of reading ?
6. What is component of reading ?
C. Purpose
1. To know what is language.
2. To know what is acquisition.
3. To know what is language acquisition.
4. To know what is kind of language acquisition.
5. To know what is psycholinguistic account of reading.
6. To know what is component of reading.
CHAPTER II
DISCUSSION
A. Definition of Language
According to Robert Henry Robins, language is a system of conventional spoken, manual or written symbol by means of which human beings, as members of a social group and participants in it culture, express themselves.[1]
Moreover, according to Oxford advance dictionary, language is system of communication in writing and speech that used by people in particular country area.
Furthermore, according to Keraf in Smarapradhipa language is a communication system that used symbols vocal (speech sound) which are arbitrary.[2]
Based on the definition above we can conclude that language is a system of communication by people in daily life in particular county that using arbitrary symbols.
B. Definition of Acquisition
Acquisition is the act in getting something especially a skill and knowledge. Moreover, Stephen Karsen state that acquisition requires meaningful interactive in the target language natural communication in which speakers are concerned not with the form of their utterance but with the massage they are conveying and understanding.
Based on the statement above we can conclude that acquisition is the act to getting skill and knowledge in meaningful interactive in the target language natural communication.
C. Definition of Language Acquisition
According to Pinker (1994) language acquisition is a set of language learning tools, institutive at birth in all children.
Moreover, Chomsky (2009) state that language acquisition is postulated organ of the brain that is supposed to function as a congenital device for learning symbolic language. [3]
Language acquisition is the process of learning a native or second language. The acquisition of native languages is studied primarily by developmental psychologists and psycholinguists. Although how children learn to speak is not perfectly understood, most explanations involve both the observation that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar.
Language acquisition entails three components : one is the language to be acquired,or in other words, the task to be mastered another is the child and the abilities and predisposition that he or she brings to language to acquisition; and the third is evironmental setting, that is the language that the child hears and the speaking context. Each of these component has generated considerable attention.[4]
D. Kind of Language Acquisition
1. First Language Acquisition
First language acquisition and sedond language acquisition. The first language acquisition is the way the children learn their native language.
First language acquisition The acquisition of the mother tongue is carried out in the first years of childhood in a sequence of realtively clear stages (see below) and leads to unconscious knowledge of one’s native language which is practically indelible. Intelligence has no direct bearing on acquisition, i.e. children of different degrees of intelligence all go through the same process of acquiring their native language, although individuals can and do differ in their mastery of open classes such as vocabulary. Language acquisition can be compared to other instincts such as that to walk, to use one’s hands or to develop telescopic vision or binaural hearing.
Bi- and multilingualism This is the acquisition of two or more languages from birth or at least together in early childhood. The ideal situation where all languages are equally represented in the child’s surroundings and where the child has an impartial relationship to each is hard to find in reality so that of two or more languages one is bound to be dominant.
2. Second Language acquisition
Second language acquisition is the learning of another language or languages besides the native language.
Second language acquisition This is the acquisition of a further language after the mother tongue has been acquired. If the process begins after puberty, then it is often called ‘learning’ – a conscious process – to distinguish it from ‘acquisition’ which is largely unconscious. Learning after puberty is characterised by imperfection and the likelihood of being forgotten. It leads to largely conscious knowledge. Sometimes the process is called further language acquisition.
Error This is an incorrect feature in language acquisition which occurs because of the stage at which the child is at a given time (acquisition in as yet incomplete). Errors are regular and easily explainable. For instance, the use of weak verb forms for strong ones, e.g. singed for sung, or the overapplication of the s-plural to all nouns in English, e.g. foots/feets for feet, would be examples of errors. Such features right themselves with time when the child appreciates that many word classes contain a degree of irregularity.
Mistake Here one is dealing with a random, non-systemic and usually unpredictable phenomenon in second language learning. Mistakes are sometimes termed ‘performance errors’ to emphasise that they arise on the spur of the moment when speaking and are not indicative of any acquisitional stage.
Competence is the abstract ability to speak a language, i.e. knowledge of a language independent of its use. It is constructed during early childhood by combining innate knowledge of language in general with actual linguistic input from the child’s surroundings.
Performance is actual use of language. Its features do not necessarily reflect the speaker’s language competence. For example, when one is nervous, tired or drunk one may have difficulties speaking coherently. This, however, does not mean that one cannot speak one’s native language.[5]
E. Definition of Psycholinguistic Account of Reading
David Nunan states that reading is not an invariant skill, that there are different types of reading skills that correspond to the many different purposes we have for reading.
Furthermore, According to Harmer (2007: 99) reading is useful for language acquisition. Provided that students more or less understand what they read, the more they read, the better they get at it.
The third, According to Grellet (2004:7) reading is a constant process of guessing, and what one brings to the next is often more important than what one finds in it. In reading, the students should be taught to use what they know to understand unknown elements, whether these are ideas or simple words.
Based on the statement above we can conclude that reading is a process that is carried to get the message delivered by the author through the medium of words or written language.
Psycholinguistic processes central of reading, which is the exclusive focus of this review. Our definition of reading is focused : the converstion of written forms intolinguistic massages. In this definition, the study of reading is, in part, the study of language processes, including comprehension. Given this perspective on the penetration of language processes throughout reading, the following review section examines skilled reading, reading difficulties, and the acquisition of literacy.
Whether reading uses just those processes that serve spoken language or requires something more turns out to be a difficult question. Clearly, Reading comprehension depends on spoken language comprehension.
Component of comprehension is reading comprehension entails processes beyond visual word identification; the selection of contextually appropriate word meaning, the parsing of sentences, the contraction of an integrated understanding of the text across sentences.[6]
F. Psycholinguistic in Reading.
1. Bottom Up Process
Bottom up processes take in information from the outside world- symbols of a writing system, in the case of reading –and deal with that information with the little recourse to higher level knowledge. Buttom up process focused on how readers extract information from the printed page, claiming that the readers deal with the letters and words in a relatively complete and systematic fashion. (Gough 1972)
2. Top Down Process
Top down processes, on the other hand, uptake of information is guided by people’s prior knowledge and expectations. Top down processes claim that the readers form hypotheses about which words they will encounter and take in only just enough visual information to test their hypotheses. (Goodman 1967)[7]
CONCLUSION
Language acquisition is the process of learning a native or second language. The acquisition of native languages is studied primarily by developmental psychologists and psycholinguists. Although how children learn to speak is not perfectly understood, most explanations involve both the observation that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar.
There are two kind of language acquisition these are first language acquisition and second language acquisition.
Psycholinguistic processes central of reading, which is the exclusive focus of this review. Our definition of reading is focused : the converstion of written forms intolinguistic massages. In this definition, the study of reading is, in part, the study of language processes, including comprehension. Given this perspective on the penetration of language processes throughout reading, the following review section examines skilled reading, reading difficulties, and the acquisition of literacy.
REFERENCE
Charles, A. Perfetti, Dkk. The psycholinguistic of basic literacy. Journal
Hickey, Raymond. Language and the mind. Journal
Khalifa, Entisar Aljoundi. Language acquisition theories. University of Witwatersrand. Journal
Robert Henry Robins, General Linguistics. University of London
Scoolash.blogspot.co.id
Treiman, Rebecca. Linguistic and reading. Washington University. Journal
[1] Robert Henry Robins, General Linguistics. University of London
[2] Scoolash.blogspot.co.id
[3] Khalifa, Entisar Aljoundi. Language acquisition theories. University of Witwatersrand. Journal
[4] Charles, A. Perfetti, Dkk. The psycholinguistic of basic literacy. Journal
[5] Hickey, Raymond. Language and the mind. Journal
[6] Charles, A. Perfetti, Dkk. The psycholinguistic of basic literacy. Journal
[7] Treiman, Rebecca. Linguistic and reading. Washington University. Journal
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