Name: Lutfi Hidayah

Student Number: 1901051038

Mid-term Test of Second Language Acquisition
Apr, 17th 2022

A. 1st Group (Introduction of Second Language Acquisition)

1. Introduction of SLA
Second Language Acquisition (SLA) refers both to the study of individuals and
groups who are learning a language subsequent to learning their first one as young
children. and to the process of learning that language. A second language is typically
an official or societally dominant language needed for education, employment and
other basic purposes. It is often acquired by minority group members or immigrants
who speak another language natively. In this more restricted sense, the term is
contrasted with other terms in this list.

2. Theories of Second Language Acquisition

a) Behaviourist View's Theory
According to this theory. SLA occurs in a similar fashion. To learn a
second language (1.2).one must imitate correct models repeatedly. Learning
requires repeated engagement in the target behaviour in this case the production
of the LB. While the behavior ist view of language acquisition had considerable
impact on the field. it was sharply criticized by researchers in particular linguists
who by the late 1950s had come to very different conclusions about the language
acquisition process.

b) Universal Grammar's Theory

In the Universal Grammar (UG), the environment serves essentially only
as a trigger for language development. The UG approach views language as
unique and different from other cognitive systems.
 c) Interactionist approach's Theory
Interactionist approach is theoretical viewpoint that recognizes the role of
experience and the environment as well as the contribution of innate capacities
The social interactionist view which includes proponents, the role of environment
is more important than acting as a simple trigger for development. Social
interactionist give importance to the interplay between linguistic structures,
cognitive abilities, social and linguistic emironment. Language is viewd as a
communicative act and the language environment nd the child constitute a
dynamic system.

B. 2nd Group (The Nature Of Learner Language)

1. The Definiton of Learner Language
Learner language is what learners produce when they are trying to communicate
using a second (or non primary language. Second language acquisition (SLA)
research has shown that no matter what syllabus teachers use. learners of all
languages have their own "built-in syllabus." or systematic developmental sequence
(Corder: 1967: Lightbown & Spada. 2013). By observing patterns in the learner
language produced by their students, teachers can fine-tune their pedagogy to better
promote language learning (Tarone and Swierzbin. 2009).

2. Error Analyze
There are good reasons for focusing an error:
a) They are conspicuous feature of learner language.
b) It is useful for teachers to know what errors learners make.
c) It is possible that making.

3. Steps in Analyzing Errors

a) Identifying Errors.
b) Describing Errors.
c) Explaining Errors.
d) Errors Evaluation.
 4. Development Patterns
We have seen that many of the errors that learners make are universal. We can
also explore the universality of L2. acquisition by examining the developmental
pattern learners follow.
a) The early stages of L2 acquisition.
b) The order of acquisition.
c) Sequence of acquisition.
d) Some implications.

C. 3rd Group (Interlanguage)

1. Definition of Interlanguage
Interlanguage is a linguistic system that is used by the L2 learners and it
isinfluenced by the L1 (mother tongue). When the learners learn the targetlanguage,
the learners build their own system of language which is different fromtheir L1. For
the first concept, interlanguage can be defined as “a half way house” between L1 and
L2. L1 can be said as a language source which contains the first material and mix
with the target language gradually. The result is new anddifferent. It is neither L1 nor
L2, but something in between. Saville-Troike named interlanguage as ‘transfer’,
meaning a transition of prior knowledge from L1 to L2, as one of the processes that is
involved ininterlanguage development.

D. 4th Group (Linguistic Aspects of Interlanguage)

1. Interlanguage As a Stylistic Continuum
Continuum is the careful style, evident evident when learners are consciously
attending to their choice of linguistics form,as when they feel the need to be correct.
At the other end of continuum is the vernacular style, evident when learners are
making spontaneous choises of linguistics form as is likely in free conversation.

2. The Acculturation Model of L2 Accquisition

 The Schumann theory on acculturation is mainly based on the social factors
experienced by those learning English as their second language within the
mainstream culture. There are several social factors that Schumann accounts for the
rate of second language acquisition:
a) Limited integration of cultural groups.
b) Size of minority group-the group is more self-sufficient the larger they are.
c) How tight-knit the group.

3. Schumann (1975, as cited in U shioda, 1993) there are several list affective factors
that may increase the psychological distance:
a) Language shock: Culture shock and culture stress.
b) Motivation: Instrumental and integrative.
c) Ego permeability.

4. Social Identity and Investment in L2 Learning

a) B ony P ierce has two views about the relationship between social context and L2
acquisition.
b) The notions of “subject to” and “subject of” are central. The theory of social
identity assumes that power relations play a crucial role in social interaction
between language learners and target language speakers.

E. 5th Group (Discourse Aspect of Interlanguage)

1. Discourse Aspects of Interlanguage
The study of student discourse in SLA has been informed by two somewhat
different aims. On the one hand there have been attempts to discover how L2 learners
acquire the 'rules' of discourse that inform the use of native speakers' language. On
the other hand, a number of researchers have attempted to show how interactions
shape development between languages.

2. Acquiring Discourse Analyze

 There is a rule or order in the way native speakers conduct a conversation. In the
United States, for example, praise usually requires a response and failure to give it
can be considered a sociolinguistic error. Furthermore, in American English,
compliment responses are usually quite complex, involving several attempts on the
part of the speaker to play down the compliment by making some unpleasant
comments. However, L2 learners behave differently. Sometimes they fail to respond
to compliments at all. Other times they produce a bare response. There is a growing
body of research investigating student discourse. This suggests that the acquisition of
discourse rules such as the acquisition of grammatical rules is systematic, reflecting
different types of errors and developmental sequences.

3. The Role Input & Interaction in l2 Acquisition

The behaviorist view treats language learning as a defined environment,
controlled from the outside by the stimuli given to the learner and the reinforcement
they receive. In contrast, mentalist theory emphasizes the importance of the learner's
'black box'. They argue that the learner's brain is specifically equipped to learn
language and all it needs is minimal exposure to input to trigger acquisition. The
interactionist theory of L2 acquisition recognizes the importance of internal language
input and processing. Learning takes place as a result of complex interactions
between the linguistic environment and the learner's internal mechanisms. There are
two types of foreign speech that can be identified, namely ungrammatical and
grammatical. The non-grammatical speech of strangers is socially marked. This often
implies a lack of respect on the part of native speakers and can be resented by
students.

4. The Role of Output in Interlanguage

Krashen argues that 'talking is the result of the acquisition not the cause. He
claims that the only way learners can learn from their output is by treating it as
automatic input. As a result, Krashen refuted the belief of many teachers that
language is learned by practicing it. In contrast, Merrill Swain argues that
 understandable outputs also play a role in L2 acquisitions. He suggests a number of
specific ways in which learners can learn from their own results.
a) Outputs can serve to raise awareness by helping learners pay attention to gaps in
their interlanguage.
b) Output helpsstudentsto test hypotheses.

Learners sometimes talk about their own outputs, identify problems with them
and discuss ways to improve them.

F. 6th Group (Psycholinguistic Aspects of Interlanguage)

1. The Definition of Psycholinguistic Aspects of Interlanguage
Psycholinguistics or psychology of language is the study of the psychological and
neurobiological factors that enable humans to acquire, use, comprehend and produce
language. Psycholinguistic is the study of mental structures and processes involved in
the acquisition and use of language.

2. The Processing Operations

Another way of identifying the processes responsible for interlanguage
development is to deduce the operations that learners perform from a close
inspection of their output.
a) Operating principles.
b) Processing constraints

3. The Communication Strategies

L2 learners frequently experience problems in saying what they want to say
because of their inadequate knowledge. If they do not know a word in target
language, they may borrow a word from their L1 or use another target-language.
Learners may also try to paraphrase the meaning of the word, or even construct a new
word. The choice of communication strategies will reflect the learner’s stage of
 development. Learners might be expected to switch from the L1-based strategies to
L2-based strategies as their knowledge of the L2 develops.

4. Types of Communication Models

The ‘black box’ houses some kind of apparatus that extract information from the
input, works on it, stores it, and subsequently uses it in output. Two different types of
apparatus have been proposed. First type involves the idea of serial processing where
the information is processed in a series of sequential steps and results in the
representation of what has been learned as some kind of strategy or rule. The second
type involves the idea of parallel distributed processing. This credits the learner with
the ability to perform a number of mental task as the same time.

G. 7th Group (Linguistics Aspects of Interlanguage)

1. Definition of Language
a) Languages are systematic.
b) Languages are symbolic.
c) Languages are social.

2. Linguistics Aspects of Interlanguage

a) Typological universals: relative clauses.
b) Universal Grammar (UG).
c) Learnability.
d) The Critical Period Hypothesis.

3. Access to UG
There are a number of theoretical positions 1. Complete access (argued that
learners begin with the parameter settings of their L1 but subsequently learn to switch
to the L2 parameter settings). 2. No access (argued that Universal Grammar is not
available to adult L2 learners). 3. Partial access (argued that learners have access to
parts of Universal Grammar but not others). 4. Dual access (argued that adult L2
 learners make use of both Universal Grammar and general learning strategies which
is blocking the operation of Universal Grammar, causing learners to produce
‘impossible' errors and failing to achieve full competence).

4. Markedness
Markedness refers to the general idea that some structures are more ‘natural’ or
‘basic’ than other structures. In typological linguistics, unmarked structures are those
that are common in the world’s languages. In Chomskyan linguistics, unmarked
structures are those that are governed by Universal Grammar and which, therefore
require only minimal evidence for acquisition. Marked structure are those that lie
outside Universal Grammar.

5. Cognitive Versus Linguistic Explanation

The answer whether linguistic universals and markedness are seen as exerting a
direct effect on L2 acquisition or whether they are seen as having only an indirect
effect, mediated by psycholinguistic mechanism of the kind considered earlier. There
is no consensus on whether L2 acquisition is to be explained in terms of a distinct and
innate language faculty or in terms of general cognitive abilities issue. It should be
noted however that Universal Grammar does not claim to account for the whole of a
language or even the whole of the grammar of a language.