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Second Language Acquisition and Bilingualism Research Lab. Retrieved from https://www.cla.purdue.edu
1.0 INTRODUCTION
In class, psychological and instructional variables are two essential factors that affect
second language acquisition (SLA) and bilingualism. According to Lenggang Budianto (2010),
a psychological factor is a factor that is mentally or spiritually concerned with the aspects of
pupils’ acquisition. It involved four elements, such as anxiety, attitude, aptitude, and motivation
and proved through some research findings. Morris (2009) explained that instructional
variables related closely to the quality of the instructor, learning activity, learning support, and
study workload. Hence, this writing will compare and contrast the psychological and
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instructional variables that affect second language acquisition and bilingualism among young
learners.
Variables Component
Psychological Anxiety
Attitude
Motivation
Instructional Cultural Appropriateness
Pupil’s Supports
Active Involvement
Table 1 The component of psychological and instructional variables that will be discussed in this writing
One of the psychological variables that affect SLA and bilingualism is language anxiety.
personality trait having two psychological components: emotional arousal and negative self-
related cognition. Unlike children, adults concerned with how others judged them. They are
very cautious about making errors in what they say for it would be a public display of ignorance
that would be an obvious occasion of “losing face” in some cultures such as in Indonesia and
Cultural appropriateness is one of the critical instructional variables as it also affects SLA
consideration of the materials and types of activities used. All pupils need multicultural
literature. Its inclusion in the reading curriculum can affirm and empower pupils about their
cultures.
and activities used are of multicultural literature, it will reduce the language anxiety of SLA
and bilingualism among young learners. As most personalities respond positively to things
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that they are more comfortable with, multicultural literature can affirm and empower pupils
about their culture. It makes them feel comfortable to learn a language as they have a sense
of belonging in a group.
disposition and opinion (LeFevre, 2016). An attitude develops as a result of experiences which
are greatly influenced by people in the immediate environment particularly peers and
teachers. Fatiha (2014) found that the learner attitude toward the target language determines
the success in learning the new language. Pupil’s attitude toward the language may vary.
Smith (1975) classifies some unfavorable pupils’ attitude on foreign language learning as
Another instructional variable that affects SLA and bilingualism is the pupil’s supporter
(Houghton, 1997). Pupil’s supporter can best be described as a teacher’s formal instruction
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in class as that is what will steer pupils in acquiring the second language. To be able to do
something, pupils have to know how to do it. By helping pupils bridge the gap between their
current abilities and the intended goal, teachers are providing scaffolds of support for learning.
Scaffolded instruction may include direct explanation, modeling or showing pupils how to
perform a task (Fisher& Frey, 2010). The organizational plan for the classroom can also
provide scaffolding. For example, pupils acquiring English might be introduced to a concept
with the whole class, work with peers in some form of collaborative learning, and then work
Pupils attitude and teacher’s formal instruction have a mutual correlation in affecting
SLA and bilingualism. If a teacher’s instruction is clear and understandable, pupils may feel
either happy or bored toward a language. Those conditions may influence pupil to decide
whether he participates actively in the class or not. Fatiha (2014) assumes that if pupils have
a positive attitude toward the language learned, they will try hard to learn that language
seriously. Active pupils in class acquire the second language better as they have higher
motivation. Hence, they will have better understanding on teacher’s instruction. English
teachers should have a big concern on the unfavorable pupils’ attitudes by finding the causes
learning a second language is motivation. If the teacher can make the learners feel that they
want to learn, then, the subject they are studying will be exciting for learners. Fostering pupil’s
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motivation to attain a foreign language achievement is fundamental. Finocchiaro (in Langgeng
Fostering
Grouping & Motivation Experience
Individualization
Achievement &
Belonging Love
Actualization
learning process. When pupils use each other as learning resources by working in cooperative
or team learning arrangements, pupil engagement increases (Johnsons, n.d.) The lowest
Pupil’s motivation and active involvement affect their SLA and bilingualism. Individuals
who are motivated will participate more in class. Hence, they will learn another language faster
and to a greater degree. As pupils have the desire to win, when they see their friends be so
5.0 CLOSURE
affecting Second Language Acquisition, and bilingualism among learners as both types of
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variables have different roles to play. In conclusion, the contrast and compare the effect of
Psychological Anxiety Pupils with high language anxiety find it hard to learn new
Psychological Attitude Positive attitude towards the language will more likely to
Psychological motivation Active pupils in class acquire second language better because
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REFERENCES
Book
Fisher, D., & Frey, N. (2010). Guided instruction: How to develop confident and successful
LeFevre, R., Alfaro. (2016). Critical Thinking, Clinical Reasoning and Clinical Judgment A
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Lim, D. H., & Morris, M. L. (2009). Learner and Instructional Factors Influencing Learning
(4), 282–293.
Smith, Alfred N. 1975. The Importance of Attitude in Foreign Language Learning. Forum Journal,
Online journal
Budianto, L. (2010). A Dillema for Teachers of English. Pupils’ Psychological Factors in SLA,5(1),
Fatiha, M., Sliman, B., Mustapha, B., & Yahia, M. (2014). Attitudes and Motivations in Learning
English As A Foreign Language. Attitude, 3(7). Retrieved February 26, 2019, from
www.academia.edu.
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E-book
Kralova, Z. (2016). Foreign Language Anxiety. Retrieved February 26, 2019, from
www.researchgate.net
Website
Brownie, T. (2018). Section 8. Multicultural Collaboration. Retrieved February 26, 2019, from
https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/multicultural-
collaboration/main
Johnson, D. W., & Johnson, R. T. (n.d.). What is Cooperative Learning? Retrieved February 26,
Pictures
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