Name : Liza Febrianti Gunawan

NIM : 2193121025

Class : Reg DIK D 2019

Language Studies

1. Languge Acquisition: Similarities and Differences between First

and Second/Foreign Language Learning.
The differences :

 A first language is the mother tongue or native language of a person while a second
language is a language a person learns in order to communicate with the native speaker of that
language.
 The first language is like an instinct which is triggered by birth and developed with the
experience of being exposed to it. A second language is a personal choice of a person.
 In first language acquisition, children spend several years listening to language, babbling,
and using telegraphic speech before they can form sentences. In second language acquisition in
older learners, learning is more rapid and people are able to form sentences within a shorter
period of time.
 In first language acquistion, learners have many chances to practice with native speakers.
In second language acquisition, learners may or may not have the opportunity to practice
extensively with native speakers.
 The first language is a natural part of a person’s everyday life. But the second language is
a new aspect of the person’s life if s/he chooses it to be.
 The first language does not require any conscious effort; the acquisition process of the
first language is subconscious. The second language requires constant conscious effort so that
the learners can internalize the structures of the second language.

Similarities:
 In both first and second language acquisition, there are predictable stages, and particular
structures are acquired in a set order. Individuals may move more slowly or quickly through
these stages, but they cannot skip ahead.
 In both first and second language acquisition, making errors is a part of learning.
Learners need to make and test hypotheses about language to build an internal representation of
the language. In the initial stages of learning, learners may use chunks of language without
breaking them down or processing them as independent units. In later stages, they may make
new errors as they begin to process the parts of each chunk according to the rules of their
language system.
 In both first and second language acquisition, the learner uses context clues, prior
knowledge, and interaction to comprehend language.
 In both first and second language acquisition, age is an important variable affecting
proficiency.
 In both first and second language acquisition, learners can often comprehend more
complex language than they are able to produce. In the initial stages of learning, learners go
through a silent period.
 In both first and second language acquisition, a learner's proficiency can vary across
situations.

2. Differences between Prescriptive Grammar and Descriptive

Grammar.

There are two different ways that language has been talked about in disciplines that focus on the
use of language. We can talk about these different approaches to language as descriptive
grammar vs. prescriptive grammar.

Prescriptive grammar describes when people focus on talking about how a language should or
ought to be used. One way to remember this association is to think of going to a doctor’s office.
When a doctor gives you a prescription for medication, it often includes directions about how
you should take your medication as well as what you should not do when taking your
medication. In a similar way, a prescriptive grammar tells you how you should speak, and what
type of language to avoid. This is commonly found in English classes as well as other language
classes, where the aim is to teach people how to use language in a very particular (typically
described as ‘proper’ or ‘correct’) way.

Descriptive grammar, on the other hand, focuses on describing the language as it is used, not
saying how it should be used. For example, think about a prescriptive rule like Don’t split
infinitives. A descriptive grammarian would see a sentence like “To boldly go where no man has
gone before” and would try to describe how the mental grammar can cause that ordering of
words, rather than saying that the surface form is faulty due to prescriptive rules (which would
require the sentence “To go boldly where no man has gone before”). Linguistics takes this
approach to language.

3. According to the theory, humans learn in four major theories:

Begaviorism, Cognitivism, Humanism and Constructivism.
Explain how each of the existing theories apply to language
learning.
APPLICATION OF COGNITIVE THEORY AND CONSTRUCTIVISTICS IN LEARNING

The purpose of education according to cognitive learning theory is:

 Produce individuals or children who have the ability to think to solve each talks
 Curriculum designed in such a way that it happen enables the situation of Knowledge and
ability can be constructed by students.
 Practice solving the problem solving done through group learning by analyzing problems
in daily life.
 Students are expected to be always active and able Find a way of learning that is suitable
for him.
 The teacher only works as a mediator, facilitator, and friends who make conducive
decisions for Complete the knowledge construction in the participant students.
Behavioral learning theory is a theory of behavior change as a result of experience. This theory
then develops into learning flow which leads to the development of theory and learning known
as behaviorist flow. This flow emphasizes the formation that appears as a result of learning.

For example in the language learning process of students is a compilation of teachers who teach
in class and give questions to students who cannot answer these questions. Therefore, he has the
experience to change for the better.

Operational steps of humanistic theory on learning English for example including: providing
explanations and drill to students to practice using English in various situations, playing role
playing with students to respond in various situations and the teacher gives examples to students
that are likely to be followed. This theory nothing more in it contains about messages that
encourage the process learning gives more attention to students and is treated as humans
(humanize a humans) (Mustafa and Hamid 2012: 11-12).

Through education, the teacher must be able to choose an approach that suits students' needs and
learning objectives. Teachers must also be able to do students according to their nature, which is
to humanize humans. This is in accordance with the flow of philosophy with a humanistic
approach. In popular scientific dictionaries, the word humanistic comes from the word human
means about humans or the human way. Humane means humanity. Humaniora means
knowledge which includes philosophy, moral study, art, history, and language. Humanists,
adherents of teachings and humanism, namely a doctrine that emphasizes the interests of
humanity and the ideal. So humanistic is a sense of humanity or associated with humanity
(Subaidi, 2002: 33).

4. Morphology and Vocabulary Building: How the two are related.

All languages have a vocabulary, a set of words that is the basis for making and understanding
sentences (Miller, 1991). Therefore, "without some knowledge of that vocabulary, neither
language production nor language comprehension would be possible" (Anglin, 1993, p.2). Laufer
and Nation (1999) stated that vocabulary provides the enabling knowledge, which is required to
be successful in other areas of language proficiency.
The use of morphological knowledge as a potential strategy for vocabulary learning was the
focus of the following studies. Anglin (1993) found that the students could analyze the
morphological structure of complex words which they have not actually learned before to figure
out the meanings. Knowledge of inflectional morphology plays a key role in grammatical
accuracy, while knowledge of derivational morphology plays a role in the development of
vocabulary knowledge. The role of learner knowledge of both inflectional and derivational
morphology in the development of L2 vocabulary is the focus of the present study.

The type of morphological knowledge, namely derivations and inflections, will also have an
effect on vocabulary learning (Anglin, 1993). For example, previous research suggests that
derived words might be acquired somewhat later than inflected and compound words (Wysocki
and Jenkins, 1987) and that, morphologically speaking, words that are more complex generally
will be acquired later than simpler words (Clark and Berman, 1987).