Group 3
Name: Anindya
Iman Sari
Fenni Anggraini
Lenny Mutmafidah
The advantages of early second language acquisition
According scientific
surveys, language aspects such as pronunciation and intonation can be acquired
easier during childhood, due to neuromuscular mechanisms which are only active
until to the age of 12. Another possible explanation of children's´ accent-free
pronunciation is their increased capability for imitation, so that increased
communication abilities, better articulation, tolerance to foreign cultures and
personal cognitive development, are among the benefits of early language
learning
The
advantages of late second language acquisition
LANGUAGE
You
would no doubt dig deep into your memory for a typical dictionary-type definition
of language. If you had had a chance to consult the Merriam-Webster’s
Collegiate Dictionary (2003, p.699), you might find standard statement like “a
systematic means of communicating ideas or feelings by the use of
conventionalized signs, sounds, gestures, or marks having understood meanings”.
Or, if you had read Piker’s The Language Instinct (1994), you might have come
up with a sophisticated statement such as: Language is a complex, specialized
skill, which develops in the child spontaneously, without conscious effort or
formal instruction, is deployed without awareness of its underlying logic, is
qualitatively the same in every individual, and is distinct from more general
ability to process information or behave intelligently (p.18).
On the
other hand, you might, with Ron Scollon (2004, p.272), wish to emphasize that,
first of all, language is not something that comes in nicely package units and
that is certainly is “multiple, complex, and kaleidoskopic phenomenon.” There
are a number of possible definitions of language, like following:
1. Language
is systematic.
2. Language
is a set of arbitrary symbols.
3. Those
symbols are primarily vocal, but may also visual.
4. The
symbols have conventionalized meanings to which they refer.
5. Language
is used for communication.
6. Language
operates in a speech community or culture.
7. Language
is essentially human, although possibly not limited to humans.
8. Language
is acquired by all people in much the same way; language and language learning
both have universal characteristics.
These eight statements provide a reasonably concise
“25-word-or-less” definition of language. Enormous fields and subfields and
yearlong university courses are suggested in each of the eight categories.
Consider some of these possible areas:
1. Explicit
and formal accounts of the system of language on several possible levels
(phonological, syntatic, lexical, and semantic analysis)
2. The
symbolic nature of language; the relationship between language and reality; the
philosophy of language; the history of language.
3. Phonetics:
phonology; writing systems; the role of gesture, distance, eye contact, and
other “paralinguistic” features of language.
4. Semantics;
language and cognition; psycholinguistics.
5. Communication
systems; speaker-hearer interaction; sentence processing.
6. Dialectology,
sociolinguistic, languange and culture, pragmatic, billingualism, and second
language acquisition.
7. Human
language and non human communication, neurolinguistic, innate factors, genetic
transmission, nature vs nurture.
8. Languange
universa, first language acquisition.
Learning and Teaching
Learning
is acquiring or getting of knowledge of a subject or a skill by study,
experience, or instruction. Learning
also can change an individual caused by experince. Teaching is helping someone
to learn how to do something. Giving intruction, guiding in study of something,
providing with knowledge, causing to understand. Teaching and learning cannot
be separated. Teaching is guiding and facilitating learning, enabling the
learner to learn, setting the conditions for learning.
Name: Anindya Iman Sari
Fenni
Anggraini
Lenny
Mutmafidah
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