Kel 5

Group :5

Name :

Nur Faizah

Meti Wesmarini

Nurul Ihsan

AGE and ACQUISITION

There are some differences when the childhood learning about second language than the adult. Because age is influence to learn second language, Lenneberg in his book “Critical Period Hypothesis” (1967) suggests that there is a biologically determined period of life when language can be acquired more easily. The period can happen during the critical period (age 2 to puberty). When the adult learns a second language, it takes long time and more effort compared to children in second language learning. Why children can learn second language easily? Because 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 at the age of 12. In the other hand adult also has cognitive maturity and their experience of the general language system, it means adult can learn a second language perfectly.

LANGUAGE

What is language? Some people think language is something to communicate each other. But not just it, according to Pinker’s book The Language Instinct (1994) mentioned that “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 distinct from more general abilities to process information or behave intelligently. Languages evolve and diversify over time, and the history of their evolution can be reconstructed by comparing modern languages to determine which traits their ancestral languages must have had in order for the later developmental stages to occur. So, the teacher has to teach the student effectively.

LEARNING AND TEACHING

“Learning is acquiring or getting of knowledge of subject or a skill by study, and so on.” (slavin,2003,p.138). The teaching strate teaching which is implied in the first definition of learning. The teaching strategies and learning activities that instructors implement should arise from their teaching philosophy, reflect the overall course design and promote the achievement of learning goals. Departments may invite instructors to provide an interpretive framework that situates the teaching materials and student work within this context.