Makalah Second Language Acquisition

CHAPTER I

INTRODUCTION

Background

Language environment is all things which learners hears or sees in the second language he is learning,
which is a language environment is a situation at home when watching television, conversations with
friends, process of learning in classroom and so on. Quality of language environtment is important to
successed the learners in learning a second language (Dulay,1982:13).

In general the language environment is divided into two: 1) Formal environment, which is encountered
in learning process, and 2) Informal environment (Krashen, 1982:40). Krashen also states to master the
language of both learners can use two ways, through learning process or through acquisition process.
Learning is conscious process and emphasizes the attention of the learners in the form of language or
structure. Acquisition takes place in line with activities that are not realized by learners.

Problem Formulation

What is a formal environment in Second Language Acquisition?

What is informal environment in Second Language Acquisition?

CHAPTER II

DISCUSSION

Formal Environment in Second Language Acquisition

Formal environment is one of the language learning environments that focus on the mastery conscious
rules or rules of language in the target language (Dulay and Ellis in Nurhadi and Roekhan 1990: 118). This
environment can occur in the classroom, as well as outside the classroom. From the result of research
that has been done by experts, formal environment is still influential , though very vague.

When learning focuses on content, formal environment does not affect the sequence. But when the
learner has the opportunity to monitor, the sequence is affected. Corrections, extensions, and
frequencies have an effect on the learning language proficiency, although very small. For that, learning
language of class in addition to introducing the functions and varieties in accordance with its functions
and varieties in accordance with its function, and bring it to the atmosphere of real language activities,
also must make the learners aware of the rules of language. Because, only with the use of language
rules, the acquisition of language learners can reach the optimal level.

Formal environment certainly has an influence on the speed and success in obtaining a second language
because it is caused by several factors and variables provided intentionally. Otherwise the circumstances
of a second language learning environment formally, in the classroom, are very different from a second
or naturalistic language learning environment.

Steiberg (1979: 166) mentions the characteristics of the language learning environment in the classroom
as follows:

Classroom learning environment is strongly influenced by social class psychologist factors including
adjustments, disciplines and procedures used.

Classroom environment is preliminary to linguistic data, which teachers do based on the curriculum
used.

Classroom environment is presented explicit grammatical rules to improve the quality of language
students who are not found in the natural environment.

Classroom environment is often presented data and artificial language situation, not as in the natural
environment.

Classroom environment are provided teaching tools such as textbooks, supporting books, blackboards,
tasks to be completed, and so on.
With these characters it can be concluded that focuses on awareness in obtaining the rules and forms of
language learned (Dulay, 1982: 17). However, second formal language learning is less likely to
communicate naturally like the native speakers.

With the typical classroom environment in second language learning, then there is certainly an influence
on the success of learning a second language.

Influence on competence

Mastery of this competence is strongly influenced by the role that the learners plays in the learner’s
formal environment. In this case, Dukly et al. (1982: 20) distinguishes the role of learners into three
kinds, one-way communications, two-way communication, and full two-way communication. Thus
learners tend to use one-way communication does not give the learner opportunity to respond the
delivered teacher in language studied. Lessons that use limited two-way communication provide an
opportunity for learners to respond but not in the language learned. While the full two-way learning
model provides as many opportunities to the learner to use language learned in learning process.

Influence on quality performance

Performance is the realization of a language competency that one possesses (Ellis, 1986: 5-6). Formal
language learning in classroom can ensure the quality of inputs experienced by learners (Ellis 1986: 231).
Then, if received output is of high quality, then according to a hypothetical one, the resulting output
(performance) also has a high quality, even if there are individual variations.

Influences on Sequence of Acquisition

The order of acquisition referred to herein, is the acquisition of grammatical morphemes. According to
some scholars, such as Ellis (1984), Makino (1979), Felix (1981), that grammatical morpheme sequence
of learning that is formally learned is no different from those who are naturalistic. However, the results
of research on the effect of formal language learning on the sequence of this acquisition show different
conclusions. The result of Perkins and Freeman (1975) show that spontaneous speech the effect of
learning does not apparent (Ellis 1986: 218). The result of Lightbown (1980) show that effect of formal
learning on the sequence of acquisition is very small.

Influence on acquisition speed.

The rate of acquisition is the speed of capturing input and making input as treasury of language. The rate
of acquisition is actually relative, and much depends on other factors such as intelligence, attitudes,
talents, motivations, and other internal factors (Ellis, 1986: 99-126).

Influences of formal language learning in classroom appears at the pace of mastering the rules and
linguistic forms. Although the mastery of a set of linguistic rules does not affect the process of
performance, it can serve as the filter of the language it produces.
Informal Environment in Second Language Acquisition

The informal environment is natural, not atificial. Informal environment include language used by peers,
parents language, language by learner ethnic group, used by mass media, language of teachers, both in
class and outside the classroom. in general it can be said this environtment is very influental on the
learning outcomes of second language of learners.

In the above there has been no mention of the difference between what goes on in the formal
environments and in informal environments. In informal environments the expected ability is the
mastery of a variety of formal languages or standard languages for use in formal situation and needs. In
an informal environment, it is expected that the ability or mastery of informal language will be used in
informal situations or needs. If in fract the ability of informal language is more controlled than formal
language skills, it is because the opportunity to speak informal variety is much broader than opportunity
the formal language.

There are four things from the influental language cenvironment in SLA, as follows:

The nature of the target language

The way learners communicates

Inventory of concrete reference

Target language model.

In a natural environment. The emphasis of communication is the content of the message, not linguistic
form. Several things that can be drawn in informal environment in SLA are:

Peer environment has greater influence than parents and teachers in SLA

Program immersion will be more successful if it provides native speakers as a learners of learning.

There is similarity between nanny language, teacher language, and foreign language

The language of the teacher plays role in SLA, whereas the parents or carer language plays a greater role
first language acquisition.

Foreign speakers are implicity present as second language teaching models

Peer to peer, parent, teacher, and foreign speakers are informal environments that can be good input
data and abstraction in the form of linguistic rules can be used as monitor material

In SLA the role of informal environment needs to be given serious attention other than formal
environment.