AGE FACTORS AND LEARNING STRATEGIES FOR ADULT LEARNERS

AND CHILDREN IN SECOND LANGUAGE ACQUISITION LEARNING

(SLA)

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A. INTRODUCTION
Language is a central part of life. Humans use language is not only limited to
survival like animals. Humans use language for various aspects of life. Therefore,
humans are equipped with LAD (Language Acquisition Devicion) so that they are
able to develop themselves in language.

The use of this language cannot be separated from the process of acquiring
language experienced by humans from childhood to adulthood. The language
used by children from their childhood and which is the most widely used tool in
their social interactions is their first language. If there is a first term, of course
there is a second language term. The first language (B1) is the language most
mastered and most often used by a person, while the second language is a
language that is acquired through learning and tends to be learned on purpose.
The second language does not mean limited to a second language, but another
language that someone learns whether it is one language, two or more. Language
acquisition or acquisition is a process that takes place in the brain of a child when
he acquires his first language or his mother tongue. Language acquisition is
usually distinguished from language learning (language learning). Language
learning is usually related to the processes that occur when a child learns a second
language after he learns his first language. So, language acquisition is concerned
with the first language, while language learning is concerned with the second
language. However, many also use the term acquisition of language for second
languages (Chaer, 2005: 167). Each child's language acquisition has a peculiarity,
which is in accordance with its development. Development is a series of changes
in the function of organs that are progressive, regular, and interrelated.
Development is an interaction between the central nervous system and the organs
it affects, including the development of the brain system (intelligence), speech,
emotions, and social. All of these functions play an important role in human life
as a whole.

1. Second Language Acquisition Properties

Before discussing further about what is the acquisition of a second
language, it helps us to first understand what a second language is. The
second language itself is defined in broad terms. The second language is
simply considered the language that is acquired or learned after the child
has mastered the first language.
Another definition that goes further reveals that a second language
is the official or socially dominant language that is usually needed for
education, work, and other purposes. Meanwhile, foreign language is
defined as one of the languages that are not widely used by learners in a
social context that may be used for future travel or cross-cultural
communication, but it is not really necessary and direct practical
application.
When the first language is considered as an acquired language
without conscious effort, this second language has its own characteristics
in the process and conditions of acquisition. Moreover, second language is
 not only limited to the language learned by children, but also includes
actors who are more heterogeneous in various aspects.
2. Language Acquisition Process
This acquisition involves variables as described by Yorio,
including:
a. Age
b. Age includes 3 parts. Namely, children, adolescents and adults. In
children learning is influenced by biological factors, cognitive factors, and
social factors which include the influence of people
Old, school, and peer pressure. In adolescents, it is influenced by
biological factors that are experiencing a critical period as well as social
factors which are also influenced by parents, school and peers. As for the
adult stage, the influencing factors are biological factors which include the
critical period, peer pressure, the context of learning / teaching, and the
second language itself.
a) Cognition
This cognition includes a person's general intelligence and language
aptitude.
b) Original Language
This native language affects the transfer to the second language in terms of
phonology, grammar, and semantics.
c) Input
Input in this case relates to the learners themselves. Namely free learners
and guided learners. Independent learners depend on the teaching context
which includes the place of study (foreign language environment, second
language, bilingual), type of language contact, family language
environment and peer language environment. Guided learners depend on
the context of learning which includes the type of guidance (formal,
 informal and intensive / non-intensive). The duration of guidance,
guidance material, and guidance resources.
d) Affective Area
This affective area deals with socio-cultural factors, egocentric factors,
and motivational factors.
e) Educational background
Some examples of factors relating to this are illiteracy, literacy and
professionalism.
B. Conclusion
Acquisition of a second language goes hand in hand with learning
a second language. The effectiveness of second language learning is
influenced by several variables such as age, including social and cultural
factors. There are many hypotheses about how second language learning
should be, starting from LightBown's generalization of the necessity and
reality of SLA in his view, Larsen's parable / analogy of chaos theory with
SLA learning, as well as several views of learning from the point of view
of consciousness, the focus of attention, to social constructivism. All of
these points of view are returned to the nature of the dependence of style
and learning design for second language acquisition.

REFRENCES

Ellis, Rod. Second Language Acquistion. New York: Oxford University Press,
2003.
Freeman, Diane Larsen. Chaos/Complexity Science and Second Language
Acquisition. (Oxford: Apllied Linguistics. 1997.
H.Doughlas Brown. Prinsip Pembelajaran dan Pengajaran Bahasa.Pearson
Education.2007.
Kreshen, S. Principles and practice in second Language acquisition. Oxford:
Pergamon Press. 1982.