Name : Sabarni R Sipayung

Npm : 1801030213

Group : P1. A4

Lecturer : A. Sitanggang, S.Pd,, M.Pd

1. Please create your statement for caregiver speech. Create it for each types.
Caregiver Speech is a type of speech associated with an older person speaking to a child.
It is also called guardian speech, baby-directed speech, child-directed speech, child-
directed language, list of caregivers, parents, or mothers. Infant speech refers to the
simple forms of language used by young children, or the modified forms of speech that
are often used by adults with young children. Also known as mother or caregiver speech.
Caretaker speech is also often referred to as motherese, caregiver speech, adult to child
language (ACL) and child directed speech (CDS). Salient features of caregiver speech
are frequent use of questions, often using exaggerated intonation, extra loudness
and a slower tempo with longer pauses.
Types Caregiver Speech :
The four typical caregiver speech features are 
a. Baby talk
Baby talk as you know, helps in the development of a childs speech.
b. Slower tempo
Slower tempo is use to help people with a language barrier understand what they are
trying to say.
c. Simple sentence structures
Simple sentence structure is "if the child is indeed in the process of working out a
system of putting sounds and words together.
d. A lot of repetition.
A lot repetition which is a lot like simple sentence structure but, it has generally been
observed that the speech of those regularly interacting with very young children
changes.
2. Explain about acquisition stages by our own words.
1) Cooing
 This was the first sound they produced. Apart from crying, cooing is the first
language or communication development that babies reach and one of the most
important developmental stages of babies in their first year.
• Between 2-4 months.
• The child gradually becomes capable of producing vowel-like sounds, such as [i]
and [u]
• Repetition of the vowel sounds.
• Express satisfaction or pleasure.
2) Babbling
• Between 6-8 months.
• The child produces a number of different vowels and consonants, such as ba-ba-ba
and ba-ba-da-da, which at times can almost sound like a real speech.
• Uses consonants B, M, D and G. BACK TO QUESTION 2
3) The one-word stage
• Between 12 – 18 months.
• One or two recognizable word.
• Resembles words or simple phrases.
• Words that utter everyday objects such as “milk” , “cat” , “spoon”
4) The two-word stage
• Begin around 18 – 20 months.
• At least 50 different words.
• Simple sentences, grammatically incorrect and perhaps missing information.
• Variety combination words appear.
For examples :
• baby chair, daddy car, more milk, cat bad.
• The phrase “baby chair” may be taken as :
1) an expression of possession = (this is baby’s chair) or
2) as a request = (put baby in the chair) or
3) as a statement = (baby is in the chair)
5. ) Telegraphic speech
• Between 2 – 3 years old.
 • The child begins producing a large number that could be classified as “multiple-
word” speech.
• The child vocabulary has grown to hundreds of words during this stage and
pronunciation become more clearer.

3. Explain about acquisition process.

Language acquisition is the process by which humans acquire the capacity to perceive
and comprehend language (in other words, gain the ability to be aware of language and to
understand it), as well as to produce and use words and sentences to communicate.
Language can be vocalized as in speech, or manual as in sign.
1) Learning through imitation
Basis of child’s speech production used by young children. They may repeat single
words or phrases, but not the sentences structures. It is likely that the children
understand what are the sentences but they express what they understand by their
own. For examples :
• Mum is hungry = mum hungry
• The cat is sleeping = cat sleep
2) Learning through correction
It is unlikely that adult “corrections” are a very effective determiner of how the child
speaks. The child will continue to use a personally constructed form, despite the
adult’s repetition of what the correct form should be.
• Example :
Child : My teacher holded the baby rabbits.
Mother : Did you say your teacher held the baby rabbits?
Child : Yes.
Mother : Did you say she held them tightly?
Child : No, she holded them loosely.
3) Developing morphology
By the time a child is two-and-a-half years old, he or she is going beyond telegraphic
speech and the child indicates the grammatical function of the nouns and verbs used.
4) Developing syntax
 In the formation of questions and the use of negatives. The child goes through with 3
stages : Stage 1 occurs between 18 – 26 months Stage 2 occurs between 22 - 30
months Stage 3 occurs between 24 - 40 months Forming questions Forming negatives
First stage : Wh- form (Where, Who) to the beginning of the expression.
5) Developing semantics
During the two-word stage, children use their limited vocabulary to refer to a large
number of unrelated objects. Overextension : overextend the meaning of a word on
the basis of similarities of shape, sound and size.
• Example : use ball to refer an apple, an egg or a ball. 

4. Explain about the 4 affective factors.

AFFECTIVE FACTORS • The negative feelings or experiences which can create a
barrier to acquisition.
- STRESS
Student can get stress because the situation has received considerable attention
- UNCOMFORTABLE
The students with anxiety or uncomfortable attending the class will feel nervous and
afraid to cooperate with teachers and then they cannot concentrate on the learning points
and waste their energy
- SELF- CONSCIOUS
Self - Conscious is considered to be another significant factor, which profoundly
influences the learners‟ language performance.
- UNMOTIVATED
Motivation involved sustaining interest and investing time and energy into putting in the
necessary effort to achieve certain goals. To sum up, motivation is the process by which
goal-directed behavior is stimulated in language learning. It drives and directs behavior.

Many L2 learners have feelings of unwillingness or embarrassment in attempting to

produce the different sounds of a language.
 This may override their physical and cognitive abilities there are i.e. inhibit the
learning process.
This type of emotional reaction or ‘affect’ may also be caused by dull textbooks,
unpleasant classroom surrounding or an exhausting schedule of study and/or work.
These negative feelings or experiences are affective factors that can create a barrier to
acquisition.
 i.e. if we are stressed, uncomfortable, self-conscious or unmotivated, then we are
unlikely to learn anything.