SECOND LANGUAGE ACQUISITION

MID-TERM TEST

KURNIA SAPUTILRI - 202210560211006

1. First Language Acquisition and Second Language Acquisition are fundamentally different
in that they take place at two different stages of a person's development. Explain the
fundamental differences of them and give example to the context of language
acquisition/learning in Indonesia.

The fundamental difference of first language and second language acquisition is the
first language acquisition is a Child Learning his native language. When studying a language
other than one's native tongue is considered second language acquisition. In other words,
learning a language after mastering the mother tongue is known as second language
acquisition. The process of first language acquisition doesn't require explicit instructions or
education. Indeed, formal teaching and education are necessary for second language
acquisition. For the example : In the context of language acquisition in Indonesian school.
The first language that the students acquired first was Bahasa Indonesia, The they learn
English as they began to go to school at secondary level. So, They spoke Bahasa Indonesia at
home and used both Bahasa Indonesia and English at school.

2. What are some factors that influence the successful of SLA learning? Which one is more
useful to get the success of SLA learning between risk-taker and self-esteem? Why?
Many general elements influence second language learning, including age, aptitude,
Level of intelligence, cognitive style, attitudes, motivation, and personality (Ellis, 1985).
The risk-taker is more useful in achieving SLA learning success. Many research have
been conducted to determine the association between risk taking and second language
competency; Rastegar (2002) attempted to prove the relationship between Iranian TEFL
students' self-esteem, extroversion, and risk taking and English ability. He discovered a non-
significant relationship between risk taking and second language proficiency (in Chitsaz &
Sahragard, 2007). As a result of these findings, risk taking is now widely viewed as an
important affective predictor of second language proficiency. It encourages students to
participate in activities, practice more, collaborate with others, learn by correcting mistakes
and reinforcing knowledge, and therefore attain foreign language competency (Brown,
1994).

3. What are the problems usually faced by the SLA learners? What are the learning
strategies you can propose to overcome that/those problems?

The problems commonly faced by SLA learners are :

a. Bored by traditional method.

 Usually teacher in uses monotones methods and make the students bored during the
teaching and learning. The solution is that the teacher should provide interest topic,
media and fun atmosphere. The teacher may use realia or aids as the media in teaching
and learning process.
b. Feeling of embarrassment.
This problems may can be solved by the teacher is create a comfortable learning
atmosphere. In order for learning to take place well, teachers must be able to
communicate clearly and precisely with their students. Teachers who respond students
correctly , demonstrate empathy, tolerance, and openness to students are necessary
for effective classroom communication.

4. What are the differences between learning styles and learning strategies? Why learning
styles and strategies are important for L2 teachers to consider before teaching?

Learning styles are habitual habits of perceiving, processing, or reacting to information.

Learning strategies, on the other hand, are the precise acts and/or procedures one
employs.
Style and Strategies are significant because they can make learning easier, faster, more fun,
more self-directed, more effective, and more transferable to other settings. Learning
strategies help students become more self-sufficient, autonomous, and lifelong learners.

5. How do children develop their morphology? Does bilingualism in children also

categorized as SLA issue? How come? Please describe in brief.

There is some regularity in the stages that the children go through when they acquire
various morphemes, such as plural and past tense, however the rate of morphological
development in a kid may vary. Children initially may make words with the proper
morphology since they primarily repeat words like a parrot. As the child starts to recognize
patterns in the input it is receiving, it tries to organize them in a methodical way. They may
start to make morphological errors that were once right when they start to rely.

Bilingualism in children is also categorized as SLA issue. Bilingualism has long been viewed
as a condition that has a negative impact on children's learning because they are too young
to acquire multiple languages at the same time. Even being multilingual at a young age
would pose a challenge for youngsters (Genesee et al, 2004). Children are thought to be
perplexed. when they learn two languages at the same time at the same time They may
encounter difficulty in expressing oneself fluently in either language

6. Please write one example of learning activity and the strategy to internalize intercultural
into the EFL classroom.
In certain EFL contexts, classes are made up of students from various cultural
backgrounds; in others, classes are culturally homogeneous. In the former example,
learning about different cultures and developing intercultural awareness are not
always new issues—in multicultural classrooms, students learn about each other's
cultures through a variety of activities, not just English lectures. Classes of learners in
culturally homogeneous contexts, on the other hand, do not provide a pressing need
to enhance cross-cultural understanding, hence multicultural education is absent from
school curricula.
The activities that I provide are intended for culturally homogeneous classes. Many of
them, however, can be altered for multicultural environments. In every cultural
environment, the instructor must begin with the pupils' own cultural background and
cultures with which they have direct contact, and then expand from there until all
world cultures are covered.
These activities have been utilized with young adults with intermediate English skills.
Before implementing these concepts, teachers of students who are less skilled and/or
younger may need to make appropriate changes. Teachers can, (1) conduct parts of
the activities in the students' native language, (2) use introductory activities that pre-
teach relevant vocabulary or structures and introduce key concepts, (3) simplify texts
or design activities so that students can cope with a more difficult text, and (4) adapt
activities to the students' stage of cognitive development. We must not put it off till
our students have advanced language skills and/or are older. (Zofia Clopek, 2008)