UNIVERSITAS INDRAPRASTA PGRI

FAKULTAS PASCASARJANA
SOAL UJIAN TENGAH SEMESTER
GENAP TH. AKADEMIK 2020/2021
Program Studi : PENDIDIKAN BAHASA INGGRIS
Mata Kuliah : Psycholinguistics
Kelas/Semester : 2n / 2
Hari / Tanggal : Minggu, 30 Mei 2021
Dikumpulkan via
email
Waktu : 2 x 24 Jam (2 hari)
Dosen / Email : Dr. Rifari Baron / baronshy03@yahoo.com

  Sifat Ujian : Take Home 206  

NAMA: ISWADI
KELAS: 2N
NPM: 20207470049
MATA KULIAH: PSYCHOLINGUISTICS
PROGRAM STUDI: PENDIDIKAN BAHASA INGGRIS

1. How do people develop the different skills necessary for language acquisition, and in which order
and why?
ANSWER:
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. There are two ways to develop the
different skills necessary for language acquisition. The first way of developing a second language is
language acquisition which is the same process as the children's way develop proficiency in their first
language. Result or effect acquisition of language, competence acquired subconsciously. Other means
provide acquisition including implicit learning, informal learning and learning natural. In non-technical
language it is often called acquisition "chasing" the language. The second way of developing a second
language is by learning the language, which refers to conscious knowledge of a second language, knows
the rules, is aware of the rules and is able to speak regarding those rules which are generally known as
grammar.
Because two way skills for language acquisition can make people acquire a second language
effectively and people will be easier to master second language.

2. How to use children's memories to improve the quality of their learning outcomes?

ANSWER:

We can use some learning techniques for improving the quality of children’s learning outcomes by
using their memories. Firstly, encourage questions. Secondly, Create rhymes and songs. Thirdly, make
learning exciting. Fourthly, encourage active learning. Fifthly, use visual aides. Sixthly, have your child
make his or her own examples. Seventhly, create mind maps. Lastly, make a list of keywords for an idea
or subject.
3. How is speech processed and produced by humans and what efforts can be made to maximize this
competency?
ANSWER:

The production of spoken language involves three major levels of processing: conceptualization,
formulation, and articulation. The first is the processes of conceptualization or conceptual preparation, in
which the intention to create speech links a desired concept to the particular spoken words to be
expressed. Here the preverbal intended messages are formulated that specify the concepts to be expressed.
The second stage is formulation in which the linguistic form required for the expression of the desired
message is created. Formulation includes grammatical encoding, morpho-phonological encoding, and
phonetic encoding. Grammatical encoding is the process of selecting the appropriate syntactic word or
lemma. The selected lemma then activates the appropriate syntactic frame for the conceptualized
message. Morpho-phonological encoding is the process of breaking words down into syllables to be
produced in overt speech. Syllabification is dependent on the preceding and proceeding words, for
instance: I-com-pre-hend vs. I-com-pre-hen-dit. The final part of the formulation stage is phonetic
encoding. This involves the activation of articulatory gestures dependent on the syllables selected in the
morpho-phonological process, creating an articulatory score as the utterance is pieced together and the
order of movements of the vocal apparatus is completed. The third stage of speech production is
articulation, which is the execution of the articulatory score by the lungs, glottis, larynx, tongue, lips, jaw
and other parts of the vocal apparatus resulting in speech.

Efforts can be made to maximize speech competencies are training the mimicking the word,
spelling, pronunciation, vocabulary exercises, etc. They may enjoy singing the alphabet song and reciting
nursery rhymes, which helps them develop an awareness of the different sounds that make-up English
words. As fine motor skills advance, so does the ability to write, draw and copy shapes, which eventually
can be combined to form letters.

4. What are the efforts made by teachers to improve the quality of early reading competence in
elementary school children in low grades?

ANSWER:

Learning how to read is one of the most important things a child will do before the age of 10. That’s
because everything from vocabulary growth to performance across all major subjects at school is linked
to reading ability. The Phonics Method teaches children to pair sounds with letters and blend them
together to master the skill of decoding.
The Whole-word Approach teaches kids to read by sight and relies upon memorization via repeat
exposure to the written form of a word paired with an image and an audio. The goal of the Language
Experience Method is to teach children to read words that are meaningful to them. Vocabulary can then
be combined to create stories that the child relates to. Yet while there are various approaches to reading
instruction, some work better than others for children who struggle with learning difficulties.
5. Explain the mechanism of the process of understanding speech and how efforts can be made to
maximize this competency?
ANSWER:

The mechanisms of the process of understanding speech are

a. The first stage of the process of understanding speech is the receiving stage, which involves hearing
and attending. Hearing is the physiological process of registering sound waves as they hit the
eardrum. As obvious as it may seem, in order to effectively gather information through listening, we
must first be able to physically hear what we’re listening to. The clearer the sound, the easier the
listening process becomes. Paired with hearing, attending is the other half of the receiving stage in the
listening process. Attending is the process of accurately identifying and interpreting particular sounds
we hear as words. The sounds we hear have no meaning until we give them their meaning in context.
Listening is an active process that constructs meaning from both verbal and nonverbal messages.
b. The Challenges of Reception. Listeners are often bombarded with a variety of auditory stimuli all at
once, so they must differentiate which of those stimuli are speech sounds and which are not. Effective
listening involves being able to focus in on speech sounds while disregarding other noise. For
instance, a train passenger that hears the captain’s voice over the loudspeaker understands that the
captain is speaking, then deciphers what the captain is saying despite other voices in the cabin.
Another example is trying to listen to a friend tell a story while walking down a busy street. In order
to best listen to what she’s saying, the listener needs to ignore the ambient street sounds.
c. The understanding stage is the stage during which the listener determines the context and meanings of
the words that are heard. Understanding or comprehension is “shared meaning between parties in a
communication transaction” and constitutes the first step in the listening process. This is the stage
during which the listener determines the context and meanings of the words he or she hears.
Determining the context and meaning of individual words, as well as assigning meaning in language,
is essential to understanding sentences. This, in turn, is essential to understanding a speaker’s
message.
d. The Evaluating Stage. This stage of the listening process is the one during which the listener assesses
the information they received, both qualitatively and quantitatively. Evaluating allows the listener to
form an opinion of what they heard and, if necessary, to begin developing a response.
e. The Responding Stage. The responding stage is the stage of the listening process wherein the listener
provides verbal and/or nonverbal reactions based on short- or long-term memory. Following the
remembering stage, a listener can respond to what they hear either verbally or non-verbally.
Nonverbal signals can include gestures such as nodding, making eye contact, tapping a pen, fidgeting,
scratching or cocking their head, smiling, rolling their eyes, grimacing, or any other body language.
These kinds of responses can be displayed purposefully or involuntarily. Responding verbally might
involve asking a question, requesting additional information, redirecting or changing the focus of a
conversation, cutting off a speaker, or repeating what a speaker has said back to her in order to verify
that the received message matches the intended message.
f. The Remembering Stage. The remembering stage occurs as the listener categorizes and retains the
information she’s gathering from the speaker. In the listening process, the remembering stage occurs
as the listener categorizes and retains the information she’s gathered from the speaker for future
access. The result–memory–allows the person to record information about people, objects and events
for later recall. This happens both during and after the speaker’s delivery.

The efforts can be made to maximize understanding speech are:

a. Listen & play

Topic: Weather/Countries Functions: Understanding key information Aims:

Developing listening skills for details using icons, maps & weather report video
Learning new weather words & countries around the world through listening

Activity: Listen to the weather forecast around the world Match the weather icons to
the flags/countries.

b. Listen & make

Topic: Making things Function: Following instructions Aims: Developing listening

skills for live detailed instructions to make a fish origami Learning craft vocabulary
e.g. fold, unfold, turn around, press
Activity: Listen to the teacher giving live instructions to make a simple fish origami.
c. Listen & respond
Topic: Fruit & Veg, Food Functions: understanding requests Aims: Developing
transactional/top-down listening skills in the context of shopping Learning
quantifiers e.g. some, a lot of, and measures e.g. Kilo, a dozen

Activity: Listen to a customer (teacher) who recorded a message (video/audio)

for the greengrocer (learners) asking to do the shopping for her and collect the
items from the shelves (rows of desks in the classroom) Sample: ‘Hello there!
I’m very ill today. Sorry, I can’t do my shopping. Can you please help? Can I
have two kilos oranges, please? Then, I need some onions and a dozen eggs,
please!’

d. Listen & guess

Topic: Appearance Function: describing people Aims: Developing listening
skills for selecting relevant information Learning new vocabulary and phrases to
describe people through semi-authentic listening (different accents are featured
in the text)
Activity: Listen to six people describing 6 other people they met in different
situations Ignore irrelevant information. Focus on their appearance and match
the description you hear to the face in the pictures

e. Listen & tell

Topic: Positions Function: describing places Aims: Developing listening skills
and predict key information using visual and aural clues Learning basic
prepositions of place and describing places.

Activity: Watch the video. Listen to the conversation. Tell where Hero was/is
now
6. What are the stages of language acquisition in children up to the age of 5 years and what are the
efforts made by adults to maximize the language potential of these children?

ANSWER:

Stephen Krashen divides the process of second-language acquisition into five stages:
preproduction, early production, speech emergence, intermediate fluency, and advanced fluency. The first
stage, preproduction, is also known as the silent period. Learners at this stage have a receptive vocabulary
of up to 500 words, but they do not yet speak their second language. Not all learners go through a silent
period. Some learners start speaking straight away, although their output may consist of imitation rather
than creative language use. Others may be required to speak from the start as part of a language course.
For learners that do go through a silent period, it may last around three to six months. The second of
Krashen's stages of acquisition is early production, during which learners are able to speak in short
phrases of one or two words. They can also memorize chunks of language, although they may make
mistakes when using them. Learners typically have both an active and receptive vocabulary of around
1000 words. This stage normally lasts for around six months. The third stage is speech emergence.
Learners' vocabularies increase to around 3000 words during this stage, and they can communicate using
simple questions and phrases. They may often make grammatical errors. The fourth stage is intermediate
fluency. At this stage, learners have a vocabulary of around 6000 words, and can use more complicated
sentence structures. They are also able to share their thoughts and opinions. Learners may make frequent
errors with more complicated sentence structures. The final stage is advanced fluency, which is typically
reached somewhere between five and ten years of learning the language. Learners at this stage can
function at a level close to native speakers.
The efforts made by adults to maximize the language potential of these children are:
a. Use the creative strategy for learning language. Strategies are commonly divided into learning
strategies and communicative strategies, although there are other ways of categorizing them.
Learning strategies are techniques used to improve learning, such as mnemonics or using a
dictionary. Communicative strategies are strategies a learner uses to convey meaning even
when he or she doesn't have access to the correct form, such as using pro-forms like thing, or
using non-verbal means such as gestures. If learning strategies and communicative strategies
are used properly language acquisition is successful. Some points to keep in mind while
learning an additional language are: providing information that is of interest to the student,
offering opportunities for the student to share their knowledge and teaching appropriate
techniques for the uses of the learning resources available.
b. Give learning motivation in learning language. the motivation of the individual learner is of
vital importance to the success of language learning. Motivation is influenced by goal salience,
valence, and self-efficacy. In this context, goal salience is the importance of the L2 learner's
goal, as well as how often the goal is pursued; valence is the value the L2 learner places on
SLA, determined by desire to learn and attitudes about learning the L2; and self-efficacy is the
learner's own belief that he or she is capable of achieving the linguistic goal. Studies have
consistently shown that intrinsic motivation, or a genuine interest in the language itself, is
more effective over the long term than extrinsic motivation, as in learning a language for a
reward such as high grades or praise. However, motivation is dynamic and, as a L2 learner's
fluency develops, their extrinsic motivation may evolve to become more intrinsic. Learner
motivation can develop through contact with the L2 community and culture, as learners often
 desire to communicate and identify with individuals in the L2 community. Further, a
supportive learning environment facilitates motivation through the increase in self-confidence
and autonomy. Learners in a supportive environment are more often willing to take on
challenging tasks, thus encouraging L2 development.
c. Create a good social around the learners of language. Ellis identifies three types of social
structure that affect acquisition of second languages: sociolinguistic setting, specific social
factors, and situational factors. Sociolinguistic setting refers to the role of the second language
in society, such as whether it is spoken by a majority or a minority of the population, whether
its use is widespread or restricted to a few functional roles, or whether the society is
predominantly bilingual or monolingual. Ellis also includes the distinction of whether the
second language is learned in a natural or an educational setting. Specific social factors that
can affect second-language acquisition include age, gender, social class, and ethnic identity,
with ethnic identity being the one that has received most research attention.[Situational factors
are those that vary between each social interaction. For example, a learner may use more polite
language when talking to someone of higher social status, but more informal language when
talking with friends.