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GROUP 1

“Language Acquisition Theories”

Supervisor : Drs Indra Jaya, M.Pd

Arranged by :

1. Pearl Nur Alifah 19022029

2. Pratiwi 19022109

3. Welli Mailona 19022137

4. Zilalil Khowiyah 19022143

TEACHER EDUCATION FOR EARLY CHILDHOOD EDUCATION

FACULTY OF SCIENCE EDUCATION

PADANG STATE UNIVERSITY

 FOREWORD

Praise be to Allah SWT who has given His grace and guidance so that we can complete
the assignment of the paper entitled Language Acquisition Theories.

The purpose of writing this paper is to fulfill the task of Mr. Drs Indra Jaya, M.Pd in the
English Proficiency course. In addition, this paper also aims to add insight into Language
Acquisition Theories for readers and also for writers.

We would like to thank you for giving this assignment so that you can increase your
knowledge and insight in accordance with the field of study that we are engaged in. We realize
that this paper we write is far from perfect. Therefore, we will look forward to constructive
criticism and suggestions for the perfection of this paper.

Padang, February 7, 2022

Writer
 LIST OF CONTENTS

FOREWORD............................................................................................................................i

LIST OF CONTENTS..............................................................................................................ii

CHAPTER I INTRODUCTION

A. Background..................................................................................................................1

B. Problem Formulation....................................................................................................1

c. Writing purpose.............................................................................................................1

CHAPTER II DISCUSSION

A. Understanding Language Acquisition Theory.............................................................2

B. Language acquisition theory.........................................................................................2

C. Factors affecting children's language development......................................................5

CHAPTER III CLOSING

A. Conclusion....................................................................................................................8

B. Suggestion....................................................................................................................8

BIBLIOGRAPHY.....................................................................................................................9
 CHAPTER

INTRODUCTION

A. Background

Language is the most important communication tool for humans. Human language is
very dynamic so it can develop continuously. Humans use language to socialize, and express
their thoughts. Therefore, language is the most basic need for humans.

Language is a means of communication acquired by humans from birth. Mastery of a

language by a child begins with the acquisition of the first language which is often called the
mother tongue. Language acquisition is a very long process since children do not know a
language until they become fluent in the language. Language acquisition or language acquisition
is a process that takes place in children's brains when they acquire their first language or mother
tongue (Fatmawati, 2015).

The acquisition of language by children is one of the greatest and most amazing human
achievements. That's why this issue gets so much attention. Language acquisition has been
studied intensively for more than two decades. At that time, much has been learned about how
children speak, understand, and use language, but very little is known about the actual process of
language development. One thing to note that language acquisition is very much determined by
the complex interaction of aspects of biological, cognitive and social maturity.

B. Problem Formulation

Based on the above background, the formulation of the problem is as follows:

1. What is the definition of language acquisition theory?

2. What is AUD's Language Acquisition theory?

3. What are the factors that influence AUD language development?

C. Purpose of Writing

Based on the formulation of the problem above, the purpose of writing is as follows:

1. To know the meaning of language acquisition theory

2. To know the theory of language acquisition

3. To find out the factors that influence the development of AUD language
 CHAPTER II

DISCUSSION

A. Understanding Language Acquisition Theory

According to Dardjowidjojo (2008) the term acquisition is used to translate English,

questioning which is defined as the natural language acquisition process of a child when he
learns his mother tongue.

Language acquisition (language acquisition) or language acquisition according to

Maksan in (Mudini et al. 2016) is a language acquisition process carried out by a person
unconsciously, implicitly, and informally. Furthermore, according to Lyons in (Mudini et al.
2016) language acquisition is a language that is used without qualification for the process that
produces language knowledge in language speakers called language acquisition. That is, a
language speaker uses the language without first learning the language.

According to Stork and Widdowson in (Mudini et al. 2016) language acquisition and
language acquisition is a process for children to achieve fluency in their mother tongue.
Language acquisition is usually the result of verbal contact with native speakers of that language
environment. Thus, the term language acquisition refers to an unconscious mastery of language
and is not affected by language teaching about the system of rules in the language being studied.

Children's language acquisition involves two skills, namely the ability to produce
speech spontaneously, and the ability to understand the speech of others. If it is associated with
this, then what is meant by language acquisition is the process of having language skills, either in
the form of understanding or expressing naturally, without going through formal learning
activities.

B. The theory of language acquisition AUD

The theory of language acquisition in AUD is as follows:

1. Behaviorism theory

Behaviorism theory highlights aspects of linguistic behavior that can be observed

directly and the relationship between stimuli (stimulus) and reaction (response). Effective
language behavior is to make appropriate reactions to stimuli. This reaction will become a habit
if the reaction is justified. At this time the child is learning his first language.
 For example, a child says say times for maybe. It is certain that the child will be
criticized by his mother or anyone who hears the word. If one day the child pronounces perhaps
correctly, he will not get criticized because the pronunciation is correct. This situation is called
making the right reaction to the stimulus and is essential for the acquisition of the first language
in children.

Language acquisition according to behaviorist theory:

1. This behaviorist learning theory is empirical, based on observable data.

2. Behaviorists assume that:

a. The learning process in humans is the same as the learning process in animals.

b. Humans do not have the innate potential to learn language.

c.The child's mind is a tabula rasa that will be filled with SR (stimulus-response) associations.

d. All behavior is a response to a stimulus and behavior is formed in associative sequences.

3. Learning for behaviorists is the formation of an associative relationship between a stimulus

and a response that is repeated so that a habit is formed. The formation of this habit is called
conditioning.

4. Conditioning is always accompanied by a reward as a strengthening of the association

between SR (stimulus-response).

5. Language is a complex human behavior among other behaviors.

6. Children master language through imitation.

7. A person's language development is determined by the frequency and intensity of the exercise
offered.

BF Skinner is a leader in behaviorism. He wrote the book Verbal Behavior (1957)

which is used as a reference for followers of this school. According to this school, learning is the
result of external factors imposed on an organism. . According to Skinner, linguistic behavior is
the same as any other behavior, controlled by its consequences. If an effort is pleasurable, the
behavior will continue. Conversely, if it is not profitable, the behavior will be abandoned. In
short, if there is suitable reinforcement, behavior will change and this is called learning.

However, there are many criticisms of this flow. Chomsky says that theories based on
conditioning and reinforcement cannot explain new sentences spoken for the first time and this is
what we do every day. Bower and Hilgard also oppose this school by saying that recent research
does not support it. The flow of behaviorism says that all science can be reduced to a stimulus-
response relationship. This is not true because not all behavior stems from stimulus-response.
2. Theory of Nativism

Chomsky is a nativism. According to him, language can only be mastered by humans,

animals cannot possibly master human language. Chomsky's opinion is based on several
assumptions, namely as follows:

a. First, language behavior is something that is inherited (genetic), every language has the same
pattern of development (which is something universal), and the environment has a small role in
the language maturation process.

b. Second, the language can be mastered in a relatively short time. Third, the child's language
environment cannot provide sufficient data for adult mastery of complex grammar.

According to this school, language is something that is complex and complicated so that
it is impossible to master in a short time through "imitation". Nativism also believes that every
human being born is equipped with a language acquisition device, abbreviated as LAD.

Regarding what language children will acquire, it depends on the language used by the
surrounding community. For example, a child who grows up in America is sure English will be
his first language.

All normal children can learn any language used by the surrounding community. If
exiled from birth, this child does not acquire a language. In other words, LAD does not get
"food" as usual so that this tool cannot get the first language as usual like a child raised by a wolf
(Baradja in Mudini et al. 2016). Without LAD, it is impossible for a child to master a language in
a short time and be able to master complex language systems. LAD also allows a child to be able
to distinguish between language sounds and non-language sounds.

3. Theory of Cognitivism

The flow of cognitivism originated from the statement of Jean Piaget (1926) which
reads "Logical thinking underlies both linguistic and nonlinguistic developments." This
statement provokes cognitive psychologists to explain the growth of language skills because they
judge Chomsky's explanation of it to be unsatisfactory.

Cognitivism theory explains that language is not a separate natural trait, but one of
several abilities that come from cognitive maturity. Language is structured by reason.

Language development must be based on more basic and more general changes in
cognition. Thus, the sequences of cognitive development determine the sequence of language
development (Chaer 2015). This is of course different from Chomsky's opinion which states that
the general mechanism of cognitive development cannot explain the complex, abstract, and
distinctive structure of language. Likewise with the language environment. Language must be
acquired naturally.

According to the theory of cognitivism, the most important thing to achieve is cognitive
development, then knowledge can come out in the form of language skills. From birth to 18
months, language is considered non-existent. Children only understand the world through their
senses. Children only recognize objects that are seen directly. At the end of one year, children
can understand that objects have permanent properties, so children begin to use symbols to
represent objects that are not present in front of them. This symbol then develops into the initial
words spoken by the child.

According to the cognitive view, a child's mastery and development of language is

determined by his cognitive power. The environment does not necessarily have an influence on
the intellectual and language development of the child, if the child himself is not actively
involved with his environment. In other words, it is the child who plays an active role in
engaging with his environment so that his language mastery can develop optimally (W. et al.
2017).

4. Interactionism Theory

The theory of interactionism assumes that language acquisition is the result of the
interaction between the mental abilities of learning and the language environment. Language
acquisition is related to the interaction between the input "input" and the internal abilities of the
learner.

Every child has LAD from birth. However, without appropriate input, it is impossible
for children to master certain languages automatically. In short, this theory combines the theory
of nativism and cognitivism.

C. Factors influencing AUD language development

In detail, a number of factors can be identified that influence language development in

children, namely:

1. Health

Healthy children learn to speak faster than unhealthy children, because their motivation is
stronger to become members of social groups and communicate with members of these groups.

2. Intelligence

Children who have high intelligence, learn to speak faster and show superior language mastery
than children with low intelligence levels.

3. Socio-economic situation
Children from groups with high socioeconomic conditions will more easily learn to speak,
express themselves better, and talk more than children from groups with lower socioeconomic
conditions. The main reason is that children from higher groups are encouraged to speak more
and are more guided to do so.

4. Gender

Compared to girls, boys lag behind in learning to speak. At each age level, boys' sentences are
shorter and less grammatically correct, have less vocabulary, and less precise pronunciation than
girls. 5. Desire to communicate The stronger the desire to communicate with others, the stronger
the child's motivation to learn to speak, and the more willing to put in the time and effort needed
to learn.

6. Encouragement/Motivation

The more children are encouraged to talk by talking to them, and encouraged to respond, the
more they will excel at speaking and the better the quality of their speech will be.

7. Family size

Only children or children from small families usually speak earlier and better than those from
large families because parents can set aside more time to talk to their children.

8. Birth order

In the same family, the first child is superior to the children born later. This is because parents
can set aside more time to teach and encourage children born first in learning to speak than
children born later.

9. Child training method

Children who are trained in an authoritarian manner that emphasizes that “children must be seen
and not heard” are barriers to learning, while training that provides freedom and democracy will
encourage children to learn.

10. Twin births

Children born with twins are generally late in speech development, mainly because they hang out
with their twins more and only understand their special accent.

11. Relationships with peers

The more relationships children have with their peers and the greater their desire to be accepted
as members of their peer group, the stronger their motivation to learn to speak.

12. Personality
Children who can adjust well tend to have better speaking skills, both quantitatively and
qualitatively, than children who are poorly adjusted. In fact, talking is often seen as a sign of a
mentally healthy child.
 CHAPTER III

CLOSING

A. Conclusion

Language acquisition or language acquisition is a process that takes place in a child's

brain when he acquires his first language or mother tongue. Language acquisition is usually
distinguished from language learning. Language learning is related to the processes that occur
when a child learns a second language after he acquires his first language. The theory of
language acquisition is the theory of behaviorism, nativism, cognitivism, and interactionism

B. Suggestion

Such is this paper. It is hoped that writers and readers can understand about Language
Acquisition Theory. In addition, parents and teachers are also expected to be able to understand
the language development of Early Childhood, and can provide the right stimulation for
children's language development.
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No. 2.62-69.

Khadijah. 2006. Early Childhood Cognitive Development. Medan: Perdana Mulya

Sarana.

Susanto, A. 2017. Early childhood education programs. Jakarta: PT. Earth Literature.

Syaprizal, Muhammad, P. 2019. The Process of Language Acquisition in Children. Al

Hikmah Journal, Vol 1, No 2.75-86.