ANALYSIS OF BABY-TALK RECORDING
(A Second Language Acquisition Assignment)
By
Ferry Yun Kurniawan
0713042006
 |
FACULTY OF EDUCATION AND PEDAGOGY
ENGLISH EDUCATION STUDY PROGRAMME
THE UNIVERSITY OF LAMPUNG
2010
1. Background
Language acquisition is the process of learning a native or second language. The acquisition of native languages is studied primarily by developmental psychologists and psycholinguists. In his native language there are certain norms in pronunciation and syntax
that may differ from those of the second language and interfere with his or her use of the new
language. On the other hand, native language literacy and cognitive development in the native
language will help children to learn a new language by a transferring of concepts from one
language and applying them to the new one.
that may differ from those of the second language and interfere with his or her use of the new
language. On the other hand, native language literacy and cognitive development in the native
language will help children to learn a new language by a transferring of concepts from one
language and applying them to the new one.
In addition to being affected by L1 factors, second language acquisition (L2) is also affected by the amount of exposure to and availability of language models. The affective filter (emotional conditions that affect learning - i.e. fear, anxiety, poor self image, lack of motivation) of the
learner is especially important, particularly as this affects the child's tolerance for his/her own
errors, and the degree to which the child develops self-confidence to engage in L2.
learner is especially important, particularly as this affects the child's tolerance for his/her own
errors, and the degree to which the child develops self-confidence to engage in L2.
These issues need to be considered within the context of various language situations,
particularly when drawing conclusions regarding the child's language proficiency in either
language.
particularly when drawing conclusions regarding the child's language proficiency in either
language.
Wagner (1996) argues that interest in the study of interaction within the last two decades is partly due to consideration of the role of communication for second/foreign language acquisition. Pica, Kanagy, and Falodun (1993) claim that language is best leaned and taught through interaction (p.10). Long, (1996) confirms that interaction modification leads to second language development and more active involvement in negotiated interaction leads to greater development.
According to Krashen (1985) second language learners acquire the target language by “Understanding messages, or by receiving ‘comprehensible input” Krashen, 1985, p.2). He furthermore argues that slightly advanced input (i+1) is the key element for language acquisition. Krashen argues:
We acquire by understanding language that’s contains structure a bit beyond our current level of competence (i+1). This is done with the help of the context or extra-linguistic environment.
Long’s (1980,1981,1983) work has been claimed as proposing the interaction hypothesis.
The hypothesis advances two major claims about second language acquisition:
I) Comprehensible input is necessary for acquisition
II) Modifications to the interaction structure of conversation in the process of negotiating solutions to communication problems helps make input comprehensible to learners (Long,1985).
Although how children learn to speak is not perfectly understood, most explanations involve both the observation that children copy what they hear and the inference that human beings have a natural aptitude for understanding grammar. While children usually learn the sounds and vocabulary of their native language through imitation, grammar is seldom taught to them explicitly; that they nonetheless rapidly acquire the ability to speak grammatically supports the theory advanced by Noam Chomsky and other proponents of transformational grammar.
Baby talk is more effective than regular speech in getting an infant’s attention. Studies have shown that infants actually prefer to listen to this type of speech. Some researchers, including Rima Shore (1997), believe that baby talk is an important part of the emotional bonding process between the parents and their child that help the infants to learn the language.
More than one language can also be learned because eventually the child will be clever enough to distinguish the languages. It is easier to learn languages as an infant than as an adult. Other researchers from Carnegie Mellon University and The University of Wisconsin confirm that using basic “baby talk” helps babies pick up words faster than usual. Infants actually pay more attention when parents use infant-directed language, which has a slower and more repetitive tone than used in regular conversation. This research is proposed in order to identify how adults communicate with baby using baby talk.
2. The Research
The research was conducted on 27th October 2010. The child’s name is Elang. He is a son of a married couple Rais Abidin and Zubaedah. He is 4 years old. The taping was done in his parents’ house.
Adult : elang anaknya siapa lang..?
Siapa hayo nama bapaknya elang..?
Sini deket abang…
Abang pangku sini
Elang anaknya siapa….
Baby : g tau…
Adult : kok g tau..
Emang elang g punya bapak..
Baby : punyalah…….
Adult : siapa namanya….
Elang anaknya bapak………… rais….
Coba ngomong yuk, elang anaknya bapak rais
Baby : anaknya bapak lais….
Adult : itu pinter … kalo ada yang nanya anak nya siapa bilang gimana?
Baby : anak lais….
Adult : tertawa…….
Bapak elang mana..?
Baby: ke teluk…..
Adult : ngapain ke teluk…..
Baby : kerja…….
Adult : kerjanya ngapain, elang tau g??
Baby : nyupil mobil
Adult : elang pernah ikut bapak kerja g???
Baby : pernah sama ibu….
Jalan-jalan ke teluk lame orangnya yang naek mobil bapak….
Adult : enak g jalan-jalan ke teluknya ….
Baby : enaklah…
Elang mingu kemalen ulang tahun…
Kok abang g dateng….
Adult : abangnya g dikasih tau..
Emang kemana ulang tahunnya……
Baby : jalan-jalan ulang tahun nya….
Adult : jalan –jalan kemana?
Baby : ke laut…..
Adult : Kelaut…. Enak dong…
Laut mana……?
Elang ke lautnya sama siapa aja ….
Baby : sama bunda, bapak, ibu….. banyak pokoknya
Adult : bude marlis diajak kelaut g?
Baby : diajak lah..
Kan kelautnya naek mobilnya bude….
Adult : o…… naek mobilnya bude….
Ngapain aja elang di laut……
Maenan pasir y……
Baby : banyaklah…….
Maenan sama teman2 elang…
Nyanyi-nyanyi…
Potong kue….
Makan-makan enak deh pokoknya…..
Adult : siapa aja temennya yang ikut….
Baby : temen ita…
Adult : ha…. Siapa…?
Memey ya temennya elang…..
Kalo si adung siapanya tino…
Kakaknya tino y??
Baby : banyaklah pokoknya….
Elang mau minum susu dululah….
Bu…bu…bu……
Minum susu……….
(berlari kearah ibunya……)
Ibu : minum susu ..
Jangan di acak-acak dong susunya…
Ibu buatin dulu ya susu nya…….
Baby : Susunya masukin botol ya bu……..
Ibu : iya…….. Diabisin ya susunya……….
Baby : abang-abang……. Susu…….
Adult : susu apa itu dek………
Enak g susunya……..
Baby : enak lah…….
Susunya di beliin bude kemalen ………..
Adult : kok dibeliin bude……..
Baby : iya olang kemalen peginya sama bude .
Ke indomalet……
bang tadi ada temen elang jatoh…….
Olang lali-lali di jalan tus jatoh….
Adult : nangis temennya elang….
elang bantuin g …..
baby : nangis……….
Diketawain olang-olang elang jg ikut ketawa….
Adult : kok diketawain bukannya dibantuin……..
Baby: g tau….
Elang mau bantuin tapi udah lame olang
From the conversation we can analyze their characteristics when the adult communicated or talked with toddler, as follows:
- The adult communicate with Elang in short, simple and clear patterns in order to make him easily understand.
- The adult sometimes could not get what Elang said. He asked him to repeat in order to know what Elang actually said. So, as an adult we should make use of our patience when toddler is trying to say something you do not understand. If the child tries several times to communicate something to you yet you still do not understand him, ask him to show you what he actually means.
- Besides, we also can analyze that the adult tried to attract Elang’s attention when he began to communicate with him. This helped him heard what the adults were saying, and helped him learned to pay attention when others talked to him. Moreover, the adult was kneeling or sitting on a low while talking to Elang because getting down to his level to talk face-to-face with toddler will also get his attention, and indicate that you are interested in him and in what he has to say.
- Finally, we can conclude that in interacting with toddler, in this particular case four years old, adults use short and simple terms to communicate with toddler. The adults also should get toddler’s attention when they want to talk to the toddler. It could be done by getting down to his level to talk face-to-face with toddler or using gestures. This will help the toddler to hear what the adults are trying to say and help him learning to pay attention when others talked to him. Next, the adults can encourage toddler to talk by asking open-ended questions which require more than “yes” or “no” answers.
Adults who care for children have a responsibility to create and maintain positive and healthy relationships with them. One of the most practical and mutually rewarding ways to achieve this goal is through positive communication.
Basically, children communication is referred to as Basic Interpersonal Communication Skills (BICS). This refers to daily conversational face to face interactions where meaning is supported by contextual cues - or meaningful social context. Paralinguistic cues (i.e. physical gestures, facial expressions and intonation etc.) are also used in conversational situations. Within this setting, language is context embedded. The children develop a basic vocabulary of tangible objects used in every day life. He or she can speak English on a conversational level, but has not yet developed the cognitive skills necessary to succeed in the classroom and finds it difficult to understand academic terms. It takes between six months and two years to acquire this level of language proficiency.
Stage I, Pre-Production (Silent/Receptive Stage)
The children is developing survival vocabulary, following demonstrated directions, playing
simple games, and becoming comfortable with classroom activities, the teacher and his or her
classmates. He or she begins to understand what is being spoken to them, acquire a passive
vocabulary (words that children recognize, but cannot use yet), and respond to things non
verbally. When communicating with children at this stage a person could use gestures and body language, visuals, pictures or other realia. Do not expect or force children to speak until he or she is ready, but focus on listening skills and try to interact with them in a way to illicit non-verbal responses.
simple games, and becoming comfortable with classroom activities, the teacher and his or her
classmates. He or she begins to understand what is being spoken to them, acquire a passive
vocabulary (words that children recognize, but cannot use yet), and respond to things non
verbally. When communicating with children at this stage a person could use gestures and body language, visuals, pictures or other realia. Do not expect or force children to speak until he or she is ready, but focus on listening skills and try to interact with them in a way to illicit non-verbal responses.
Stage II, Early Production
The children understand the main idea of what is communicated, but may not understand every word. He or she will begin to respond in small word groupings and answer yes / no and
cognitively undemanding questions that require the repetition of no more than one word (i.e.
would you like the red crayon or the blue crayon? "blue"). Mispronounced words are to be expected and there is no need for correction provided the listener can understand what is being said. New vocabulary needs to be introduced at this time while continuing to practice previously learned vocabulary. The children must hear the word in context before he or she will feel comfortable using it themselves.
cognitively undemanding questions that require the repetition of no more than one word (i.e.
would you like the red crayon or the blue crayon? "blue"). Mispronounced words are to be expected and there is no need for correction provided the listener can understand what is being said. New vocabulary needs to be introduced at this time while continuing to practice previously learned vocabulary. The children must hear the word in context before he or she will feel comfortable using it themselves.
Stage III - Speech Emergence
During this stage there is a shift of emphasis from reception to production. The children begin
using simple sentences, improving pronunciation and intonation, and demonstrating and expanding vocabulary. He or she engages in relatively familiar language and tasks (developing initial reading skills, decoding and literal comprehension, and writing for personal purposes – reading and writing for operational purposes - writing answers to lower level questions). Those around the learner should encourage any attempt to speak in the second language (L2), and be careful not to discourage or make fun of attempts made. Again, if the speaker is understandable there is no need to correct them on pronunciation.
using simple sentences, improving pronunciation and intonation, and demonstrating and expanding vocabulary. He or she engages in relatively familiar language and tasks (developing initial reading skills, decoding and literal comprehension, and writing for personal purposes – reading and writing for operational purposes - writing answers to lower level questions). Those around the learner should encourage any attempt to speak in the second language (L2), and be careful not to discourage or make fun of attempts made. Again, if the speaker is understandable there is no need to correct them on pronunciation.
Communicative language functions generally include:
1. Greetings / leave-takings;
2. Requesting information/assistance;
3. Giving information/assistance;
4. Describing; and
5. Expressing feelings.
2. Input and Output
There are two important differences between comprehensible input and comprehended input. First, the former implies the speakers, rather than the hearer, controls the comprehensibility. A Second difference has to do with the nature of comprehension.
2.1 Intake
Intake the is the process of assimilating linguistic material it refers to the mental activity that mediate input and grammar. Intake is not merely a substance of input. It is the intake component that psycholinguistic processing takes place and finally, it’s the component from which fossilization stems.
2.2 Integration
There are two possible outcomes, both of which are a form of integration. One is developmental phase of one’s second language grammar , and the other is storage. The distinction is between integration and non–integration of new linguistic information.
Gass and Selingker (1994) outlined four possibilities for the outcome input. The first two take place in the intake component and result in integration, the third takes place in the integration component, and the fourth represents input that exists the system early in the process.
2.3 Output
Output In one sense this is only truly a stage in the acquisition process but is more aptly characterized as an over manifestation of that process, In another sense, output plays an active role in acquisition in that it serves as a means of hypothesis testing. A second point to note is the role of output plays in forcing a syntactic rather than solely a semantic analysis of language (Swain, 1985).
2.4 Output hypothesis
a. Noticing
According to Swain Lapkin (1995), “ one function of output in second language learning might be top force the learner to move from the semantic processing prevalent in comprehension tp the syntactic processing needed for production” (p.375).
b. Hypothesis testing
The speech-comprehension system serves to monitor the internal speech with respect to both from and content. Receptive knowledge is more stable and reliable than productive knowledge.
c. Talking about Language : The Meta-linguistic Function
The Meta-linguistic Function involves using output to talk about language.
d. Enhancing Fluency
Output can enhance fluency not only by in creasing the speed of delivery but also by making a condition of automated processing input and output.
3. Negotiation of Meaning in interaction
Negotiation of Meaning is defined as a series of exchanges conducted by addressor and addressees to help themselves understand and be understood by their interculators. In this case, when native speakers (nns) and non native speakers (NNSs) are involved in an interaction , both interactants works together to solve any potential misunderstanding or non understanding that occurs, by checking each others’ comprehension, requesting clarification and confirmation and by repairing and adjusting speech (Pica, 1988).
Varonis and Gass (1985) proposed a simpler model for the exchanges that create negotiation of meaning. The model consists of four primes Called:
a. Trigger (T) which invokes or stimulates incomplete understanding or the part of the hearer.
b. Indicator (I) which is the hearer’s signal of incomplete understanding.
c. Response (R) is the Original Speaker’s attempt to clear up the unaccepted- input, and
d. Reaction to the response (RR) which is an element that signals either the listener acceptance or continued difficulty with the speaker’s repair.
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