Rabu, 04 Mei 2011

SLA by DESTI ARYANI


The script of The Conversation between Father and His Son

A         : enek opo le.
B         : enek seng diculek pak
A         : sopo jenengane seng di culek?
B         : mboh’ jerene kelas loro sd seng di colek pak.
A         : mangkane dolane ojo adoh-adoh
B         : orak aku’ orak dolan adoh-adoh ko pak’e
A         : ojo gelem di ke’i permen opo benda seng lain yo..??
B         : yo pak segala macem aku orak gelem ko.
A         : lah..iku ngerti kue.
B         : seng nyolek lanang karo wedok pak.
A         : kue ngerti seng nyolek opo?
B         : orak..hehe paling seng nyolek seko deso yo pak?
A         : orak mesti, mangkane neng jalan ojo mencla-mencle karo uwong seng orak  
              Dikenal.
B         : iyo pak sopo seng mencla-mencle…pak.
A         : colek iku ngeri ndasmu iso di tugel
B         : ngerine pak koyo ngono po pak?
A         : iyo tenan pokok’e bali sekolah ojo dolan-dolan adoh-adoh langsung bali.
B         : iyo pak..
A         : yok dolan go ne’ mbak ayu yok?
B         : ngopo bapak ngjak’i aku dolan gone mbak’ayu
A         : yo dolan wae…lah, inget yo kalok arep dolan karo konco-koncomu
B         : yo pak aku dolane karo konco ku ko.
A         :iyo, ojo adoh2 juga yo...?
B         : yo pak
A         : engko dolan-dolan adoh-adoh koyo cah iku seng di colek ilang
B         : yo pak’e.
A         : di rungoke omongan bapak iki.
B         : yo pak tak rungke.
BABY TALK

As noted above, baby talk involves shortening and simplifying words, with the possible addition of allured words and non verbal utterances, and can invoke a vocabulary of its own. Some utterances are invented by parents within a particular family unit, or passed down from parent over generations, while others quite widely known.

A fair number of baby talk and nursery words refer bodily functions or private parts, partly because the words are relatively easy to pronounce. Moreover, such word reduce adults discomfort such things without breaking adult taboos.

Some examples of widely-used baby talk words and phrases in English, many of which are not found within standard dictionaries, include:
-          baba (blanket or bottle)
-          beddy-bye  (go to bed, sleeping, bedtime)
-          binkie (pacifier (dummy) or blanket)
-          blankie (blanket)
-          didee ( diaper)
-          din-din (dinner)
-          icky (disgusting)
-          nana (grandmother)
-          pee-pee (urinate or penis)
-          potty (toilet)
-          mama (mother)
-          wuv (love)
-          yucky (disgusting)
-          yum-yum (mealtime)

Moreover, many words can be derived into baby talk following certain rules of transformation, in English adding a terminal /i/ sound is a common way to form a diminutive which is used as part of baby talk, examples include:
-          horsey (from horse)
-          kitty (from cat or kitten)
-          potty (originally from pot now equivalent to modern toilet)
-          doggy (from dog)
(“Puppy” is often erroneously thought to be a diminutive of pup made this way, but it is in fact the other way around:  pup is shortening of  puppy, which comes from French popi or poupée).

Other transformations mimic the way infants mistake certain consonants which in English can include turning /l/ into /w/ as in wuv from love or widdo from little or in pronouncing /v/ as /b/ and /ð/ or /t/ as /d/.

Still other transformations, but not in all language, include elongated vowels, such as kitty and kiiiitty, meaning the same thing, While this is understood by English speaking toddlers, it is not applicable with Dutch toddlers as they learn that elongated vowels  reference different words.

Baby talk, teacher talk and foreigner talk

Krashen (1980) input hypothesis has inspired a large amount of research that attempt to find out the relationship between input and interaction in second/foreign language learning. Studies that attempt to prove the influence of comprehensible input in first language acquisition have resulted in term such as baby talk, motherese, care-giver speech and care-talker speech.

Flirtatious baby talk

Baby talk may be used as a form of flirtation between sex partners. In this instance, the baby talk may be an expression of tender intimacy, and may form part of  affectionate role play in which one partner speaks and behaves childishly, while the other acts motherly of fatherly, responding in parents. One or both partners might perform the child role.

Baby talk with pets

Many people use falsetto, glissando, and repetitive speech similar to baby talk when addressing their pets. Such as is not commonly used by professionals who train working animals, but is very common among owners of companion pets, This style of speech is different from baby talk, despite in tonal similarities, especially if the speaker used rapid rhythms and forced breathiness which may mimic the animal’s utterances. Pets often learn to respond well to the emotional states and specific commands of their owners who use baby talk, especially if the owner’s intonations are very distinct from ambient noise, For example, a dog may recognize baby talk as his owner’s invitation to play( as is a dog’s natural “play bow”); a cat may learn to come when addressed with the high pitched utterance, “Heeeeeeeerree kitty-kitty-kitty-kitty-kitty-kitty”!.

















SLA (SECOND LANGUAGE ACQUISITION)
Assignment


Conversation between a Father and his Son
In Javanese language

Created by:

DESTI ARYANI
0853042009



UNILA2.JPG




THE FACULTY OF TEACHER TRAINING AND EDUCATION
LAMPUNG UNIVERSITY
2011

SLA-BABY TALK BY RESTY FRAMILA UTAMI

AN INTRODUCTION TO SECOND LANGUAGE ACQUISITION PAPER PRESENTATION

“NEGOTIATION OF MEANING IN SECOND LANGUAGE ACQUISITION”

BY



Resty Framila Utami
(0853042031)








TEACHER TRAINING AND EDUCATION FACULTY
LAMPUNG UNIVERSITY
2011































ACKLNOWLEDGE

In every country where English is being learned as the foreign language, it is going to be difficult to make use it as well as their language. Especially, in Indonesia having so many tribes and also having different mother tongue, this is believed has become difficult to acquire English even they need to master Indonesian as well. Therefore, the linguistics is attracted to investigate the way how people acquire the language.

Second language acquisition is the study of how learning creates a new language system with only limited exposure to a second language (Yufrizal, 2007). By considering this, the writer believes that the language learner where English is as the second language will face some difficult things to acquire the language as well as native. The proficiency is not as good as people who live in the country who use it as their language. Therefore, they will create a new system so that they can master it.

In this opportunity, the writer tries to investigate how people communicate in English whether there are ways when they find difficulties in acquiring the meaning is used. Because each communicator will have their own strategies to negotiate when they don’t understand what people say to them?

This is also as the requirement in having semester test. But, before we elaborate it deeply, i must say thanks to Almighty Allah who always gives us changes to learn everything in the world. Not only our God but we also thank to the greatest prophet Muhammad SWT as the leader of Moeslem. Honestly, we cannot comprehend this subject without our beloved lecture therefore we also thank to our best lecture Mr. Hery Yufrizal, M.A.,Ph.D as the Second Language Acquisition lecture who has given his merciful in teaching us this subject patiently. This whole material is taken from his book; the title is An Introduction to Second Language Acquisition.


I. INTRODUCTION


Since English is not easy, people try so many things in order to be able become proficiency in using it. Thus, they apply so many ways so that they are able to comprehend the meaning being said by the speaker. For example, it is the conversation between two speakers who have low ability in speaking English;
A : I borrowed my sister’s comic last week
B : You borough my sister’s comic last week
A : No, I borrowed my sister’s comic last week
B : sorry you borough or borrowed my sister’s comic last week
A : I borough not I borrowed
B : Oooh,, You borrowed it

By observing this conversation, we can see that B has misunderstanding toward the words being said by A, and then B asks clarification from A. This way commonly happens in every circumstance where people try to communicate in English. That is what we call Negotiation of Meaning. But those errors are not totally broke the communication what the pioneer of education calls global errors. That ways is assumed as the technique to acquire the language by using the new system in order for easily to get the language.

It has been taken long time ago, people try to analyze how people negotiate the meaning when they found difficulties to grasp the meaning. Wagner (1996) in Yufrizal 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. Second/ foreign language acquisition occurs especially when learners are engaged in the use of the language for communication. In this view interaction is treated as one of the most important aspects that influences the success or failure of second and/or foreign language acquisition. Pica, Kanagy, and Falodun (1993) claim that ‘language is best learned and taught through interaction’ (p.10). Long (1996) confirms that interactional modification leads to second language development and more active involvement in negotiated interaction leads to greater development.

Therefore I am also interested to record the conversations then finally identify the conversation where negotiation of meaning is occurred. As the language learner and teacher to be, this is going to be important to recognize how the negotiation is happened and to know whether it has bad implication in acquiring the language or not.



II. FRAME OF THEORIES

A. Input and Output
There are two important differences between comprehensible input and comprehended input. First, the former implies the speaker, rather than the hearer, controls the comprehensibility. With comprehended input, the focus is on the hearer (the learner) and the extent to which he or she understands. In Krashen’s sense of the word taken from Yufrizal (2007), comprehension is treated as a dichotomous variable; something is either understood or it is not. He was apparently using the most common meaning of the word, whereas in this sense we refer to comprehension as a continuum probabilities ranging from semantics to detailed structure analysis.

B. Intake
Yufrizal (2007; 76) states that intake is the process of assimilating linguistic material; it refers to the mental activity that mediates input and grammar. Gass (1998) refers to intake as selective processing. Intake is not merely s subset of input. It is the intake component that psycholinguistic processing takes place. That is, it is where information is matched against prior knowledge and where, in general, processing takes place against the backdrop of the existing internalized grammatical rules.







C. Negotiation of Meaning in Interaction
Yufrizal (2007; p.80) states Negotiation of meaning is defined as a series of exchange conducted by addressors and addressees to help themselves understand and be understood by their interlocutors. In this case, when native speakers (NSs) and non native speakers (NNSs) are involved in an interaction, both interactants work 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 on 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 hearer’s acceptance or continued difficulty with the speaker’s repair. The model was elaborated into the following figure and excerpt that follows:









D. The Roles of Negotiation of Meaning in Second Language Acquisition
Every researcher will have their own definitions and description of negotiation of meaning. It shows that interest in the study of negotiation of meaning has developed rapidly. Beside the forms and definition of negotiation of meaning, researchers also vary in their perception of the role of negotiation of meaning in second/foreign language acquisition. Pica (1996) admits that although there has been no empirical evidence of a direct link between negotiation of meaning and second/foreign language development, research studies in negotiation of meaning for the last two decades have shown that there are two obvious contribution of negotiation of meaning to second language acquisition. Firstly, through negotiation of meaning (particularly in interaction involving native speakers) nonnative speaker obtain comprehensible input necessary for second language acquisition much more frequently than in interactions without negotiation of meaning. Secondly, negotiation of meaning provides opportunities for non native speakers to produce comprehensible output necessary for second language acquisition much more frequently than in interactions without negotiation of meaning.


III. ANALYSIS


A. DIALOG

This is a conversation between two people in the school taken from 3rd grade of Senior High School. Both of them are in the same level in English Low and Low;

David : "Hello John, good morning!"
John : "O, hello David, good morning!"
David : "How are you today?"
John : " I'm fine, how about you?"
David : "Actually I'm getting better now, yesterday I got influence.
John : "O right, that's good, what’s up David? Is there any good news?
David : "Yes, actually I would like to invite you that next Saturday there will be a party in my home; my little brother is going to celebrate his birthday. So, will you come and join the party, David?"
(T) John : "Sorry,,” Pardon!
(S)David : my little brother is going to celebrate his birthday. So, will you come and join the party, David?"
(TU) John : Of course, I will come to the party.
David : "Great! Thanks, now I have to go home, there will be a guest in my home, Good Bye!"
John : "You're welcome, bye!"

Trigger (T) : Sound that can make misunderstanding
Signal (S) : Confirmation Check, Clarification Request
Response (S) : Self Repetition
Follow up (TU) : statement showed understanding

B. Analysis
Based on the conversation above, the writer analyze there are so many negotiation of meaning done by the speakers. They tried to clarify each words which probably difficult to be receipted so that the conversation can run well. It commonly happens with Indonesian’s students whereas English is a foreign language. Nevertheless, the writer believes that negotiation of meaning is a part of learning the language. That is one of ways to acquire the language directly, consciously/unconsciously.