Uas Psycholinguistics Chapter 1,2,3,4 - Nurmeida Urwani (2223110395) - A Regular

8/9/2019 Uas Psycholinguistics Chapter 1,2,3,4 - Nurmeida Urwani (2223110395) - A Regular

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Mother Tongue Acquisition in Children

CHAPTER I

INTRODUCTION

A. Background

Mother language of the children is part of their personal, social and

cultural identity. The word “mother” means the prime care giver of a child. It

can refers to the child’s mother, father, or anyone who the closets and the

most frequently communicate with the child since the child still a baby. The

word “Tongue” in this sense means the language that is primarily spoen by

this caregiver. Therefore, when the words “mother and tongue” are analy!ed.

The impact of the first language is that it brings about the reflection and

learning of successful social patterns in acting and speaing. "hile some

argue that there is no such thing as #native speaer# or a #mother tongue#, it is

important to understand that the ey terms as well as understand what it

means to be a #non$native# speaer and the implication that can have in

children’s life.

%urthermore, most of people thought that children learn the correct

structure of a language by listening to the people around them. &anguages are

shared with them and understand by those who are familiar with the symbols.

'onetheless, learning a first language is something every child does

successfully, in a matter of a few years and without the need for formal

lessons. "ith language so close to the core of what it means to be human, it is

not surprising that children(s acquisition of language has received so much

attention.

) baby starts to communicate at birth through non$verbal

communication such as, facial e*pressions, cries, body movement and other

sounds lie intonation in people speech around them.

Therefore, the author deliberately raised themes relating to language

acquisition in humans especially in children which is "Mother Tongue

Acquisition in Children.”

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A. Definition of (ot%er Tongue* 'irt !anguage

Mother tongue is ancestral language that may or may not be spoen in

the home and the community. )ccording to 4alvet 5-6789 cited in :alomone

5/;-;7arents’ accuracy will lead to total e*tinguishment of the child

pronunciation and finally by selective reinforcement and behavior shaping,

words will be shaped into telegraphic two word sentences, later into sentences

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A. T%e Proce of (ot%er Tongue Ac+uiition in C%ildren

)s we now in the previous chapter, mother tongue refers to the firstlanguage learned at home in childhood and still understood by the person at the

time the data was collected. If the person no longer understands the first

language learned, the mother tongue is the second language learned. %or a

person who learned two languages at the same time in early childhood, the

mother tongue is the language this person spoe most often at home before

starting school. The person has two mother tongues only if the two languages

were used equally often and are still understood by the person. %or a child who

has not yet learned to spea, the mother tongue is the language spoen most

often to this child at home. The child has two mother tongues only if both

languages are spoen equally often so that the child learns both languages at

the same time.

+ased on the previous chapter, there are some theories that e*plained by

the e*perts about how the children acquire their mother tongue. 'ow here the

author discussing about the process in each theories. The first is behaviorism.

In this acquisition process, adult around the child give a stimulus so that the

child will responses. +ut, if the children mae a mistae, the adults

automatically reinforce and correct children’s utterances in order to mae the

child get used to say the correct language. In sum, this theory, the children

acquire their mother tongue by habituation self to say the correct language.

The second is innateness theory. In this theory, the children are born

with an innate capacity for language development. "hen the child(s brain is

e*posed to speech, it will automatically begin to receive and mae sense of

utterances because it has been programmed to do so. This theory suggested that

the human brain has a language acquisition device which enables children to

use the language around them to wor out what is, and what is not

linguistically acceptable. Moreover, this form also provides young children

with an innate understanding of the underlying grammatical rules that govern

language usage. In short, although some linguistic interaction with

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parents3carers was necessary, there was a genetic element innate in the human

brain. :o, in this theory, the process in acquiring the mother tongue is happened

in the brain with the innate ability to use language since the birth.

The last theory is social interactionist. In this theory, the children

acquiring their mother tongue by hear and watch the closest people and the

most frequently interact with them. It can be their mother, father, or anyone

else. Moreover, in this acquisition process, utterances are simplified, intonation

patterns are distinctive, e*tra information is given for clarification, and

questions invite direct interaction with the child.

B. T%e )tage of (ot%er Tongue Ac+uiition in C%ildren

:ounds %rom birth, baby mae and respond to sounds. %irst there is

crying and gurgling. The ne*t stage is cooing. This sound is commonly heard

when the baby is in a pleasant mood. )s early as a month, infants mae these

sounds in response to the attention they get. This is called the pre$verbal speech

or the development of e*pressive language.

BABB!IN,- TO / (ONTH)

"ithin a few wees of being born the baby begins to recogni!e it’s

mothers’ voice. There are two sub$stages within this period. The first occurs

between birth 7 months. Most of this stage involves the baby relating to its

surroundings and only during = $ 7 month period does the baby begin using its

vocals. )s has been previously discussed babies learn by imitation and the

babbling stage is Cust that. Auring these months the baby hears sounds around

them and tries to reproduce them, albeit with limited success. The babies

attempts at creating and e*perimenting with sounds is what we call babbling.

"hen the baby has been babbling for a few months it begins to relate the

words or sounds it is maing to obCects or things.

HO!OPHRA)E)00$& TO $1 (ONTH)2

The second stage of language acquisition is the holophrastic or one

word stage. This stage is characteri!ed by one word sentences. In this stage

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nouns mae up around


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&anguage acquisition is the process by which humans acquire the capacity

to perceive, produce and use words to understand and communicate. %irst

language acquisition is the ability of human to acquire their mother tongue from

their early age. There are four theories to describe the process of children in

understanding and practicing their first language, behaviorist3imitation,

innateness, cognitive, interaction.

The significance of first language acquisition for children are to e*press

needs and get what they want, used to tell others what to do, and tell stories and

to create an imaginary situation.

There are several stages which going through by the child during the first

acquire language. :tage which is referred are bubble3paralinguistic 5first and

second9 stage, and linguistic holophrastic stage 5first linguistic stage9 such as

vocali!ation sounds, stage one$word or holophrastic, two$word stage, two$word

stage, speech telegraphic. The discussion in each stage of child(s first language

acquisition have in common, namely the process of phonology, morphology,

synta*, semantics, pragmatics.

FG%GFG'4G:

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+all, Hessica. 5/;;69. “Enhancing learning of children from diverse language

backgrounds Mother tongue!based bilingual or multilingual education in

earl childhood and earl primar school ears”. Fetrieved from

http33www.ecdip.org3docs3pdf3?'G:4D/;Mother$tongueD/;based

D/;GJD/;/;-;.pdf.

Barton, %. )lison. 5-66ress.

:inner, +. %. 5-6


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+right, Hoseph H., 5Hanuary $ March -6669. &anguage and 4ognition )n

?ne*plored Territory. *ountain Maga+ine. Fetrieved from

http33www.fountainmaga!ine.com3Issue3detail3&anguage$and$4ognition$

)n$?ne*plored$Territory.

4oo, L.H., &ong, H., McAonough, :. 5-6869, “%irst and second language

learning”, in B.G. >erren 5ed.9 The Mother Tongue and ,ther &anguages in

Education, 4I&TF, pp.8$//.

0ans, )., Gmmanuel 0ans. 5/;-29. 4hildren )cquire Their Mother Tongue

through Larious :tages, #cholars-orld , /5/9, pp. -7$/2. Fetriever from

http33scholarsworld.net3english3wp$content3uploads3/;-23;23>aper$1.pdf.

0off, G., Kelly +ridges. 5/;;6, Aecember /19. %irst >rimary &anguage

)cquisition. Education.com. Fetrieved from

http33www.education.com3reference3article3first$primary$language$

acquisition3.

&ust, +., Margarita :uNer, Hohn "hitman. 5-6629. #ntactic Theor and *irst

&anguage Acquisition eads' pro/ections' and &earnabilit. ?nited :tates

&awrence Grlbaum )ssociates

:aCid. 5/;;69. o- do children acquire their mother tongue0. Fetrieved on

Hanuary /, /;-< from

https33perfectgrammar.wordpress.com3/;;63-/3;=3how$do$children$

acquire$their$mother$tongue3.

:harls1Cs. 5/;-;9. o- Children Acquire their Mother Tongue. Fetrieved on

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acquire$their$mother$tongue3.

Tahriri, )bdorre!a. 5/;-19. Fevisiting %irst &anguage )cquisition through

Gmpirical and Fational >erspectives, $nternational 1. #oc. #ci. 2 Education,

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Uas Psycholinguistics Chapter 1,2,3,4 - Nurmeida Urwani (2223110395) - A Regular

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