Pengertian Second Language Acquisition (SLA) dalam Bahasa Inggris

Pengertian Second Language Acquisition (SLA) dalam Bahasa Inggris - Hallo Sobat KBIng, Tahukah Anda apa yang dimaksud dengan Pengertian Second Language Acquisition (SLA) ? Tentunya Sobat semua pernah mendengar tentang Pengertian Second Language Acquisition (SLA) bukan ?

Nah, artikel kali ini akan membahas tentang Pengertian Second Language Acquisition (SLA), dimulai dari pengertian Pengertian SLA dan ciri kebahasaan SLA. Baiklah, tanpa berlama-lama lagi, di bawah ini adalah penjelasan Pengertian Second Language Acquisition (SLA) secara lengkap. Selamat membaca!

Second Language Acquisition (SLA) refers to the study of how students learn a second language (L2) additionally to their first language (L1). Although it is referred as Second Language Acquisition, it is the process of learning any language after the first language whether it is the second, third or fourth language. Therefore, any other language apart from the first language is called a second language (SL) or also referred to as a target language (TL).

The Acquisition-Learning Hypothesis: An acquisition is a subconscious and intuitive process of constructing the system of a language while learning is a conscious process that students are aware of their learning process and what is expected of them. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the ‘monitor’ or the ‘editor’.

The Monitor Hypothesis is the learning process with the purpose to “monitor” the learning progress and propose improvements to what has already been learned.

The Natural Order Hypothesis claims that people acquire the rules of a language in a predictable order. Krashen however points out that the implication of the natural order hypothesis is not that a language program syllabus should be based on the order found in the studies. In fact, he rejects grammatical sequencing when the goal is language acquisition.

The Input Hypothesis bolsters the importance for the learner to understand the language a bit beyond his or her understanding with an influence such as motivation. According to this hypothesis, the learner improves and progresses along the 'natural order' when he/she receives second language 'input' that is one step beyond his/her current stage of linguistic competence. For example, if a learner is at a stage ‘I’, then acquisition takes place when he/she is exposed to ‘Comprehensible Input’ that belongs to level ‘i + 1’. Since not all of the learners can be at the same level of linguistic competence at the same time, Krashen suggests that natural communicative input is the key to designing a syllabus, ensuring in this way that each learner will receive some ‘i + 1’ input that is appropriate for his/her current stage of linguistic competence.

The Affective Filter Hypothesis suggests that language is acquired more easily if certain emotion factors are met, such as being mentally stable and not angry, anxious or bored. Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to raise the affective filter and form a mental block that prevents comprehensible input from being used for acquisition. In other words, when the filter is up it impedes language acquisition.

Implications for the language classroom include the ideas that the teacher can create contexts for communication which facilitate acquisition, that there is a natural order of acquisition of language, that there are affective filters which inhibit acquisition, especially for adults, and that comprehensible input is very important. If acquisition is more central, and learning of less use to second language performance, and if comprehensible input and the filter are the essential causative variables for second language acquisition, the classroom should help only to the extent it supplies comprehensible input in an environment conducive to a low filter. This may indeed be, a mentioned earlier, its main function. It seems reasonable to hypothesize that the classroom should be especially valuable for beginners, those who cannot easily utilize the informal environment for input. It will be of less value to those who can, who have other sources of comprehensible input, and who are linguistically advanced enough to take advantage of it.

Nah Sobat, demikianlah pembahasan mengenai pengertian Second Language Acquisition kali ini. Semoga artikel ini dapat menjadi referensi yang baik bagi Sobat dalam memahami Second Language Acquisition. Baiklah, terimakasih telah memabaca dan sampai berjumpa kembali dalam artikel-artikel menarik lainnya.