Name: Rivaldo Harliansyah

NPM: A1B018050

1. Children learn to segment their native language, morphemically, syntactically and

phonologically by induction. Please, explain the statements by using your own words!

Many children in learning their first language have the flexibility to know their vocabulary and grammar
structures, not by being educated but through self-analysis methods, especially induction. Obviously, in
the face of the speech they received, the children applied excellent analytical skills. They take all the
information (words, phrases, sentences) as input, look for regularities, then formulate the principles that
underlie the information. This may sound good, but it means nothing before the extraordinary analytical
abilities that each child exhibits in learning the syntax and descriptive linguistics of a language. Neither of
these synchronous linguistics teach! Learning through induction.

It's the same world we tend to ask us to read rather than trying to show children to scan words by asking
them to pronounce aloud the letters then mix the sounds spoken, it would be better if the children learn
the value of the letter sound mentally by induction. particularly self-analysis. the child can then combine
the sounds to make words. As previously mentioned, the sound value of the letters is often introduced, but
this can be done only after the child has learned the important principle that written type represents
meaning, and has learned to scan at least fifty words. If it is to be enforced a little, teaching values and
decoding of voices should be only a small side of the syllabus. The important thing is the meaning of a
written item is the main thing, while the value of the spoken letter,

2. Elaborate teaching artificial languages to chimpanzees!

Chimpanzees in their natural habitat display social communication that is quite elaborate, based
on gestures, manipulations of objects, and facial expressions. They also have a natural system of
vocalization that seems to include certain referential components, such as cries of alarm to inform the
other members of their group of a particular kind of danger.

Despite all this, communication in the great apes is really quite different from human
communication, for two main reasons: communication among the great apes is essentially affective
(whereas human language is cognitive and referential) and is controlled by subcortical structures (whereas
human language is essentially cortical).

Therefore, the question of the use of language by animals remains controversial and raises
various interpretations of certain observations. For example, in one case, a chimpanzee who had studied
the sign for "water" and the sign for "bird" and then saw a goose swimming used the two signs
simultaneously, supposedly to signify "water bird". But scientists who don't believe in animal language
argue that chimpanzees may have made two separate signs, one to denote water and the other to denote
birds. They added that chimps who have been trained in sign language often use other combinations of
symbols that are illogical or incomprehensible. Therefore, it is difficult to say whether associations such
as "waterbirds" reflect a clear glimpse of language in chimpanzees or whether they are simply a series of
coincidences observed by researchers who believe chimpanzees are capable of speaking a certain amount.
 In any case, the least we can say is that any statement about language in animals must be
approached with extreme caution. The vocalizations used by our close relatives, chimpanzees, to assert
their dominance or to warn their groups about threats are very limited and are used in very stereotypical
situations, compared to human language. Thus, there is no evidence at present to support claims that
communication in monkeys or dolphins approaches human language, with almost infinite possibilities for
connecting symbols to produce meaning.

3. Which one is better in acquiring the language, children or adults? Support your answer with

the theory.

The acquiring children language is better because Language is not a separate natural feature, but
one of several abilities that come from cognitive maturity. Language is structured by reason, so language
development must be grounded in more basic and more general changes in cognition. Thus, the sequence
of cognitive development determines the sequence of language development. Piaget emphasized that the
complex structure of language is not something given by nature, nor is it something that is learned from
the environment. The language structure arises as a result of the continuous interaction between the level
of cognitive function of the child and the environment (as well as other environments).

Cognitive experts argue that learning is greatly influenced by several factors such as the active
role of children in the environment, the way children process information, and infer language structures.
The development of children in general and the development of children's early language are closely
related to the various activities of children, objects and events they experience and touch, hear, see, feel,
and smell.

According to Piaget, the complex structure is not a gift from nature and is not something that is
learned from the environment, but rather that structure arises inevitably as a result of the continuous
interaction between the level of cognitive function of the child and his linguistic environment. Vygotsky
(1986), argues that cognitive and language development of children is closely related to the culture and
society in which children are raised. Cognitive theory has been criticized with respect to the view that
language has little effect on cognitive development. This opinion contradicts the research which proves
that new knowledge can be acquired through speaking and writing. the environment does not have a big
influence on the process of language maturation, so Piaget argues that the environment also does not have
a big influence on children's intellectual development. Change or intellectual development of children is
very dependent on the active involvement of children with their environment.

4. How important motivation and attitude could have an impact on second language learning

or learning a language? Support your answer with the theory

According to Gardner and Lambert (1972: 3) in Chaer (2009: 251) motivation related to second
language learning has two functions, namely an integrative function and an instrumental function.
Motivation functions integratively if it encourages someone to learn a language because of a desire to
communicate with the language-speaking community or become members of that language community.
Meanwhile, motivation has an instrumental function if it encourages someone to have a willingness to
learn the second language because of a useful purpose or because of the urge to get a job or social
mobility in the upper layers of society.
Efforts to arouse student learning motivation according to Sanjaya (2009: 261), namely by clarifying the
goals to be achieved, arousing student interest, creating a pleasant atmosphere in learning, giving
reasonable praise for each student's success, providing assessments, giving comments on student work
results, and create competition and cooperation that can have a good influence on the success of the
student learning process

The results of research by experts regarding motivation in learning a second language are indeed
very different and different. Gardner and Lambert (1959) who conducted a study in Monterial stated that
integrative motivation is more important than instrumental motivation. However, in their other research
(Gardner and Lambert, 1972) there is no significant relationship between integrative motivation and
language acquisition. Chihara and Oller (1972) who examined English learning in Japan, concluded that
there was little correlation between attitudes and language skills. Meanwhile, Lukmani's research (1972)
concluded that instrumental motivation plays a more important role than integrative motivation.
Lukmani's research results are supported by the results of research by Gardner and Lambert (1972) in the
Philippines (Theresia Rettob, 1990).

5. Please, find out the case on the internet about critical age for pronunciation. Then, give a

comment on it. (If you get it)

an Adult second-language learners nearly always retain an immediately identifiable

The hypothesis that the years until puberty is a critical period for language acquisition is tested.
The two types of data presented indicate that younger children do no better than older children and adults
at learning foreign languages. In a laboratory study, it was found that the ability to mimic foreign words
under controlled input conditions increases linearly with age. In a study of naturalistic acquisition of a
second language, it was found that older subjects had early gains in pronunciation, and the age difference
in pronunciation disappeared 4-5 months after starting to learn a second language. At 10-11 months after
starting to speak a second language, younger children were able to pronounce several sounds, although
there was still no difference in overall age. These results are unlikely to be reconciled with the
hypothesized predictions of the critical period for language acquisition.