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ASSIGNMENT (60%)

SEPTEMBER 2015 SEMESTER


__________________________________________________

SUBJECT CODE : EPT 332

SUBJECT TITLE : PSYCHOLINGUISTICS IN SECOND LANGUAGE


TEACHING

PROGRAMME : BACHELOR

STUDENTS NAME : MANGALA RUPINI A/P SAGARAN

MATRIC NO : E30109130004

ACADEMIC FACILITATOR : Mr. Radah a/l Manikam

Learning Centre : Kuala Lumpur


QUESTION 1 [10%, 2-3 pages]
Read article, Comparing and Contrasting First and Second Language Acquisition:
Implications for Language Teachers by Hulya Ipek, Anadolu University. Critically discuss the
importance of L1 and L2 education in your own teaching situation.
Support your answer with specific examples.

The article is about Comparing and Contrasting First and Second Language Acquisition and
Implications for Language Teachers .It is composed by Hulya IPEK from Anadolu University.
After considered the article, I had distinguished the importance of First language (L1) learning
and second language (L2). As per article philosopher have diverse opinion about the
importance. In view of the importance, I will examine how it can help in my teaching with
examples.

Generally, studies have uncovered that both first and second language learners take after a
pattern of development, which is predominantly taken after in spite exceptions. According to
Rod Ellis (1984) covers the thought of formative arrangements in point of interest. He had
outlines three formative stages that are the silent period, formulaic speech, and structural and
semantic simplification. The principal stage is silent period for the most part happens in view
of regular settings where language unplanned. At my class I found that childrens procure their
first language through a time of listening to the language they are presented to. During this
period the child tries to find what language is. For illustration in my class I will play distinctive
recordings to give them a picture on the fluctuation of language. The second stage is termed
formulaic speech which is utilized for expressions that are learnt as unanalyzable wholes and
utilized on particular occasions. In my class I will give lesson about emotions to children and
request them to play dramatization so they will ready to express their look. The third stage is
applying structural and semantic simplifications to their language. In my lesson I will teach
them how to structure sentences and discard the linguistic verbs. For instance, I will give
movement based on picture request my students to structure sentence and evacuate the blunder
grammars.
According to Roger Brown (1973, cited in McLaughlin, 1987), there is a request of
acquisition in acquiring linguistic morphemes. The sequence of acquisition for no less than 14
function words in English as a first language noun and verb emphases, relational words, and
articles. Rather than that, as indicated by Lightbown and Spada (2006) survey ponders which
have recommended that the acquisition of question words .Example of words are what, where,
who, why, when, and how which demonstrate an incredible similitude in first and second
language acquisition. I make my students to acquaint with question words by giving them
rehearse on worksheet and essential discussion.

In addition, Input is another vital for first or second language acquisition. According to
Richards (1989, p. 143), he said Input is language which students hears or gets from what can
realize and generally acknowledged. In the meantime another central thing is Input Hypothesis.
It was present by Stephen Krashen (1982) which uncovers the importance he puts on
information .At this part students will get understandable information to obtain language.
Correspondingly, contentions demonstrate to us that both input and the knowledge that the
child furnished with essential and should associate for learning and advancement to happen. .
Along these lines, one should not be supported over the other.

Likewise another, valuable point is Zone of Proximal Development (ZPD) by L. S.


Vygotsky. At this stage students can duplicate a progression of activities which surpass their
own abilities but just within limits. For case in my class if student is attempting to figure out
how to read. I will teach the student the sound of word and utilize other word recognition
strategies, the child can figure out how to read. Moreover I also will teach my students how
unravel problem. Thus, coordinated effort with someone else is essential for a child to learn.

Identically, to learn a second language effectively two components like full of feeling
variables appear to play an imperative role. First is Psychomotor Consideration clarify the
motivation behind why second language learners cant obtain native-like pronunciation in the
second language Second is Affective Considerations incorporates numerous elements such as
inhibition, attitudes, anxiety, and motivation. For occasion in my class I will propel students on
learning. As teacher I saw that students learn in an unexpected way. Subsequently to crush this
distinctive techniques are expected to help differing students to gain learning of what is being
taught.
Next is social factor by Ellis (1994).He had plot them as Natural Contexts and Educational
Contexts. Both of these contexts have contrast in assume an important part in acquisition
process. Rather than that, it is vital to note that in first language acquisition one has no
opportunity to settle on such a cognizant decision.

In short, the first discussion in terms of the similarities and differences between L2 and L1
acquisition .It was identified with formative groupings which assume an essential part in the
intellectual advancement of students. However, a vital point is to remember is the age and level
of the students in mind. The significance of help and cooperation has valuable ramifications
for language teachers. Additionally another essential point identified with the critical period
respects full of feeling factors. The emotional states students are imperative since these are the
central point mediating in language learning. It is critical to make students mindful of the
diverse assortments of the objective language, however in terms of teaching, there should be
consistency. Subsequently, it is also vital to note that to make a qualification between learning
and acquisition. Particularly in L2 education, the terms learning and acquisition are all the time
utilized interchangeably. Thus, the student's profile itself is an essential determiner at the choice
making period of language teaching
QUESTION 2 [10%, 2-3 pages]

TASK: Write a summary of the article and discus its educational implications
Summary for article

The article A psycholinguistic approach to the classification, evaluation and remediation of


language disorders. It is composed by Ondene van Dulm from University of Stellenbosch. This
article is about attempt made to decipher the wonders of both normal and disordered language
according to models of language processing. Additionally, Phenomena of disarranged language
are translated as being due to shortfalls in the language processing system.

According to psycholinguistically inquire about into the language has prompted progresses
in the comprehension of normal language processing. In the suspicion that the marvels of
aphasic speech, as the sign of an aggravated language processing system, are straightforwardly
identified with the structure and capacity of an in place system. Additionally conventional way
to deal with the arrangement of language disordered children does not concentrate on every
patient as a person, with a one of a kind deficiency in child language processing system.

According to Garman mentions a further weakness of such a way to deal with the
arrangement of language disorder. Indistinguishably the emphasis at first glance indication of
linguistic impairment does not permit a theory to be proposed about the causal deficiency in
the language processing system. However, a psycholinguistic approach deal with the issue, had
been recommends the speculation of a mapping shortage hidden the side effect of poor sentence
development.

In addition as indicated by Fletcher cautionary note, while depicting child language


disorder must use classifications. In this way normal language advancement may permit novel
components to every language-disordered child to be neglected. In light of
Contributions of a language processing perspective. As indicated by psycholinguistic way to
deal with child and adult language disorder issue will be defended. Along with these urged to
receive such a methodology, if language models can be appeared to make certain commitments
to the clinical procedure.

In particular, the point was to hypothesize the locus of the deficiency on a language
processing model which involves calculated, syntactic and phonological levels of processing.
Correspondingly, language processing models may propose how dialect is handled at different
levels, yet they don't recommend how recuperation of capacity can happen following brain
damage.

In a nutshell, further to the use of language processing models in the field of language
disorder prompts the essential .Adaptation and refinement models of normal language
processing. Identically, Clinicians had done well to use language processing models to their
maximum capacity. In the interim staying mindful of the impediments of the psycholinguistic
way to deal with language disorder.

Educational Implication.
Traditionally, language-disordered patients have been ordered by restoratively analyzed
etiology and have consequences on education. Initial a Broca's aphasic is someone who has
managed harm to Broca's zone. Second is symptom complex. For example, a Wernickes
aphasic is someone who displays familiar discourse with in place capacity words and syntactic
structure yet importance. Third students have issue with sentence production. As indicated by
Harris and Coltheart (1986), a sentence such as The dog chased the cat down the road would
be processed as reversed.

Fourth, according to Jones (1986) examines a conventional remediation method for a


grammatical persistent, the justification for which depends on the perception that the patient
can't structure a grammatically right sentence. This symptom of agrammatism has generally
been dealt with by method for a generation chain of command, inside which activities are
organized to inspire first single words, then expressions, and last sentences .This traditional
treatment approach has restricted accomplishment, with poor extend into spontaneous speech.
A psycholinguistic approach to the problem, nonetheless, recommends the theory of a mapping
deficiency basic the manifestation of poor sentence construction. Fifth, according to Bishop
and Rosenbloom (1987) mention a growing dissatisfaction basic shortfall is disregarded. For
instance, the child is classified as a Brocas aphasic if his scores on formal assessment systems
show that his linguistic performance associates with that of Brocas aphasics in general. Sixth,
is based to Chiat and Hirson (1987), there is developmental dysphasic. This implies her
etymological execution was postponed or strange, without any noticeable physical cause.
Notwithstanding, Garretts (1982) model permits a theory of a mapping shortfall to represent
the wonders of agrammatism. Rather than Marshall (1993) basic proposal that grammatical
patients can't construct grammatical sentences.

QUESTION 3 [40%, 7-8 pages]


Read article, A Comparative Account of the Bilingual Education Programs in Malaysia and
the United States by Parilah Mohd Shah, UKM.
TASK:
Write an essay on bilingualism and your writing should discuss the following;

Explain the varieties of bilingualism

Bilingual education in Malaysia can be portrayed in wording the principle dialect or language
direction is given in schools. The standard Malay medium schools give language direction in
Bahasa Malaysia. Particularly, English is a mandatory subject and is presented in the first grade.
According to (Pillay & Thomas, 2003), in Malaysian Education English is an obligatory
subject to learn, as well as utilized as a median of direction in the tutoring of Mathematics and
Science. Besides, for students whose native language is not Bahasa Malaysia they can select to
take Pupils' Own Language types of bilingual education which is Mandarin or Tamil. Likewise
in the Chinese intermediate schools, the speech guideline is Mandarin. Conversely, Bahasa
Malaysia and English are the necessary content that students must learn and are presented in
the third grade. Meanwhile, in the Tamil medium schools the intermediate of instruction is
Tamil. Similarly, here Bahasa Malaysia and English are obligatory subjects, and are presented
in the third grade. Particularly students who go to Chinese and Tamil schools at the early level,
before going to secondary level will need to go to a year of move classes which is particularly
called remove classes. This is to set them up for standard Bahasa Malaysia auxiliary schools.
Incidentally, Chinese and Tamil schools at secondary level are not offered in Malaysia.

Generally speaking, in the United States there are three principle sorts of bilingual. First is
Transitional bilingual education (TBE) .It is a program in which vocabulary minority students
are incidentally permitted to utilize their mother language, until they are thought to be
sufficiently capable in the larger part dialect to adapt in the standard education. Nevertheless,
there are two noteworthy sorts of transitional bilingual education:
a) Early exit TBE alludes to two years most extreme help utilizing the first language.
b) According to (Garcia and Baker, 1995), late exit TBE frequently permits around 40%
of classroom tutoring in the first language until the 6th grade.

The second type is two-way bilingual education .It is a project that places vocabulary
minority students from the same dialect foundation with language larger part students in the
same class. Ordinarily, English and the local language of the minority understudies are utilized
as the medium of instruction. This system tackles parity exemplary in which, the quantity of
speech minority and vocabulary majority in a class is equivalent and the measure of direction
in the two languages is likewise equal. The goal is to create both languages so that these can
improve learners self-esteem and culturally diverse comprehension. Two-way bilingual class
may be taught by a solitary tutor who is bilingual or by two tutors one of whom ought to be
capable in the two dialects.

Third is Maintenance bilingual education. According to (Baker, 1993), which is few in


number alludes to the teaching of vocabulary minority children through their minority speech
in a dominant lingo society. Case in point in the US schools, the greater dialect is likewise be
available in the educational modules, extending from second speech lessons to a differing
extent of the educational programs being taught in the greater part dialect.

Is bilingualism beneficial or detrimental?

In other word, Bilingual education for the most part implies teaching where two particular
speeches are utilized for general educating. As per Freeman, (1996) its programs go for
facilitating the non-English or local speaker into the English scholastic environment by
tutoring substance classes in the local dialect. One of the outstanding reasons behind upholding
bilingual teaching is the feeling of combination and uniformity, besides picking up the way to
convey socially. At the point when students are conversant in the language which is utilized as
a part of the standard society, the understudies can incorporate and feel joined with their
companions also as.According to Freeman (1996) most double dialect projects are made to
create local like capability in a brief moment dialect while keeping up familiarity with the first
language.

The tutoring and learning of another dialect other than the median of direction are ordinarily
utilized by schools as a part of nations that rehearsal bilingual schooling. A portion of the points
of bilingual schooling are to maintain the language rights. Meanwhile keep up the social
qualities, update the teaching achievement and diminish school-dropouts of the differing
populace.

The Reason for bilingual teaching is reflected in the Malaysian constitution which says that
Bahasa Malaysia is a national and authority dialect that nobody is to keep anyone from talking
and educating different speech. Again the primary accentuation in the Malaysian schooling
framework is more on the securing of Bahasa Malaysia and English as the dialect of instruction.
The obtaining of the first language of the general population is more intended for support of
local dialects and social legacy.

The United has generally been a country of immigrants. While the goal is not astounding
that language other than that of the early English pioneer ought to have influenced both people
and organizations. Hence the reason why Bilingual education was produce because a hefty
portion of the dialect minority students, especially the Hispanics, was not doing scholastically
well in schools. Their low instructive achievement turned into a problem and the primary cause
is that they are not ready to capacity well in English. Furthermore their powerlessness to adapt
to English it create essential that they give guideline. In their first language until certain
duration as they are prepared to work in English and after that be placed in the standard
classrooms.
.
Effects of bilingualism on first-language development
Correspondingly the impacts for Malaysia bilingualism on first-language development are
as below:
1. Linguistic observation
The view of the Malaysian culture regarding the utilization of a specific dialect other
than the primary language is blended. Besides few positive recognition and mentality regarding
the utilization of other vocabulary such as English, while others maintain the inverse
perspective. For the greater part of Malays, Bahasa Malaysia is had battled to supplant English
as the median of guideline. After understanding the significance of English makes an issue
around Malay teachers and lawmakers whether it ought to be given accentuation. There exists
a gathering that inclines toward English and there are other people who restrict it. Likewise,
particularly the case between Malays who were English knowledgeable amid the British time
and the individuals who were Malay educated. In addition, the have a more inspirational state
of mind as regard English. Then again, there are contrasts of conclusion around the Chinese
regarding English. Chinese who are English instructed talk more English than the Chinese
lingos, much to the reactions of the Chinese taught people. The general impression of Indians
apropos of English are likewise positive, in light of the fact that there exist numerous among
Indians who see minimal financial quality in Tamil.

According to Ozog (1992) sees part of English in Malaysian schooling strategy and its
association with the Public Language as an issue. He concentrates on an issue by legislators
and dialect organizers. Meanwhile as per Ching (1995) reports that the decision is between
learning English is to end up a regarded and created nation while staying with Malay and being
deserted by its neighbours and contenders.

2. Availability of teachers

Rather than above, Malaysia confronted the deficiency of Bahasa Malaysia educators
when English stopped to be utilized as the median of direction. Also, there were insufficient
familiar Bahasa Malaysia moderator who could show arithmetic and science. In previous
English schools, a few instructors still do educate in English, despite the fact that the public
exams are to be held in Bahasa Malaysia. Conversely, most courses were taught in Malay by
Chinese college lecturers infrequently in terrible Malay. At the point when Bahasa Malaysia
was broadcasted as the median of guideline, the status of English declined. This prompted the
need to show great English particularly to the college students.Althought there is a lack of great
qualified educators and guides in colleges and schools. Meanwhile the majority of the English
teachers amid the British time have resigned. Malaysia is currently encountering a deficiency
of prepared English dialect educators, and exemplary clients of English. According to Ching
(1995) accuses the law that doesnt take into consideration enlistment of outside tutoring staff
who are productive in English yet not in the national dialect.

3. Availability of materials
Another effect is Malaysia encountered a genuine deficiency of Malay materials
particularly in the zone of science and innovation. There was likewise absence of Malay words
for some mechanical terms. According to Gill (2003) he firmly affirms that the exploratory and
mechanical terms were non-existent in the Malay vocabulary. Despite the fact that materials
issue is incompletely understood at the essential and auxiliary school levels, and at college
levels. Its agreed that Malaysian students still need to utilize textbooks written in English.
Malaysia has a lot of scholastic reference materials in English, what it needs are the English
course books that have neighborhood flavor.

4. Availability of funds

Inclination for a greater number of assets being dispensed for Bahasa Malaysia than
English. Malaysia has a brought together arrangement of schooling. On the off chance that the
administration bolsters a sure bilingual system, then there is very little issue in getting funds.
What are obvious are the distinctions in suppositions among the lawmakers in the matter of the
amount to spend on the tutoring and learning of English.

Effects for US
Likewise like Malaysia, United States also has the impacts for bilingualism on first- language
development as below:

1. Linguistic perception

Linguistic perception can be examined by considering the perspective of the defenders and
rivals of bilingual education. The defenders trust that bilingual schooling could help students
in their scholastic advancement. Indeed, their local dialect would offer them some assistance
with acquiring learning in another dialect. The rivals are incredulous toward bilingual
schooling in light of the fact that some examination results demonstrate that it is not working
for student.

2. Availability of teachers
Meanwhile The United confronts an intense deficiency of bilingual instructors who are
bilingual in English and the understudies' dialect. This is on account of there are an excess of
vocabulary included, not only maybe a couple dialects as found in Malaysia. Moreover, it
likewise confronts a deficiency of instructors who are majoring in bilingual-bicultural teaching.
Indeed, teachers are not furnished with the aptitudes to teach dialect minority understudies. As
per Schnaiberg (1996) reports that the New York City schools experience the ill effects of a
deficiency of qualified bilingual instructors arent completely affirmed.

3. Availability Materials
Nevertheless, materials in students' local dialect are elusive. This is particularly so if
students local dialect has no composed frame or not improved and created by the learners
group. In addition, in a few languages there are relatively few writers. On the off chance that
the learners originate from a war torn regions like Vietnam and Cambodia, this issue is
escalated.

4. Availability of funds
Subsequently, to get enough finances has been the principle issue for bilingual educators.
There is blended reaction regarding bilingual training and numerous would rather have the
State to get the asset from the governance as opposed to utilize the State's asset to enhance the
timetable. Other than the allotment of assets is more regarding the transitional bilingual
schedule instead of the double bilingual project. Along these lines, this prompts subtractive
bilingualism as opposed to added substance bilingualism.

It has been proven that, BW Associates of Berkeley (1991:12) reports the California state
subsidizing for programs and administrations for LEP understudies. The existing financing
levels are inadequate as well as flimsy funds for supplemental administration for LEP
understudies originate from numerous subsidizing streams. Region general assets represent
22% of supplemental LEP student administrations, 13% originates from state LEP assets and
the rest originates from other unmitigated assets. The examination group trusts that region
spending plans are now overemphasized and that an increment in state clear cut subsidizing
would soothe a portion of the weight on areas and make financing more solid. Furthermore,
the LEP financing recipe ought to be looked into to dispose of present disincentives to renaming
of students.

Suggest contemporary methods in second language teaching with regards to bilingualism.

In conjunction with the effects, both countries have suggested method for their teaching.
As rule, I would brief the general solutions to the trouble occur in bilingualism Malaysia.
Individuals' observation regarding the significance of a sure speech is difficult to modification.
Besides, society will demonstrate an inspirational demeanor toward a specific dialect if that
speech has financial esteem and is seen as being prestigious. Moreover, the media appears to
assume a part in remodeling the general population's state of mind as regard bilingualism.
Conversely, teacher planning for the educating of Bahasa Malaysia and English is more
thorough. Also, there are numerous Bahasa Malaysia (BM) and English as a Second Language
(ESL) programs created for the teaching of the two languages. For the generation of materials
in Bahasa Malaysia and the production of experimental phrasing, Dewan Bahasa and Pustaka
(Language and Literary Agency) were made to manage this.

On the contrary, as Malaysia United States also have suggested solution for their teaching
problems. Now, I would brief the general solutions to the trouble present in United States
bilingualism. One of the best steps taken was the foundation of Office of Bilingual training
and Minority Language Affairs (OBEMLA) in 1974 by the U.S. Department of Education.
Hence, its major role is to help school districts meet their obligation to give parallel educational
chance to the LEP students.

As well as, advocates are attempting their best to demonstrate to society, by exhibiting
examination confirms, that bilingual training is powerful in enhancing the academic execution
of LEP students. However, they also try to persuade the rivals that the status of English would
not be debilitated if the status of minority languages is upgraded. Similarly, English has
dependably been the dialect for spreading innovative information.

Rather in United, One of the titles of Improving Americas School Act of 1994 is Title
VII Bilingual Education, Language Enhancement and Language Acquisition Programs. This
title makes subsidizing accessible for preparing more bilingual teachers. For instance giving
partnership concedes; the reason for existing is to expand the quantity of teachers who are
confirmed in the zone of bilingual education. Therefore Universities are extending bilingual
programs to illuminate the prompt educator deficiency. So then schools utilize
paraprofessionals to meet the quick needs. Comparatively, Spanish turn out to be more
effectively open, , particularly from Addison Wesley. It is the other dialect that represents the
best issues. The Asian vocabulary groups frame their own particular association and sort out
approaches to get assets. Furthermore, the Multifunctional Resource Center (MRC) gives
awesome help.

In short, both the two countries set out on about the same suggestion to the problems. Where
etymological discernment is concerned, this is done generally through the media. Accessibility
of assets is made effectively available by the two nations, so that there is an increment in the
number and sum. Both acknowledge the valuable reactions on the current bilingual training.
There is some sort of an assessment on their timetable so that there is change, this could thusly
prompt the foundation of the best bilingual education.

References
Article 1
IPEK, H. (2009, June). Comparing and Contrasting First and Second Language Acquisition:
Implications for Language Teachers. English Language Teaching, 2(2), 155-163.
Article 2
Van Dulm, O. A PSYCHOLINGUISTIC APPROACH TO THE CLASSIFICATION,
EVALUATION AND REMEDIATION OF LANGUAGE DISORDER. , 111-128.

Article 3
Mohd Shah, P., & Ahmad, F. (2007). A Comparative Account of the Bilingual Education
Programs in Malaysia and the United States. GEMA Online Journal of Language Studies, 7(2),
63-75.

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