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TASK 1: COMPARING AND CONTRASTING ON HOW PSYCHOLOGICAL AND

INSTRUCTIONAL VARIABLES AFFECT SECOND LANGUAGE ACQUISITION

AND BILLINGUALISM AMONG YOUNG LEARNERS

FATIN NAZIHAH BINTI RASAMIN


PISMP TESL 2 SEMESTER 6

Second Language Acquisition and Bilingualism Research Lab. Retrieved from https://www.cla.purdue.edu

1.0 INTRODUCTION

In class, psychological and instructional variables are two essential factors that affect

second language acquisition (SLA) and bilingualism. According to Lenggang Budianto (2010),

a psychological factor is a factor that is mentally or spiritually concerned with the aspects of

pupils’ acquisition. It involved four elements, such as anxiety, attitude, aptitude, and motivation

and proved through some research findings. Morris (2009) explained that instructional

variables related closely to the quality of the instructor, learning activity, learning support, and

study workload. Hence, this writing will compare and contrast the psychological and

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instructional variables that affect second language acquisition and bilingualism among young

learners.

Variables Component
Psychological  Anxiety
 Attitude
 Motivation
Instructional  Cultural Appropriateness
 Pupil’s Supports
 Active Involvement
Table 1 The component of psychological and instructional variables that will be discussed in this writing

2.0 ANXIETY (PSYCHOLOGICAL VARIABLES) AND CULTURAL APPROPRIATENESS


(INSTRUCTIONAL VARIABLES) AFFECT SECOND LANGUAGE ACQUISITION AND
BILLINGUALISM AMONG YOUNG LEARNERS.

One of the psychological variables that affect SLA and bilingualism is language anxiety.

According to Kralova (2016), language anxiety conceptualized as a situation-specific

personality trait having two psychological components: emotional arousal and negative self-

related cognition. Unlike children, adults concerned with how others judged them. They are

very cautious about making errors in what they say for it would be a public display of ignorance

that would be an obvious occasion of “losing face” in some cultures such as in Indonesia and

China (Richards & Renandya, 2012).

Cultural appropriateness is one of the critical instructional variables as it also affects SLA

and bilingualism. According to Brownie (2018), cultural appropriateness includes

consideration of the materials and types of activities used. All pupils need multicultural

literature. Its inclusion in the reading curriculum can affirm and empower pupils about their

cultures.

There is a relationship between language anxiety and cultural appropriation. If materials

and activities used are of multicultural literature, it will reduce the language anxiety of SLA

and bilingualism among young learners. As most personalities respond positively to things

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that they are more comfortable with, multicultural literature can affirm and empower pupils

about their culture. It makes them feel comfortable to learn a language as they have a sense

of belonging in a group.

3.0 ATTITUDE (PSYCHOLOGICAL VARIABLES) AND PUPIL’S SUPPORT (INSTRUCTIONAL


VARIABLES) AFFECT SECOND LANGUAGE ACQUISITION AND BILLINGUALISM
AMONG YOUNG LEARNERS

Attitude is defined as a manner of acting, feeling or thinking that shows one’s

disposition and opinion (LeFevre, 2016). An attitude develops as a result of experiences which

are greatly influenced by people in the immediate environment particularly peers and

teachers. Fatiha (2014) found that the learner attitude toward the target language determines

the success in learning the new language. Pupil’s attitude toward the language may vary.

Smith (1975) classifies some unfavorable pupils’ attitude on foreign language learning as

Dumbbell attitude, Irrelevant attitude, and Bored attitude.

Figure 1: Classification on unfavorable pupil's attitude by Smith (1975)

Another instructional variable that affects SLA and bilingualism is the pupil’s supporter

(Houghton, 1997). Pupil’s supporter can best be described as a teacher’s formal instruction

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in class as that is what will steer pupils in acquiring the second language. To be able to do

something, pupils have to know how to do it. By helping pupils bridge the gap between their

current abilities and the intended goal, teachers are providing scaffolds of support for learning.

Scaffolded instruction may include direct explanation, modeling or showing pupils how to

perform a task (Fisher& Frey, 2010). The organizational plan for the classroom can also

provide scaffolding. For example, pupils acquiring English might be introduced to a concept

with the whole class, work with peers in some form of collaborative learning, and then work

individually to apply the concept independently.

Pupils attitude and teacher’s formal instruction have a mutual correlation in affecting

SLA and bilingualism. If a teacher’s instruction is clear and understandable, pupils may feel

either happy or bored toward a language. Those conditions may influence pupil to decide

whether he participates actively in the class or not. Fatiha (2014) assumes that if pupils have

a positive attitude toward the language learned, they will try hard to learn that language

seriously. Active pupils in class acquire the second language better as they have higher

motivation. Hence, they will have better understanding on teacher’s instruction. English

teachers should have a big concern on the unfavorable pupils’ attitudes by finding the causes

and the possible solutions.

4.0 MOTIVATION (PSYCHOLOGICAL VARIABLES) AND ACTIVE INVOLVEMENT


(INSTRUCTIONAL VARIABLES) AFFECT SECOND LANGUAGE ACQUISITION AND
BILINGUALISM

A social psychological factor frequently used to account for differential success in

learning a second language is motivation. If the teacher can make the learners feel that they

want to learn, then, the subject they are studying will be exciting for learners. Fostering pupil’s

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motivation to attain a foreign language achievement is fundamental. Finocchiaro (in Langgeng

Budianto, 2010) advises teachers for fostering motivation as follows:

Freedom for Fear


Success Understanding

Fostering
Grouping & Motivation Experience
Individualization

Achievement &
Belonging Love
Actualization

Figure 2 Things teacher should adapt when fostering motivations

Another component of instructional variables is the active participation of pupils in the

learning process. When pupils use each other as learning resources by working in cooperative

or team learning arrangements, pupil engagement increases (Johnsons, n.d.) The lowest

amount of pupil engagement usually occurs during seat-work types of activities.

Pupil’s motivation and active involvement affect their SLA and bilingualism. Individuals

who are motivated will participate more in class. Hence, they will learn another language faster

and to a greater degree. As pupils have the desire to win, when they see their friends be so

active in class, it will trigger them to participate in class too.

5.0 CLOSURE

In conclusion, psychological and instructional variables have mutual correlation on

affecting Second Language Acquisition, and bilingualism among learners as both types of

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variables have different roles to play. In conclusion, the contrast and compare the effect of

psychological and instructional variables can be simplified in a table.

NUM VARIABLES COMPONENT EFFECT ON SLA AND BILINGUAL

Psychological Anxiety Pupils with high language anxiety find it hard to learn new

1 languages. Hence, with the reside of materials from pupils


Instructional Cultural
culture, they are more comfortable in learning languages.
Appropriateness

Psychological Attitude Positive attitude towards the language will more likely to

2 succeed in SLA and bilingualism. As pupils have the


Instructional Pupil’s
supporters (from teacher instructions or seating place), it
supporter
helps them bridge the gap between their current abilities and

the intended goal.

Psychological motivation Active pupils in class acquire second language better because

3 they have higher motivation. Pupils with higher motivation


Instructional Active
work better to acquire second language.
involvement

Table 2 Summary of essay

(1009 words)

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REFERENCES

Book

Fisher, D., & Frey, N. (2010). Guided instruction: How to develop confident and successful

learners. Alexandria, VA: ASCD.

LeFevre, R., Alfaro. (2016). Critical Thinking, Clinical Reasoning and Clinical Judgment A

Practical Approach. Florida: W B Saunders.

Richards, J. C., & Renandya, W. A. (2012). Methodology in language teaching: An anthology of

current practice. New York: Cambridge University Press.

Journal

Lim, D. H., & Morris, M. L. (2009). Learner and Instructional Factors Influencing Learning

Outcomes within a Blended Learning Environment. Educational Technology & Society, 12

(4), 282–293.

Smith, Alfred N. 1975. The Importance of Attitude in Foreign Language Learning. Forum Journal,

Vol. 13, No. 1 & 2.

Online journal

Budianto, L. (2010). A Dillema for Teachers of English. Pupils’ Psychological Factors in SLA,5(1),

63-65. Retrieved February 26, 2019, from https://www.researchgate.net.

Fatiha, M., Sliman, B., Mustapha, B., & Yahia, M. (2014). Attitudes and Motivations in Learning

English As A Foreign Language. Attitude, 3(7). Retrieved February 26, 2019, from

www.academia.edu.

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E-book

Kralova, Z. (2016). Foreign Language Anxiety. Retrieved February 26, 2019, from

www.researchgate.net

Website

Brownie, T. (2018). Section 8. Multicultural Collaboration. Retrieved February 26, 2019, from

https://ctb.ku.edu/en/table-of-contents/culture/cultural-competence/multicultural-

collaboration/main

Houghton Company. (1997). Instructional Variables in Meeting Individual Needs. Retrieved

February 26, 2019, from https://www.eduplace.com/rdg/res/literacy/meet2.html

Johnson, D. W., & Johnson, R. T. (n.d.). What is Cooperative Learning? Retrieved February 26,

2019, from http://www.co-operation.org/what-is-cooperative-learning

Pictures

Second Language Acquisition and Bilingualism Research Lab. Retrieved from

https://www.cla.purdue.edu

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