Name : Hendra Mantoro Class : 6f NPM : 092122237

second language acquisition: principles, theories and practice Second-language acquisition or second-language learning is the process by which people learn a second language. Second-language acquisition (often abbreviated to SLA) is also the name of the scientific discipline devoted to studying that process. Second language refers to any language learned in addition to a person's first language; although the concept is named second language acquisition, it can also incorporate the learning of third, fourth or subsequent languages. Secondlanguage acquisition refers to what learners do; it does not refer to practices in language teaching. Some hypothesis of language learning are: 1. 2. 3. 4. 5. the same of B1 and B2 hypothesis Kontrastif Hypothesis Karshen Hyphothesis Interlanguage Hyophotesis Pidgin hypothesis

Internal factors Cognitive approaches Much modern research in second-language acquisition has taken a cognitive approach. Cognitive research is concerned with the mental processes involved in language acquisition, and how they can explain the nature of learners' language knowledge. This area of research is based in the more general area of cognitive science, and uses many concepts and models used in more general cognitive theories of learning.

Sociocultural approaches While still essentially being based in the cognitive tradition, sociocultural theory has a fundamentally different set of assumptions to approaches to second-language acquisition based on the computational model. According to Ellis, "It is important to recognize ... that this paradigm, despite the label 'sociocultural' does not seek to explain how learners acquire the cultural values of the L2 but rather how knowledge of an L2 is internalized through experiences of a sociocultural nature." The origins of sociocultural theory lie in the work of Lev Vygotsky, a Russian psychologist.

Linguistic approaches Linguistic approaches to explaining second-language acquisition spring from the wider study of linguistics. They differ from cognitive approaches and sociocultural approaches in that they consider language knowledge to be unique and distinct from any other type of knowledge. The linguistic research tradition in second-language acquisition has developed in relative isolation from the cognitive and sociocultural research traditions, and as of 2010 the influence from the wider field of linguistics was still strong. Two main strands of research can be identified in the linguistic tradition: approaches informed by universal grammar, and typological approaches. Affective factors The learner's attitude to the learning process has also been identified as being critically important to second-language acquisition. Anxiety in language-learning situations has been almost unanimously shown to be detrimental to successful learning. A related factor, personality, has also received attention. There has been discussion about the effects of extrovert and introvert personalities Another factors based on Ellis (19986:215) are classroom, student variation.

Sources

: Chaer,Abdul.(2003).Psikolinguistik kajian teoretik.Jakarta:PT Rineka Cipta : www.wikipedia.com/second language acqusition