Friday 28 October 2016

Psycholinguistics Task



INTRODUCTION
When you learn a language, you must learn something finite. Your vocabulary is finite however it may be large and that can be stored. If sentences in a language were formed by putting one word after another in any way, then knowledge of a language could be a set of words.
Languages consist of all the words, sounds, and possible sentences. When you know a language, you will know the words, the sounds, also the rules for their combination. Speakers of all languages have to knowledge to understand or produce sentences of any length.
The sounds and sound patterns and basic units of meaning such as words and the rules to combine them to form new sentences constitute the grammar of language. To understand the nature of language we must understand the rule which is part of every grammar of every language.
We could see all of them in psycholinguistics. Psycholinguistics is a study about the relationship between language and human’s intelligence and behaviors. The explanation above is only one from other explanations about psycholinguistics. According to Wikipedia, psycholinguistics is the study of the psychological and neurological factors that enable humans to acquire, use and understand language. Psycholinguistics implicates the cognitive process that enable someone produce grammatical and meaningful sentence from lexical or grammar and understands speech, text, and so on.
Psycholinguistics studying many things such as language, language acquisition, the relationship between brain, mind and language, brain lateralization, speech production, mental lexicon, five hypotheses of second language acquisition such as the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis and so on. In this part, I would like to try to explain about one of second language acquisition is Input Hypothesis. 

DESCRIPTIONS OF TOPIC
The Input Hypothesis is one of five hypotheses of second language acquisition that proposed by Stephen Krashen. It is also often used as a catch-all term to refer to all of the hypotheses as one entity. The hypotheses are the acquisition-learning hypothesis, the input hypothesis, the monitor hypothesis, the affective filter, and the natural order hypothesis. They have been very influential in language education, but are not supported by all language acquisition theorists.
If i represent previously acquired linguistic competence and extra-linguistic knowledge, the hypothesis claims that we move from i to i+1 by understanding input that contains i+1. Extra-linguistic knowledge includes our knowledge of the world and of the situation, that is, the context. The +1 represents new knowledge or language structures that we should be ready to acquire.
The input hypothesis answers the question of how a language acquirer develops competency over time. It states that a language acquirer who is at "level i" must receive comprehensible input that is at "level i+1." "We acquire, in other words, only when we understand language that contains structure that is 'a little beyond' where we are now." This understanding is possible due to using the context of the language we are hearing or reading and our knowledge of the world.
The relation with process of second language acquisition, there are two term which have to clear; acquisition and learning. Language acquisition directs to exposure in language situation, the process happens into a child brain when s/he get a mother tongue or her/his first language. Meanwhile, learning directs to learning activity consciously and has program into formal class situation with teacher help. Mostly, learning related to activity for mastering the second language and happens after first language acquisition. 
Evidences for the input hypothesis can be found in the effectiveness of caretaker speech from an adult to a child, of teacher-talk from a teacher to a language student, and of foreigner-talk from a sympathetic conversation partner to a language learner/acquirer.
One result of this hypothesis is that language students should be given an initial "silent period" where they are building up acquired competence in a language before they begin to produce it.
Whenever language acquirers try to produce language beyond what they have acquired, they tend to use the rules they have already acquired from their first language, thus allowing them to communicate but not really progress in the second language.
On the face of it, the theory of input hypothesis seems to be very obvious, because without comprehension a learner can never acquire knowledge/mastery over anything be it language or any other skill. Without comprehension a learner may imitate to a certain extent but will not be able to produce anything relevant on his own.
But this doesn’t mean that there are no opponents or critics to Dr. Krashen’s theory of input hypothesis.  One of the biggest criticisms is the definition of comprehensible input (CI); Dr. Krashen claims that this is the natural order of learning a language. But it has been observed in a lot of cultures that even when children are not spoken to until they are capable of giving information themselves, they still pick up and learn the language.
Even with the criticisms, input hypothesis is one of the most deeply researched theories of SLA and has profoundly affected teaching styles in a classroom. Due to the hypothesis, teaching has become more focused on how a teacher gives input for comprehension in a more student centered way of teaching. Relevant background is given on a subject and due to multimedia technology a lot of high quality inputs are provided during the learning.





CONCLUSION
As we know that Input Hypothesis is a part from five hypotheses of second language acquisition presented by master of psycholinguistics, Stephen Krashen. There are some words that interest me, these word is:
"Acquisition requires meaningful interactions in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding." Stephen Krashen
Anyone who has learned about second language acquisition in school or may be when visiting a foreign country knows about the different from learning our first language. We may be fluent in our language, but still we will find difficulties to learn another language.
The younger you are; the easier to be learn a language. Language is unique in that no other complex system of knowledge is more easily acquire all the languages well at the age two or three other than at the age of thirteen or twenty.
This point of view invited a controversy. Larsen-Freeman and long (Ellis, 1994:485) believe that younger learner can do their language task better than the older one. May be it is true that age differences need a different method and technique for learning a language.
The Input hypothesis is Krashen's attempt to explain how the learner acquires a second language. In other words, this hypothesis is Krashen's explanation of how second language acquisition takes place. So, the Input hypothesis is only concerned with 'acquisition', not 'learning'. 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.
In the explanation before, Krashen has distinguished the differences between acquisitions and learning, it is clear that most of the children acquire their first language or mother tongue without explicit learning. Usually a second language is learned but may be acquiring depending on the environment and the input received by the learner.
I think it is important to study more about Input Hypothesis because it connected to differences between acquisition and learning. I don’t mean that the others is not good enough to study more but according to my view, Input Hypothesis is the important one to study, especially for the children.


REFERENCEE
Blair, F.R.C .An Introduction to Language. Second Australian Edition.
Arifuddin.2010. Neuropsikolinguistik. Jakarta:Rajawali Pers. PT Raja Grafindo Persada
language_learning_guide.com/what_is_input_hypothesis
en.wikipedia.org/wiki/input_hypothesis





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