CHAPTER II REVIEW OF THE LITERATURE
2.1.1 Second Language Acquisition
CHAPTER II LITERATURE REVIEW
2.1. Theoretical framework
This chapter consists of some theories related to this research, overview about vocabulary acquisition in second language.
2.1.1. Second Language Acquisition
Language acquisition is the process of building the ability to understand a language and uses it to communicate with others. Language acquisition theories generally are divided into two general theories, Behaviorism and Nativism. The first is Behaviorism theory by Skinner, he said that children born with ‗blank sheet‘ in their brain, and the environment and behavior is the big factors to influence the language acquisition. Behaviorist theory rests on the analyses of human behavior in observable stimulus-response interaction and the association between them. The second is Nativism theory according to Chomsky, language acquisition device is innately inside children themselves. All human born with a Language Acquisition Device (LAD) in their brain which supports them to have language. Innately, they have a set of ability for knowing structure and patterns of language, it called Universal Grammar. Chomsky said that LAD is a postulated organ of the brain that is supposed to function as a congenital device for learning symbolic language.
Language acquisition can be divided into two types; there are first
language acquisition and second language. In this case, the researcher focuses on second language acquisition.
Second language acquisition is the interesting topic to teachers and the other field that concerned with language process of the children. Second language acquisition is the important topic in this research. Children who learn Second Language, they must learn sound system first and then learn the next stage of language learning. In addition, Fronkin & Rodman (1974) said that, all of the sounds, words and sentences are a part of language, and the children also learn the language express language strategies, information, influences from the utterance that they hear from their environment. So, the environment is the one of factor in the second language acquisition.
Elma (2010) said that Second language speakers are recognized as
‗foreigner‘ because of their pronunciation, they choose words to their expression are different, as well as structure of their sentence of native language. Paradis (2006) said that the term ―child bilingual‖ is often used by synonymously with children second language learner, with same population.
Bilingual children learn both their language in the preschool years, while they show one language before they begin learn another language, usually first language at home and second language at school. The other hand Djonhar (2016) said that second language and foreign language are differences in the setting where the language is acquired. Second language is language learned in native speaking county whereas as foreign language learned in a foreign
language setting or in an environment where people in that community do not use the language.
Second language acquisition can occur in two situations there are informal and formal situations. Informal second language learning takes in the natural context, such as when Indonesia children stay in London, to having communication with native speaker, like playing with the children there, the Indonesia children must use English language. Whereas formal second language learning takes in the class, such as the Indonesia student have English class in their school. To understand second language acquisition the learner must acquiring vocabulary first.
Vocabulary acquisition is learning and understanding new word to such a degree that it can be used accurately in oral and written communication.
Vocabulary acquisition is the prominent in Second Language Acquisition (SLA).
Loraine (2008) said that vocabulary can be divided into two types; first is receptive vocabulary, second is expressive vocabulary. Child‘s receptive vocabulary is understanding a word when she or he understand from listening and read it that called, but child‘s expressive vocabulary is children use a word when he or she speaks. Children typically understand or recognize more words than they actually use when speaking. The children acquire many new words once they start hearing, reading and go to school.
Nowdays, in globalization era there are any people use one language called as monongualism, while people use to languages called multingualism,
so bilingualism is ability in using more than two languages. The speaker that is fluent to use two languages, called bilingual.
Steinberg and Sciarini (2006) said that a person called bilingual, if he or she knows two reasons. The first is two languages in the same modality, for example two speech—based languages; spoken English and spoken Bahasa.
The second is two based on different modalities, for example spoken German and American Sign Language. In addition, Steinberg and Sciarini (2006) also said that basically they are two conditions to know a person may become bilingual; the two languages can be acquired sequentially and simultaneously.
Sequentially is a process of acquiring another language after they acquired the first language is well-established. Sequential process occurs when a second language is introduced after the first language is well-established (generally after the age of three). Children may experience sequential acquisition if they immigrate to a country where a different language is spoken. Sequential learning may also occur if the child exclusively speaks his heritage language at home until he begins school, where instruction is offered in a different language.
Simultaneously it is process of acquiring two or more languages at the same time. Simultaneously occurs when a child is raised bilingually from birth. It is generally done by bilingual parents to their children.