Baby Language Adaptation In Sukabumi As The Baby Environment

Baby Language Adaptation in Sukabumi as the baby environment

1. Background of Study Along with the child growing process, the children language adaptation process and dialect of a new environment was always happen in natural way. This has been became a central issues for language adaptation.

Children language

adaptation and dialect will naturally improved until certain age of growth, they could learn so many complicated language structure. Language adaptation which the writer intended is a new environment of language. This new language environment is a new environment of language which different from which the baby was born. Along with children language acquisition of first language, the language adaptation will also develop according to several factors of children needs. There are several ways that we could use to do research in language development, such as a. Diary Diary is one way to tracking down the language development in children age. b. Parent Parent could participate in children language adaptation by giving word which earn by their children in their first years. These were meant to control and improving children knowledge. c. Observation is an affective way for a number of children to earn their continue language acquisition.

d. The interview was done by digging the source of the children language indirectly e.

The experiment technique was done by forcing the children to produce words or point out a picture with auditory influence.

f. Longitudinal This was needed to answer several questions. g. Cross Sectional This is where several question such as how did children age 2, 3, and 4 years old interpreting passive sentences. Developing of utterance perception was done by focusing the attention to the first sound which came out from them. By using Habitation technique, children by 0 to 5 years old starts to utter several utterance such as ba and ma. This process continued for one year. By the age of 18 – 20 month they started to know about 50 words and by the age of two years, mostly the y know and mastering 200 – 300 words. Meanwhile, the hearing process by the age of 18 – 20 month, baby starts thinking of many new sounds to differentiate voices by using High Amplitude Sucking Paradigm Design (HASP). By the age of 6 – 18 month baby can be tested by using conditional Procedure Head turn Procedure which is a stimulus sound which given over and over again to the baby. When they was introduced to a contras sound, this process was followed by Distracter Animation Visual which placed by the side of the baby eye sight. In the end, by using this method the baby will learn how to anticipate changing of voices which triggered their visual sight and attract the children to look awhile when they heard the voice was changed. The first lexicon was more like a noun for children who

learn English. This noun was more likely becomes an example of what we called as Basic Level Categories. In making a sentence the children start to put words together into two sentences with two words that hat elementary characteristic. The word that they put in one level was united in one short expression and usually not complete. In express the language structure nearly without structure in selection. They have diversity in languages. The diversity in expressing sentences by using negative words, asking question was caused by integrity factor, progress and children linguistic ability. In children language acquisition research, especially their first language concluded several factors which related with their mental exchange and the children language behavior change. 1.2 Research problem •

How does a child in the age 3-5 years acquire their first language?

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How a child adopt their language in sukabumi

1.3 purpose of research •

Knowing the first language that acquire by a child in the age 3-5 years old.

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Knowing a child in adopting their language in Sukabumi.

1.4 Definition According to Genitives Cognitive theory from Noam Chomsky (1959), human brain was genetically already prepared for language acquisition. In order to produce language, human brain is fully equipped with Language Acquisition Device (LAD) Chaer, 2003: 108).

This second language usually refers to language learning, linguist believed that the second language could be obtain just with learning process with purpose and full consciousness. They think that this language could be obtained in the formal way through formal education and informal in the neighborhood where the person lived. This condition was very different with language acquisition as the first language (FL) or mother tongue language. This mother tongue language were obtain with naturally and without conscious in the environment where the individual live. Whether they lived In bilingual or multilingual society. (Chaer and Lionie, 1995). Caron (1992:1) mentioned that psycholinguistic or language psychology is “the experiment of study of psychological process through which a human subject acquires and implements the system of a natural language.” This also mentioned by (Clark and Clark 1977, Tanen Hous 1989 in Gleason and Ratner 1998:3) giving a brief border about psycholinguistic. They said that psycholinguistics is “The field of linguistic or the psychology of language is concerned with discovering the psychological process by which human acquire and use language.” 1.5. Review On Repetitive To Literary During the 1960s, Chomsky’s theorizing about innate language knowledge had a dampening effect on the study of experiential input, both language and environmental, with respect to the learning language. A sort of mystical aura dominated the field. Language was not ‘learned’ but somehow mysteriously ‘acquired’. Typical of views at the time was that of the language philosopher, Jerry Fodor. At a talk at the University of Hawaii in 1965 (which the first author attended), he suggested that a child could learned

language simply by being exposed to sentences, with little or no necessity for relevant environmental stimuli (objects, events, situations). Parentese (coined by the first author in Steinberg, 1993, p.22) is the sort of speech that children receive when they are young. Parentese is also referred to as ‘Motherese’, ‘caregiver speech’, ‘Adult-to-Child Language’ (ACL) (Reich, 1986), and as ‘ChildDirected Speech’ (CDS) (Pine, 1994). All of these terms take into consideration the fact that the child receive input from many sources – mother, father, siblings, relatives, friends, etc (Nwokah, 1987; Bavin, 1992) – and that such input has special linguistic characteristic. There are many social situations in which a second language is learned. Basically, we can cover the most important of them according to two categories, the natural and the classroom. The natural situation in which a second language is learned is one which is similar to that in which the first language is learned. It can involve social situations such as that of family, play, or the workplace. The classroom situation involves the social situation of the school classroom. Each of these types of social situations has its own advantages and disadvantages. The newborn infant finds itself in both an external physical world and an internal world, each of which it seeks to understand. The baby experiences the physical world through its senses and apprehends a number of basic entities: objects, events, and situations. Through psychological operations the baby assigns attributes and evaluations to such entities. Familiar entities and psychological assignments are apprehended by the baby in seeking to understand its mental experience concerning hunger, taste, pain, formulating motives, etc.

It is the proposition, with other propositions, with its predicates, arguments, and quantifiers, and their interrelations with other proposition, that is the essence of a system of thought which in turn can be modified by other thoughts. Such a propositional structure is universal to all human being, as are the operations for identifying and developing the elements which fill those structures. It is only after babies have perceived some of the basics of the myriad aspects of the world before them that they begin to learn language. The child then begins to realize, through listening to speech in conjunction with objects, situations, and events in the environment (physical and subjective), that such speech may relate to propositional structures or their parts in thought. This, in turn, motivates the child to postulate lexical and grammatical structures so as to better comprehend the meaning of what people say.