PSYCHOLINGUISTICS PARADIGM: INTERACTIONIST

PSYCHOLINGUISTICS PARADIGM: INTERACTIONIST

Development of language acquisition theory in this century have been influenced by the development of psychology Omega (in Yulianto, 2007: 10-11). In psychology there are two streams which contradicts the basic principle, namely behaviorism and cognitivism. The second stream is influence in language learning experts looked at how a young man learning the language.

About how people acquire or learn the language, Ellis (in Yulianto, 2007:10-11) expressed the view that there are three groups, namely (1) the views of behaviorism, (2) view of nativism, and (3) view of interactionism. More details, description of the three views can be seen below:

2.1.1 The views Behaviorism

According to this view of language activity is influenced by the flow of psychological behaviorism, which is a series of stimuli (stimulus) and response (response). According to behaviorism, language is considered as a part of human behavior, like other behaviors.Therefore, learning must be done through the stimuli Brown (in Yulianto, 2007:11). Learners in this case regarded as a machine that produces language with lingkngan regarded as the determining factor, namely as a stimulus. To that end, so that children can pronounce certain words, to him shall be given a stimulus in the form of words. According to this concept the child can not say the words that have never heard.

Baraja (1990:31) argues that linguistic behavior with the behavior of others, which is controlled by its consequences. If the results of an unpleasant business, it will continue to work behaviors, and conversely, if the results are not favorable, the behavior will be abandoned. In other words, if there is the blessing of a suitable reinforcement, the behavior will change. This is what the learned, because the core of learning is a change in behavior.

The views nativism

This view emphasizes the active role of learners. The role of imitation and reinforcement becomes meaningless. Chomsky states that knowledge of one’s native language is derived from the universal grammar that determines the basic forms of natural language.

Universal Grammar has been there in every person as a set of innate linguistic principles that made up the initial state which controls the form of a speech sentence. Thus, the universal grammar is a set procedure to connect the discovery of general principles that the data provided by exposure to natural language.

The mentalist believes that every child born has had a number of capacity or potential of language. The potential of this language will evolve when the time comes. (Brown, 1980: 21) assumes that every child born has had what they called LAD (Language Acquisition Device). Completeness of this language contains a number of congenital hypothesis. McNeill (Brown, 1980: 22) states that the LAD consists of: (a) the ability to distinguish sounds of language with other sounds, (b) ability to organize linguistic units into a number of classes that will be developed later, (c) knowledge of neighbor language system is possible and the impossible, and (d) ability to use language system that is based on the assessment of the development of the linguistic system, thus can give birth to a system that may be felt outside of the data found linguistics.

The views interactionism

This view assumes that language acquisition is the result of interaction between mental ability learners with language environment (Ellis, 1986: 126). The interaction between the two is the manifestation of the actual verbal interaction between the learners with others.

Interactionism approach by van Els (in Yulianto, 2007: 24) calls a procedural approach, where the approach is the interaction between internal factors with external factors are central. In the view of interactionism, interaction between internal factors with external factors are central. The starting point of this approach is the cognitive abilities of children in discovering the structure of language in surrounding areas. Good understanding and language production in children is seen as a system of discovery procedures are constantly evolving and changing.