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Second Language Acquistion and Its Psycho-cultural Implications
SECOND LANGUAGE ACQUISITION AND ITS PSCYCHO-CULTURAL
IMPLICATIONS
By Dana Waskita
dana_itb@yahoo.com.au
ABATRACT
Bilingualism or multilingualism may imply socioeconomic advantages. But a further
literature study indicates that this may also affect psychological and cultural
viewpoints. The acquisition of second language would significantly influence the
mentality or perceptual framework of the language users. Consequently, this finding
may inspire to the appropriate pedagogical methods in language acquisition.
1. Introduction
2. Language, Culture, and Cognition
Today many people are attempting
to master more than one language. It is 2¶*UDG\ HW DO GHILQHG
undeniable that acquiring two or more ODQJXDJH DV ³D V\VWHP RI
languages may gain some benefits. communication, a medium for thought, a
Being a bilingualist or multilingualist vehicle for literary expression, a social
would imply social and economical institution, a matter for political
advantages. They would be commonly controversy, a catalyst for nation
regarded as a group of people that has EXLOGLQJ´ S +XPDQ EHLQJV DV WKH
higher social status since the acquisition users of language have skill and capacity
of other language requires a tremendous in accepting input, manipulating, and
effort. A part from that, this skill may then producing information about
bring on an income or extra income if phenomenon in the world. The process
the possessors apply it in particular of producing words, arranging them into
occupations such as interpreters, grammatical order that eventually form a
translators, or language teachers. unit that contains meaning involves
Moreover, in this article I would like to cognitive means.
argue that second language acquisition Similarly, culture deals with the
also implies the acquisition of the mental action or process of acquiring
second world view. Then I will try to knowledge and understanding through
reveal how it happens. Furthermore, thought, experience, and the senses.
some suggestions on pedagogical .HVVLQJ VWDWHG³DFXOWXUHLVLQD
methods to assist in the process of cognitive sense, a system of knowledge,
second language acquisition are a composite of the cognitive systems
presented. more or less shared by members of a
VRFLHW\´ S %RWK ODQJXDJe and
UPT-PUSAT BAHASA ITB
Jurnal Sosioteknologi Edisi 16 Tahun 8, April 2009 570
Second Language Acquistion and Its Psycho-cultural Implications
culture share a general idea, i.e. a system out that they have different perception
associated with cognition. on the same phenomenon.
In terms of cognition, different To sum up, a language and culture
cultures and languages, to some extent, may indicate a particular way of
may indicate different procedure of thinking. People from the same language
obtaining knowledge and and culture are likely to have the same
comprehending through line of thinking, cognition. They will probably have
skills, experience, and the sensory similar perception and feeling on
faculty. Kessing (1979) provided an phenomena in the world. On the
evident of a particular phenomenon that contrary, users of different languages
is viewed differently by people from and cultures may differ in expressing the
GLIIHUHQWFXOWXUHV+HVWDWHG³,QFXOWXUH phenomena in the world. It is strongly
DIWHU FXOWXUH RQH¶V SUHGHFHVVRUV DUH influenced by their ways of thinking.
viewed as having gone ahead ³EHIRUH´
along a line of march we are following, 3. Second Language Acquisition and
DQG RQH¶V OLIH H[SHULHQFHV DUH VHHQ DV Cultural Norms
KDYLQJ³OHIWEHKLQG´ ³SDVW´ SDVVHG
Kwaio culture permutes this model by The previous section may lead an
conceptualizing the time periods idea that the mastery of a certain
associated with those who has gone language may reflect the possession of
before (ta?a I na?o µSHRSOHLQIURQW¶ DV knowledge on the culture that involves
being in front of and downward from the cognition of the people as the users of
SUHVHQW´ S 7KLV HYLGHQFH supports the language itself. It means that the
the idea that different cultures may have process of language acquisition implies
different point of view of the same a transferring of culture. Lyons (1981)
phenomenon. VWLSXODWHG ³WKH SURFHVV RI ODQJXDJH
Another authentication of different acquisition is such that the biological
cognition of culture and language transmission of whatever is universal in
variance can be observed from a language is also dependent, for its
linguistic feature. In this case, the mind- success, upon the process of cultural
as-ERG\PHWDSKRU UHIHUUHGWR.HVVLQJ¶V WUDQVPLVVLRQ´ S). Biological
term) can be another hint of how people transmission refers to the genetically
as users of a language perceive transmitted faculties of human mind.
phenomenon in the world. For example, The latter means a system of knowledge
to express that a child is intelligent or and the cognitive systems. The two
clever, English will say the child is elements play an important rule in the
bright. Meanwhile, Indonesian will say acquisition of first language.
anak itu otaknya encer WKHFKLOG¶VEUDLQ Cultural transmission has more
is liquid/watery). English views emphasis in the language acquisition.
cleverness as like light, but Indonesian Some features in linguistic such as
regards it as fluid. The two differences lexical and grammar may involve
of the use of body metaphor may point cultural entities. A word in a language
can represent the perception of the
Jurnal Sosioteknologi Edisi 16 Tahun 8, April 2009 571
Second Language Acquistion and Its Psycho-cultural Implications
language users on the sign or students as second language learners of
phenomenon that is represented. French on a particular topic. The
Similarly, the perception of the language learners were asked to make a
users on gender can be seen from the FRQYHUVDWLRQLQLWLDWHGE\µ'LG\RXKDYH
unit of grammar they use. For example, D JRRGZHHNHQG"¶/LGLFRDWDQG&UR]HW
determiners in some languages found that the typical talk of French did
distinguish an object by attributing not appear since the subjects did not
different determiners of gender. have knowledge of interactional norms
Therefore, the acquisition of a language in French culture. This happened as the
naturally will imply the acquisition of its consequence of different interactional
FXOWXUH /\RQV VWDWHG WKDW ³,I norms between two cultures. Liddicoat
competence in a particular language and Crozet (2001) as cites in Beal study
implies the ability to produce and (1992) revealed that Australians
understand sentences of that language, perceive that the question does not have
then it is unquestionably a part of any purpose of finding detail
FXOWXUH LHVRFLDONQRZOHGJH´ S information from their partner of talk,
Furthermore, it is summarized that but French see it as the question that
full understanding of the several kinds needs detailed answer. Australians tend
of meaning that are encoded in the to give facts rather than opinion while
grammar and vocabulary of a language French prefer to give detail explanation
comes only with a full understanding of including opinions. Dealing with
the culture, or cultures, in which it conversational style or form Australian
operates (Lyons, 1981). It means that do not interrupt the person who is
one cannot be regarded as having talking, but French do. This study has
competence in a language if he or she argued that differences in conversational
has no comprehension on its culture. On style are linked to problems and
the contrary, one who has competence in misunderstandings in both intracultural
more than one language should possess and intercultural interactions.
more knowledge on culture. This is a /LQGLFRDW DQG &UR]HW¶V VWXG\
consequence of second language supports the idea that second language
acquisition that requires the acquisition acquisition should involve the
of cultural norms that exist in the target acquisition of the culture as to succeed
language. in the process of communication. Since
The cultural norms may reflect the culture reflects cognition or the
cognition of the people in the target perception of how people in a
language, and the cultural script of the community view the signs or
second language. The norms include phenomena in the world, second
some notions in interaction that deals language acquisition implicates the
with content and form. The interactional acquisition of another world view.
norms naturally bear some aspects of Therefore, in this context a bilingualist
culture that exist in a community or or multilinguists should have benefit by
nation. Liddicoat and Crozet (2001) gaining such awareness.
studied the conversation of Australian
Jurnal Sosioteknologi Edisi 16 Tahun 8, April 2009 572
Second Language Acquistion and Its Psycho-cultural Implications
4. The Pedagogical Method native speakers of the target language.
Then the learners are asked to
The introduction of culture to reconstruct the correct sequence of the
second language learners could be scrambled-order conversation, and to
problematic. The learning goal would recognize the norms of interaction that
become clouded or lost by the emphasis had been brought to their attention
on culture. To avoid such a deviation during the awareness-raising phase.
occurs, there should be an appropriate After this phase, the learners
method or methods to teach the cultural conducted role-plays of a conversation
norms. Crozet (1996) proposed a on fictitious similar topic using
method in transferring cultural or appropriate target language norms of
interactional norm to second language interaction. During this production phase
learners. The method includes the WKHOHDUQHUV¶UROH-plays are watched by
activity that is divided into four phases: the others or they can be videotaped.
awareness-raising phase, Finally, in the feedback phase the
experimentation phase, production learners comment each other about the
phase, and feedback phase. conversation they have done. The
The awareness-raising phase discussion is established and eventually
involves second language learners to this lead to the understanding that
identify a short list of stereotypes about learning to speak in a foreign language
SHRSOH¶V OHDUQHUV DQG SHRSOH RI WKH is not a matter of simply adopting
target language. Naturally the learners foreign norms of behaviour, but about
identify negative stereotypes of the two finding an acceptable accommodation
cultures. Then the teacher suggests that EHWZHHQRQH¶VILUVWFXOWXUHDQGWKHWDUJHW
stereotyping frequently results from culture.
misunderstanding the different cultural Lidicoat and Crozet found that the
norms speakers used in different learners who have undergone these
countries to communicate with each phases for ten weeks showed the
other. Learners are asked to answer a acquisition of the cultural norm or
TXHVWLRQ LQ WKH OHDUQHUV¶ ODQJXDJH interactional norms for both contents
context then find out the equivalent and form. Although this acquisition of
answer in the target language. This form tended to lose after one-year
activity is aimed to show that the answer completion of the instruction, but the
cannot be easily translated from one contents still remained.
language to another without knowing the Similarly, another method of
appropriate cultural norms in the target transferring cultural norms through
language. The typical answers along second language learning is by giving
with the explanation are provided at the the learners a chance to observe directly
end of this phase. the behaviour of the target language
In the experimentation phase, the native speakers. This method is called
teacher let the learners engage in a behavouristic learning. La Forge (1983)
multimedia task based on unscripted UHFRPPHQGHGWKDW³SURJUHVVLQVHFRQG
videotaped conversation between two language acquisition took place in a
Jurnal Sosioteknologi Edisi 16 Tahun 8, April 2009 573
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