Minggu, 29 Mei 2011

NEGOTIATION OF MEANING (DESY PUTRIANI-0743042006)

NEGOTIATION OF MEANING


(Second Language Acquisition Assignment)




By:

Name : DESY PUTRIANI
SRN : 0743042006
P.Study : S1.Pend.B.Inggris (NR)
Lecturer : Drs. Heri Yufrizal, M.A., Ph.D






ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
UNIVERSITY OF LAMPUNG
2009/2010



ACKNOWLEDGE


Nowadays, language is a tool which used by people for communication in order to share or exchange their feeling. All interaction and activities in our life will run language. Someone can send message to other people in doing the activity. Without language we cannot send message, or express their idea. English is an International language for communication in societies all over the world. In Indonesia, English assumed as the first foreign language. We should master English as a foreign language, in order to make us easy in using English for communication with other people in the world. English becomes one of the compulsory subjects in Indonesia, starting fro elementary, junior high school, senior high school up to university level.

In every country where English is being learned as the foreign language, it is going to be difficult to make use it as well as their language. Especially, in Indonesia having so many tribes and also having different mother tongue, this is believed has become difficult to acquire English even they need to master Indonesian as well. Therefore, the linguistics is attracted to investigate the way how people acquire the language.

Second language acquisition is the study of how learning creates a new language system with only limited exposure to a second language (Yufrizal, 2007). By considering this, the writer believes that the language learner where English is as the second language will face some difficult things to acquire the language as well as native. The proficiency is not as good as people who live in the country who use it as their language. Therefore, they will create a new system so that they can master it.
SLA does come into play in Holland's scheme insofar as it is represented by "communicative language theory." When it comes to issues of language teaching and learning, the instructional designers and language teacher are concerned with effectiveness of instruction, usability of interface, authenticity of lesson content and what we might call 'pedagogical correctness,' such as adhering to the tenets of communicative language theory, if that is the guiding philosophy (Holland, 1995, p. 233).
I. INTRODUCTION


Since English is not easy, people try so many things in order to be able become proficiency in using it. Thus, they apply so many ways so that they are able to comprehend the meaning being said by the speaker. For example, it is the conversation between two speakers who have low ability in speaking English;
A : I bought a new car yesterday
B : You brought a new car yesterday
A : No, I bought a new car yesterday
B : sorry you bought or brought a new car yesterday?
A : I bought not I brought
B : Oooh,, You bought it

By observing this conversation, we can see that B has misunderstanding toward the words being said by A, and then B asks clarification from A. This way commonly happens in every circumstance where people try to communicate in English. That is what we call Negotiation of Meaning. But those errors are not totally broke the communication what the pioneer of education calls global errors. That ways is assumed as the technique to acquire the language by using the new system in order for easily to get the language.
Negotiation of meaning is a process that speakers go through to reach a clear understanding of each other. For Example: Asking for clarification, rephrasing, and confirming what you think you have understood are all strategies for the negotiation of meaning.
In the classroom Information gap activities such as jigsaw readings or listening, group story building, spot the difference and communicative crosswords are examples of activities that give learners the opportunity to develop their communicative competence through negotiation of meaning as they share information.


In SLA process L2 is acquired through learners' interaction in the target language because it provides opportunities for learners to: (a) comprehend message meaning, which is believed to be necessary for learners to acquire the L2 forms that encode the message; (b) produce modified output, which requires their development of specifics of morphology and syntax; and (c) attend to L2 form, which helps to develop their linguistic systems (Krashen, 1982; Larsen-Freeman & Long, 1991; Nobuyoshi & Ellis, 1993; Pica, Holliday, Lewis, & Morgenthaler, 1989; Swain, 1985; Swain & Lapkin, 1995). Following from these assumptions about L2 acquisition, one can specify the observable features of learner language that should be ideal for acquisition. Features include signals which focus attention on language, and which may elicit a repetition or an expansion of previous language. These types of moves, which focus attention on language by repeating, recasting, and expanding on prior language, these are believed to be beneficial for SLA and therefore identification of such sequences has been a means of investigating the quality of particular L2 tasks for acquisition. Example 1 illustrates these types of linguistic exchanges that have been identified in SLA research.

When an individual student had completed a message and was satisfied with it, he or she would send it to the rest of the class. Others would be doing the same thing, each at his or her own pace. The result is a written conversation with contributions from all or many of the members of the class, as shown in Example 2.
Example 1. Negotiation of meaning through oral interaction which occurred while ESL learners were working on tasks assigned by a researcher (Pica, 1994)
Exchange A

NS: I have a piece of toast with a small pat of butter
NNS: hm hmm
NS: and above the plate
NNS: what is buvdaplate?
NS: Above NNS: above the plate
NS: yeah not up as if you are sitting at the table it would be farther away from you than the plate
NNS: hm hmm
(discussed in Pica, 1994, p. 512)

Example 2
Exchange B

NS: it's a rectangular bench
NNS: rectangular?
NS: yeah it's in the shape of a rectangle with um you know a rectangle has two long sides and two short sides
NNS: rectangle?
NS: re-rectangle it's it's like a square except you flatten it out
NNS: square except
NS: uh a rectangle is a square
NNS: Uhuh
NS: except a square has four equal sides
NNS: Yes
NS: a rectangle has two sides that are much longer and two sides that are much shorter
NNS: OK
(discussed in Pica, 1994, p. 512)

II. FRAME OF THEORIES

A. Input and Output
There are two important differences between comprehensible input and comprehended input. First, the former implies the speaker, rather than the hearer, controls the comprehensibility. With comprehended input, the focus is on the hearer (the learner) and the Second is extent to which he or she understands. In Krashen’s sense of the word taken from Yufrizal (2007), comprehension is treated as a dichotomous variable; something is either understood or it is not. He was apparently using the most common meaning of the word, whereas in this sense we refer to comprehension as a continuum probabilities ranging from semantics to detailed structure analysis.

B. Intake
Yufrizal (2007; 76) states that intake is the process of assimilating linguistic material; it refers to the mental activity that mediates input and grammar. Gass (1998) refers to intake as selective processing. Intake is not merely s subset of input. It is the intake component that psycholinguistic processing takes place. That is, it is where information is matched against prior knowledge and where, in general, processing takes place against the backdrop of the existing internalized grammatical rules.

C. Integration
Gass and Slinker (1994) outlined four possibilities for the outcome of input. The first two take place in the intake component and result in integration, the third takes place in the integration component, and the fourth represents input that exist the system early in the process.

D. Negotiation of Meaning in Interaction
Yufrizal (2007; p.80) states Negotiation of meaning is defined as a series of exchange conducted by addressors and addressees to help themselves understand and be understood by their interlocutors. In this case, when native speakers (NSs) and non native speakers (NNSs) are involved in an interaction, both interactants work together to solve any potential misunderstanding or non understanding that occurs, by checking each others’ comprehension, requesting clarification and confirmation and by repairing and adjusting speech (Pica, 1988).
Varonis and Gass (1985) proposed a simpler model for the exchanges that create negotiation of meaning. The model consists of four primes called:
a. Trigger (T) Which invokes or stimulates incomplete understanding on the part of the hearer.
b.Indicator (I), which is the hearer’s signal of incomplete understanding.
c. Response (R) is the original speaker’s attempt to clear up the unaccepted-input, and,
d. Reaction to the response (RR), which is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair before.

E. The Roles of Negotiation of Meaning in Second Language Acquisition
Every researcher will have their own definitions and description of negotiation of meaning. It shows that interest in the study of negotiation of meaning has developed rapidly. Beside the forms and definition of negotiation of meaning, researchers also vary in their perception of the role of negotiation of meaning in second/foreign language acquisition. Pica (1996) admits that although there has been no empirical evidence of a direct link between negotiation of meaning and second/foreign language development, research studies in negotiation of meaning for the last two decades have shown that there are two obvious contribution of negotiation of meaning to second language acquisition. Firstly, through negotiation of meaning (particularly in interaction involving native speakers) nonnative speaker obtain comprehensible input necessary for second language acquisition much more frequently than in interactions without negotiation of meaning. Secondly, negotiation of meaning provides opportunities for non native speakers to produce comprehensible output necessary for second language acquisition much more frequently than in interactions without negotiation of meaning.

III. ANALYSIS

Example 1

This is a conversation between two students in the school taken from 3rd grade of Senior High School. Both of them are in the same level in English Low and Low; the first student (A) wants to look for a girl, he falls in love with the girl that they look in the canteen, but the second students (B) feels misunderstanding about the characteristic of that girl.

(A) : Excuse me B (TU)
(B) : Yes A, what can I do for you? (TU)
(A) : No, thank’s , I just…hmm I just want to ask you something (TU)
(B) : About what? (TU)
(A) : Hmm..Actually I will ask…(shyly) (TU/T)
(B) : Ask what? (TU)
(A) : Hmm..I will ask you, have you seen a girl who stands in front of the canteen before? (whispering) (TU/T)
(B) : Sorry..louder please..(S)
(A) : ssstt.. Have you seen a girl before? (R)
(B) : a girl..(R)
(A) : Yeah a girl who have an unique characteristic in the chin (R)
(B) : a thin girl.. are you sure? (S)
(A) : yeah..a beautiful chin girl.. (T)
(B) : Oh..a beautiful girl, she through the canteen before she goes to the class, a girl who has a thin body isn’t she? (S)
(A) : No,, not thin but chin,, chin..C-H-I-N..her chin is very unique (T)
(B) : Oh I see..a girl who has beautiful chin all right, she has an unique chin, but her body is not thin. She is my neighbor, so what?? (TU/R)
(A) : hehe..he.. I like her so much,, can you send her telephone number to me (S)
(B) : huuu..it’s ok, I can send to you..(TU)
(TU)(A) : hehehe….thank you very much
(B) : You’re welcome (TU)


Trigger (T) : Sound that can make misunderstanding
Signal (S) : Confirmation Check, Clarification Request
Response (R) : Self Repetition
Follow up (TU) : Statement showed understanding



Example 2
(T) C: Can you tell me where is the mamous place in Jakarta?
(I) J: What “mamous”?
(R) C: Sorry, I spell it wrong. It’s famous.
(TU) J: Oh I know,,one of the famous places in Jakarta is National Monument (Monas)


Example 3

The Chinese student asked about sumo wrestling, instead of verbally describing the term, the Japanese student demonstrated sumo wrestling through gestures and successfully conveyed the meaning.

(T) J: I introduce sumo wrestling … sumo wrestling is traditional Japanese sport.
(I) C: Pardon?
(R) J: Sumo wrestling … like … like … (J looked at the student sitting next to him, then both of them stood up and
began demonstrating sumo wrestling.)
(RR) J: Ahh … yeah … I’ve seen that on TV. It’s Japanese wrestling.

Trigger (T) : Sound that can make misunderstanding
Signal (S) : Confirmation Check, Clarification Request
Response (R) : Self Repetition
Follow up (TU) : Statement showed understanding

Analysis

Based on the conversation above, the writer analyze there are so many negotiation of meaning done by the speakers. They tried to clarify each words which probably difficult to be understood so that the conversation can run well. It commonly happens with Indonesian’s students whereas English is a foreign language. Nevertheless, the writer believes that negotiation of meaning is a part of learning the language. That is one of ways to acquire the language directly, consciously/unconsciously.
Students in Example 1 are both in the same level of proficiency in English. They are talking about the characteristic of a girl. They try to negotiate the meaning when they find the difficulties in comprehending the aim of the speakers. As stated above there are T (Sound that can make misunderstanding), S (Confirmation Check, Clarification Request), R (Self Repetition), Follow up/TU (statement showed understanding). They are the symbol of negotiation of meaning.
While Students in the Example 2 are both in the different level of proficiency in English High and Low. The student asks about one of the favorite places in Jakarta. Then the other student has a mistake in spelling M-A-M-M-O-U-S not F-A-M-O-U-S. This is simple example, the writer gave the picture containing the material so that the speakers speak through jigsaw technique without reading the text but choose question by themselves.Since, they spoke without any helping text only a picture given by the writer, they made many negotiation of meaning believed as the way to grasp the second/foreign language. In Example 3, The Chinese student asked about sumo wrestling, instead of verbally describing the term, the Japanese student demonstrated sumo wrestling through gestures and successfully conveyed the meaning. Hence, the writer believes that this is not only happening in English as foreign language circumstance but also happening in the place where English has become the second language. Therefore, the writer assumes that negotiation of meaning is naturally happen for the people who are speaking in not their mother tongue.



IV CONCLUSION

Despite the fact that negotiation of meaning does not automatically lead to language development, this paper highlights that it can be a potential forum for language development. There are at least two qualities of negotiation of meaning accounting for this. The first concerns the type of indicators the learners used to signal their incomplete comprehension. By using direct indicators, the learners create linguistic urgency, pushing their partner to further develop the language. The second is related to the learners’ active involvement, which can be supported through the use of embedded negotiation of meaning.

All negotiation of meaning sequences were identified using the model developed by Varonis and Gass (1985) and revised by Smith (2003). As defined in the model, negotiation of meaning sequences consist of two parts: trigger and resolution. The trigger is the utterance or portion of an utterance on the part of the speaker that results in some indication of non-understanding on the part of the listener (Varonis & Gass, 1985, p. 74) as shown in Excerpt 3. Many types of triggers have been reported in the literature including lexical, syntactic, content, task related triggers (Smith, 2003); discourse, phonetic, language complexity, task complexity by Doughty (as cited in Gonzalez-Lloret, 2003), and any aspect of the discourse including as a question and as neither a question nor an answer (Varonis & Gass, 1985).

Many teachers still seem to have a propensity to hold a product oriented view, putting the emphasis on language development as the product of what is taught (Ellis, 1984). On the other hand, process oriented teaching, which sheds light on the significance of the development of the internal process in learning, has not been fully taken into account.

In SLA, it is argued that “teaching does not and cannot determine the way the learner’s language will develop” (Ellis, 1985, 1994, cited in Skehan, 1996) as learners develop their own natural processes. Given this fact, a question highly pertinent to roles of teaching is how teaching can nurture this internal process.

Process in second language development involves three senses as Ellis (1984) proposes: (a) the developmental process, (b) process as interaction, and (c) process as mental operation. It is particularly the second process, to which tasks based teaching can contribute.

Long (1983) identifies three strategies in negotiating meaning: (1) comprehension checks – checking whether the interlocutor has understood something, (2) confirmation checks
– ensuring whether s/he has heard or understood something the interlocutor said, and (3) clarification request – requesting help in understanding something the interlocutor said.

The model represents four fundamental functions of the utterances: T (Trigger) ---- I (Indicator) --- R (the speaker’s Response) --- RR (Reaction to the Response) First, (T) Trigger is the utterance on the part of the speaker, which results in some indication of non-understanding on the part of the hearer. Second, (I) Indicator is the one on the part of the hearer that pushes down the conversation rather than impels it forward. Third, (R) Response is the speaker’s response acknowledging the non-understanding in some way. Fourth, (RR) Reaction to the response is an optional element.

Gass (1997: 131) argues that negotiation serves as “a means of drawing attention to linguistic form, making it salient and thereby creating a readiness for learning.”

Rabu, 25 Mei 2011

Tri Wahyudi (0853042041) second language acquisition (SLA)

AN INTRODUCTION TO SECOND LANGUAGE ACQUISITION
(SLA)

“NEGOTIATION OF MEANING IN SECOND LANGUAGE ACQUISITION”



Created by :
Tri Wahyudi
(0853042041)












THE FACULTY OF TEACHER TRAINING AND PEDAGOGY
LAMPUNG UNIVERSITY
2011



ACKNOWLEDGE

The major distinction between integrationist and natives theories of SLA is that scholars such as Krashen emphasize comprehensible target language input which is one-way input and, on the contrary, interactions acknowledge the importance of two-way communication in the target language (Ariza and Hancock, 2003).

Integrationists agree that Krashen’s comprehensible input is a crucial element in the language acquisition process, but their emphasis is on how input is made comprehensible (Lightbown and Spada, 1998, p. 29). Moreover, Krashen distinguishes between language acquisition and language learning; however, this paper will focus mainly on Long’s theory of SLA.

This discussion will focus primarily on the interaction hypothesis proposed by Long. The following sections will highlight the main claims advanced by Long and discuss them critically in light of other competing perspectives on SLA and consider its EFL pedagogical implications.

In every country where English is being learned as the foreign language, it is going to be difficult to make use it as well as their language. Especially, in Indonesia having so many tribes and also having different mother tongue, this is believed has become difficult to acquire English even they need to master Indonesian as well. Therefore, the linguistics is attracted to investigate the way how people acquire the language.

Second language acquisition is the study of how learning creates a new language system with only limited exposure to a second language (Yufrizal, 2007). By considering this, the writer believes that the language learner where English is as the second language will face some difficult things to acquire the language as well as native. The proficiency is not as good as people who live in the country who use it as their language. Therefore, they will create a new system so that they can master it.

In this opportunity, the writer tries to investigate how people communicate in English whether there are ways when they find difficulties in acquiring the meaning is used. Because each communicator will have their own strategies to negotiate when they don’t understand what people say to them?

This is also as the requirement in having semester test. But, before we elaborate it deeply, i must say thanks to Almighty Allah who always gives us changes to learn everything in the world. Not only our God but we also thank to the greatest prophet Muhammad SWT as the leader of Muslim. Honestly, we cannot comprehend this subject without our beloved lecture therefore we also thank to our best lecture Mr. Hery Yufrizal, M.A.,Ph.D as the Second Language Acquisition lecture who has given his merciful in teaching us this subject patiently. This whole material is taken from his book; the title is An Introduction to Second Language Acquisition.


I. INTRODUCTION


This subject it is expected that the students know, comprehend and master that the interaction plays an important role in the development of second language learning. The interaction, particularly that which involves native speakers provides opportunities for nonnative speaker to gain comprehension input. The comprehensible input can be gained through the modification and negotiation of meaning with the native speakers. Nonnative speakers also have the opportunity to produce modification output by getting the responses from the speakers.

Since English is not easy, people try so many things in order to be able become proficiency in using it. Thus, they apply so many ways so that they are able to comprehend the meaning being said by the speaker. For example, it is the conversation between two speakers who have low ability in speaking English;


Comprehensible input hypothesis was proposed on the basis that second language acquisition would occur if the learner obtains input one level beyond his/her current level of proficiency. Comprehensible output hypothesis works on the basis that second language acquisition takes place if learners are pushed to produce the target language.
Long (1980) studied the input and interaction features of native speakers’ talk to sixteen nonnative speakers contained a limited number of input modifications but extensive interactional structure of conversation were the most important and widely used way of making input comprehensible.






II. FRAME OF THEORIES


A. Input and Output

There are two important differences between comprehensible input and comprehended input. First, the former implies the speaker, rather than the hearer, controls the comprehensibility. With comprehended input, the focus is on the hearer (the learner) and the extent to which he or she understands. In Krashen’s sense of the word taken from Yufrizal (2007), comprehension is treated as a dichotomous variable; something is either understood or it is not. He was apparently using the most common meaning of the word, whereas in this sense we refer to comprehension as a continuum probabilities ranging from semantics to detailed structure analysis.

B. Intake

Yufrizal (2007; 76) states that intake is the process of assimilating linguistic material; it refers to the mental activity that mediates input and grammar. Gass (1998) refers to intake as selective processing. Intake is not merely s subset of input. It is the intake component that psycholinguistic processing takes place. That is, it is where information is matched against prior knowledge and where, in general, processing takes place against the backdrop of the existing internalized grammatical rules.

C. Integration

Gass and Slinker (1994) outlined four possibilities for the outcome of input. The first two take place in the intake component and result in integration, the third takes place in the integration component, and the fourth represents input that exist the system early in the process.

D. Negotiation of Meaning in Interaction

Yufrizal (2007; p.80) states Negotiation of meaning is defined as a series of exchange conducted by addressors and addressees to help themselves understand and be understood by their interlocutors. In this case, when native speakers (NSs) and non native speakers (NNSs) are involved in an interaction, both interactants work together to solve any potential misunderstanding or non understanding that occurs, by checking each others’ comprehension, requesting clarification and confirmation and by repairing and adjusting speech (Pica, 1988).
Varonis and Gass (1985) proposed a simpler model for the exchanges that create negotiation of meaning. The model consists of four primes called:
a. Trigger (T) Which invokes or stimulates incomplete understanding on the part of the hearer.
b. Indicator (I), which is the hearer’s signal of incomplete understanding.
c. Response (R) is the original speaker’s attempt to clear up the unaccepted-input, and,
d. Reaction to the response (RR), which is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair. The model was elaborated into the following figure and excerpt that follows:


E. The Roles of Negotiation of Meaning in Second Language Acquisition

Every researcher will have their own definitions and description of negotiation of meaning. It shows that interest in the study of negotiation of meaning has developed rapidly. Beside the forms and definition of negotiation of meaning, researchers also vary in their perception of the role of negotiation of meaning in second/foreign language acquisition. Pica (1996) admits that although there has been no empirical evidence of a direct link between negotiation of meaning and second/foreign language development, research studies in negotiation of meaning for the last two decades have shown that there are two obvious contribution of negotiation of meaning to second language acquisition. Firstly, through negotiation of meaning (particularly in interaction involving native speakers) nonnative speaker obtain comprehensible input necessary for second language acquisition much more frequently than in interactions without negotiation of meaning. Secondly, negotiation of meaning provides opportunities for non native speakers to produce comprehensible output necessary for second language acquisition much more frequently than in interactions without negotiation of meaning.


III. ANALYSIS

A. DIALOG I

This is a conversation between two people in the school taken from 3rd grade of Senior High School. Both of them are in the same level in English Low and Low;

( TU)Nopri : "Hello Agung, good afternoon!"
( TU)Agung : "Oooooohh, hello Nopri, good afternoon!"
( TU)Nopri : "How are you today?"
( TU)Agung : " I'm fine, how about you?"
( TU)Nopri : "i’m fine thanks.
( TU)Agung : "O right, that's good, what’s up Nopri Is there any good news?
( T)Nopri : "well...agung, can you come to my birthday party in Novotel next Saturday???
( S)Agung : " Pardon....
( R)Nopri : can you come to my birthday party in Novotel next Saturday???
( S)Agung : it hear great, I will come to the party.
( TU)Nopri : "Great! Thanks, now I have to go home, there will be a guest in my home, Good Bye!"
( TU)Agung : "You're welcome, bye!"

Trigger (T) : Sound that can make misunderstanding
Signal (S) : Confirmation Check, Clarification Request
Response (S) : Self Repetition
Follow up (TU) : statement showed understanding


B. Dialog II

This conversation between librarian and student from 1st grade of junior high school. Both of them are in different level in English high and low;
At the Library

( TU )Andy : Good afternoon, Madam, (greeting)

( TU )Librarian : Good afternoon, Andy. What can I do for you? (offering to help)

( T )Andy : I need to get some information on animal cells.

( S )Librarian : Whatttt….?

( R )Andy :the information on animal cells madam, where is it?

( T )Librarian : ooohhh,, I see….it is in the corner of bookcase.

( S )Andy : pardon…

( R )Librarian : in the corner of bookcase…you can see that…???

( TU )Andy : ooohh…all right. Hmmmm…how about map? where is the map madam???

( TU )Librarian : the map??? It is on the table beside the cupboard.

( TU )Andy : on the table beside the cupboard?

( R )Librarian : yes, it is on the table beside the cupboard

( T )Andy : where is the dictionary madam???

( S )Librarian : pardon….

( T )Andy : where is the dictionary???

( S )Librarian : dictionary???

( T )Andy : yes dictionary…

( TU/T )Librarian : oh dictionary, it is beside the book of English literature.

( S )Andy : book of English what?

( R )Librarian : English Literature

( S )Andy : English what??? Can you spell it???

( R )Librarian : L-I-T-E-R-A-T-U-R-E

( TU )Andy : Oh, I see. LITERATURE. Thank you, Madam. (thanking)

( TU )Librarian : you are welcome. (responding to thanks)

Trigger (T) : Sound that can make misunderstanding
Signal (S) : Confirmation Check, Clarification Request
Response (S) : Self Repetition
Follow up (TU) : statement showed understanding


A. Analysis

Based on the conversation above, the writer analyze there are so many negotiation of meaning done by the speakers. They tried to clarify each words which probably difficult to be receipted so that the conversation can run well. It commonly happens with Indonesian’s students whereas English is a foreign language. Nevertheless, the writer believes that negotiation of meaning is a part of learning the language. That is one of ways to acquire the language directly, consciously/unconsciously.
Student in the conversation are both in the different level of proficiency in English. One of them invite to join to his birthday party. They trying to negotiate the meaning when they find the difficulties in comprehending the aim of the speaker. In the dialogue II are both in the different level of proficiency in English high and low. The student want to loan some book and other things to the librarian, so the librarian tell the student where it is.
As stated above there are Trigger (Sound that can make misunderstanding), Signal (Confirmation Check, Clarification Request), Response (Self Repetition), Follow up (statement showed understanding). They are symbol of negotiation of meaning.

The script of The Conversation between Mother and His Son (sunda )
Mother ( M )
Son ( S )

( S ) : mah, hoyong permen
( M ) : tos atuh, ulah permen wae
( S ) : tapi hoyong permen mah
( M ) : engke bilih nyeri waos...
( S ) : moal maah...
( M ) : meser nu sanes wae, ulah permen
( S ) : alim, hoyong permen wae...
( M ) :teu kenging kitu, keudah nurut sareng mamah ya bageur...
( S ) : hikkksss hiikkkss.... uwaaaaaaaaaaaa ( ceurik )
( M ) : atuh kasep ulah ceurik gera...
( S ) : hoyong permeeennnnn......
( M ) :nyak enggeus atuh hiji we nyak kasep?
( S ) : he’euh...
( M ) : hayu urang teun warung mang ujang meli..
( S ) : yeeeeee....horeeeee....
( M ) : dasar budak ai boga kahayang teh ogo kitu...
( S ) : hehehehehehehe (seuri)

BABY TALK

As noted above, baby talk involves shortening and simplifying words, with the possible addition of allured words and non verbal utterances, and can invoke a vocabulary of its own. Some utterances are invented by parents within a particular family unit, or passed down from parent over generations, while others quite widely known.

A fair number of baby talk and nursery words refer bodily functions or private parts, partly because the words are relatively easy to pronounce. Moreover, such word reduce adults discomfort such things without breaking adult taboos.

Some examples of widely-used baby talk words and phrases in English, many of which are not found within standard dictionaries, include:
- baba (blanket or bottle)
- beddy-bye (go to bed, sleeping, bedtime)
- binkie (pacifier (dummy) or blanket)
- blankie (blanket)
- didee ( diaper)
- din-din (dinner)
- icky (disgusting)
- nana (grandmother)
- pee-pee (urinate or penis)
- potty (toilet)
- mama (mother)
- wuv (love)
- yucky (disgusting)
- yum-yum (mealtime)

Moreover, many words can be derived into baby talk following certain rules of transformation, in English adding a terminal /i/ sound is a common way to form a diminutive which is used as part of baby talk, examples include:
- horsey (from horse)
- kitty (from cat or kitten)
- potty (originally from pot now equivalent to modern toilet)
- doggy (from dog)
(“Puppy” is often erroneously thought to be a diminutive of pup made this way, but it is in fact the other way around: pup is shortening of puppy, which comes from French popi or poupée).

Other transformations mimic the way infants mistake certain consonants which in English can include turning /l/ into /w/ as in wuv from love or widdo from little or in pronouncing /v/ as /b/ and /ð/ or /t/ as /d/.

Still other transformations, but not in all language, include elongated vowels, such as kitty and kiiiitty, meaning the same thing, While this is understood by English speaking toddlers, it is not applicable with Dutch toddlers as they learn that elongated vowels reference different words.

Baby talk, teacher talk and foreigner talk

Krashen (1980) input hypothesis has inspired a large amount of research that attempt to find out the relationship between input and interaction in second/foreign language learning. Studies that attempt to prove the influence of comprehensible input in first language acquisition have resulted in term such as baby talk, motherese, care-giver speech and care-talker speech.

Flirtatious baby talk

Baby talk may be used as a form of flirtation between sex partners. In this instance, the baby talk may be an expression of tender intimacy, and may form part of affectionate role play in which one partner speaks and behaves childishly, while the other acts motherly of fatherly, responding in parents. One or both partners might perform the child role.

Baby talk with pets

Many people use falsetto, glissando, and repetitive speech similar to baby talk when addressing their pets. Such as is not commonly used by professionals who train working animals, but is very common among owners of companion pets, This style of speech is different from baby talk, despite in tonal similarities, especially if the speaker used rapid rhythms and forced breathiness which may mimic the animal’s utterances. Pets often learn to respond well to the emotional states and specific commands of their owners who use baby talk, especially if the owner’s intonations are very distinct from ambient noise, For example, a dog may recognize baby talk as his owner’s invitation to play( as is a dog’s natural “play bow”); a cat may learn to come when addressed with the high pitched utterance, “Heeeeeeeerree kitty-kitty-kitty-kitty-kitty-kitty”!.

Rabu, 18 Mei 2011

Second Language Acquisition
(SLA)





Nama : IRMA JUNITA
Npm : 0743042016











STUDY PROGRAM
LANGUAGE AND ART DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
LAMPUNG UNIVERSITY
2010


INTRODUCTION

Negotiation of meaning is defined as a series of exchanges conducted by addressors and addressees to help themselves understand and be understood by their interlocutors. When interactants are involved in an interaction, both interactants work together to solve any potential misunderstanding or non-understanding that occurs by checking each others’ comprehension, requesting clarification and confirmation, and by repairing and adjusting speech. (Pica, 1988).

Varonis and Gass (1985) proposed a simpler model for the exchanges that create negotiation of meaning. The model consists of four primes called:
a. Trigger (T) which invokes or stimulates incomplete understanding on the part of the hearer;
b. Indicator (I) which is the hearer’s signal of incomplete understanding;
c. Response (R) is the original speaker’s attempt to clear up the unaccepted-input; and
d. Reaction to the response (RR), which is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair.

While Pica (1989) suggest that negotiation of meaning basically consist of four interrelated moves: trigger, signal, response, and follow-up moves.


DISCUSSION
Time Allocation : 1 minutes 46 second
Signal Response : 22(twenty two) signal response
Subject : 1. Nurul is a student at 3 grade of junior high school
2. Dian is a student at 3 grade of senior high school
Define Task : Information Gap ( Worksheet)
In this part, we will analyze the process of negotiation meaning occurred in non-native speaker (upper level) and non-native speaker (lower level). This interaction involves two junior high school students. They are given different worksheet and have to complete the information.
Dialog I
Group 1:
1 Nurul : Hi, dian
2 Dian : Hi, nurul
3 Nurul : What are you doing?
4 Dian : I am going to go to cinema.
5 Nurul : What…?
6 Dian : Cinema
7 Nurul : Pardon,, Can you speel it?
8 Dian : C-I-N-E-M-A
9 Nurul : oh, cinema, is it right? (wrong pronunciation)
10 Dian : Yeah, Have you ever visited it?
11 Nurul : I have never visited it.
12 Dian : What do you have favourite film, nurul?
13 Nurul : Sorry,,repeat again?
14 Dian : favourite film, do you know?
15 Nurul : The most favourite film?
16 Dian : Yeah favourite film, can you speel it?
17 Nurul : F-A-V-O-U-R-I-T-E, is it right? (sound slowly)
18 Dian : That’s’ good, favourite
19 Nurul : I like heart to heart film, how about you?
20 Dian : I like harry potter film
21 Nurul : How much do you buy a ticket?
22 Dian : The ticket is about twenty thousand rupiahs.
23 Nurul : How much?
24 Dian : just twenty thousand rupiahs
25 Nurul : Sorry..
26. Dian : Just twenty thousand rupiahs, do you understand?
27 Nurul : Yeah, twenty thousand rupiahs
28 Dian : of course, do you like swimming?
29 Nurul : (pause)…singing?
30. Dian :no,swimming..
31 Nurul : Pardon
32 Dian : no singging but swimming..
33 Nurul : Oh, swimming. Yes, I like very much
34. Dian : that’s nice, same with me. Swimming makes us healthy
35 Nurul : of course Dian
36 Dian : What time do you ussualy swim?
37 Nurul : once a week, and you?
38. Dian : twice a week, do you have a pet?
39 Nurul : hmmmm(pause)
40 Dian : Pets, you know pets?
41 Nurul : You mean pitch?
42 Dian : No, pets
43 Nurul : Can you spell it?
44 Dian : P-E-T-S
45 Nurul : Oh, I know, I have funny cat
46 Dian : Wow, it is amazing
47 Nurul : Ok, dian, I must go now bye
48 Dian : no problem, bye








Analysis of Group I
Statement 1-10
In this case, lower got difficulty in hearing ‘cinema’, so she asked upper to spell that word. It is one of lower’s way to negotiate the meaning.
1 Nurul : Hi, dian
2 Dian : Hi, nurul
3 Nurul : What are you doing?
4 Dian : I am going to go to cinema. (Trigger)
In the statement above, Dian gives a complete sentence to Nurul. It calls by Trigger
5 Nurul : What…? (Explicit Statement or Request for clarification)
In the statement above, Nurul gets of total or partial lack of understanding, so She gives a statement request for clarification to Dian.

6 Dian : I am going to go to Cinema (Repetition of Trigger)
Because of a lack understanding by Nurul, Dian tries to repeat the trigger again, it means that Nurul can hear the statement clearly and well.

7 Nurul : Pardon,,Can you speel it? ( Modification of Trigger)
After Dian repeat the statement above, Nurul is still confused what she said. So the want Dian gives the important clue. Nurul says pardon and asks Dian to speel the word itself. It makes understanding easier.
8 Dian : C-I-N-E-M-A ( Response)
The statement is spelling word of cinema, Dian as a upper attempt to clear up the unaccepted-input. There are some ways of speaker to give a respond. But in this case, She uses the speeling word way

9 Nurul : oh, Cinema, is it right? (Wrong pronunciation) (Reaction to the response)
In the statement above, nurul can get the point what Dian said. She begins to understand of word itself. There is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair.

Turns 10- 20:
10 Dian : Yeah, Have you ever visited it?
11 Nurul : I have never visited it.
12 Dian : What do you have favourite film, nurul? (Trigger)
In the statement above, Dian gives a complete sentence to Nurul. It calls by Trigger

13 Nurul : Sorry,, repeat again? (Explicit Statement or Request for clarification)
In the statement above, Nurul gets of total or partial lack of understanding, so She gives a statement sorry. Sorry means Nurul does not understand what She said and She want Dian repeat the statement for clarification.

14 Dian : favourite film, do you know? ((Repetition of Trigger)
Because of a lack understanding by Nurul, Dian tries to repeat the trigger again, it means that Nurul can hear the statement clearly and well.
15 Nurul : The most favourite film? ( Modification of Trigger)
After Dian repeat the statement above, Nurul is still confused what she said. So the want Dian gives the important clue. Nurul said the most favourite film and The statement is a tag for lack of understanding. She also repeat the statement

16 Dian : Yeah favourite film, can you speel it? (Response)
The statement is Dian asks Nurul to speel the word of favourite, Dian as a upper attempt to clear up the unaccepted-input. There are some ways of speaker to give a respond. But in this case, She uses the speeling word way to make a same understanding about the word itself.
17 Nurul : F-A-V-O-U-R-I-T-E, is it right? (sound slowly) (Wrong pronunciation) (Reaction to the response)
In the statement above, nurul can get the point what Dian said. She begins to understand of word itself. There is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair. She tries to spell the word of favourite but The pronunciation is bad and slowly. But the word is correct favourite

18 Dian : That’s’ good, favourite (Response to confirm the negate)
It means that Dian accept the speeling of Nurul about favourite and Nurul has understood about the meaning itself.
19 Nurul : I like heart to heart film, how about you? (statement)
20 Dian : I like harry potter film (statement)

Turns 21-27:
21 Nurul : How much do you buy a ticket?
22 Dian : The ticket is about twenty thousand rupiahs. (Trigger)
In the statement above, Dian gives a complete sentence to Nurul. It calls by Trigger

23 Nurul : How much? ((Explicit Statement or Request for clarification)
In the statement above, Nurul gets of total or partial lack of understanding, so She aks Dian Questions again “ how much”. It means Nurul does not understand what Dian said and She want Dian repeat the statement for clarification.

24 Dian : just twenty thousand rupiahs (Repetition of Trigger)
Because of a lack understanding by Nurul, Dian tries to repeat the trigger again, it means that Nurul can hear the statement clearly and well. She just repeat focus on twenty thousand rupiahs

25 Nurul : Sorry.. (Explicit Statement or Request for clarification)
In the statement above, Nurul gets of total or partial lack of understanding, so She gives a statement sorry. Sorry means Nurul does not understand what She said and She want Dian repeat the statement for clarification.

26. Dian : Just twenty thousand rupiahs, do you understand? ( Modification of Trigger)
After Dian repeat the statement above, Nurul is still confused what she said. So the want Dian gives the important clue. Dian said just twenty thousand rupiahs and The statement is a tag for lack of understanding. She also repeat the statement

27 Nurul : Yeah..twenty thousand rupiahs (Reaction to the response)
In the statement above, nurul can get the point what Dian said. She begins to understand of word itself. There is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair.
Turns 27-37:
28 Dian : of course, do you like swimming? (Trigger)
In the statement above, Dian gives a complete sentence to Nurul. It calls by Trigger

29 Nurul : (pause)…singing? ((Explicit Statement or Request for clarification)
In the statement above, Nurul gets of total or partial lack of understanding, so She is silent and begin to think about the word itself. Dian asks the word to Dian. She said ‘singing””. It means Nurul does not understand what Dian said and She does mistake furthermore dian said “swimming”

30. Dian : no, swimming.. (Repetition of Trigger)
Because of a lack understanding by Nurul, Dian tries to repeat the trigger again, it means that Nurul can hear the statement clearly and well. She just repeat focus on swimming.

31 Nurul : Pardon.. (Explicit Statement or Request for clarification)
In the statement above, Nurul gets of total or partial lack of understanding, so She gives a statement pardon. Pardon means Nurul does not understand what She said and She want Dian repeat the statement for clarification the word.

32 Dian : no singging but swimming.. ( Response)
After Dian repeat the statement above, Nurul is still confused what she said. So Dian gives the important clue. Dian gives The statement which is a tag for lack of understanding. She also repeat the statement. To get the better word, She said “ no singing but swimming”

33 Nurul : Oh, swimming. Yes, I like very much ( Reaction to the response)
In the statement above, Nurul begins undertanding the word. She gets the point of the word. And She begins replay the question of Dian.
34. Dian : That’s nice, same with me. Swimming make us healthy
35 Nurul : of course Dian
36 Dian : What time do you ussualy swim?
37 Nurul : once a week, and you?

Turns 38- 48
38. Dian : twice a week, do you have a pet? ( Trigger)
Trigger is stimulates incompete understanding on the part of the hearer. Dian asks nurul about the pet.
39 Nurul : hmmmm(pause) ((Explicit Statement or Request for clarification)
In the statement above, Nurul gets of total or partial lack of understanding, so She is silent and begin to think about the word itself. Dian asks to nurul. She said ‘do you have a pet”. But Nurul just silent, It means Nurul does not understand what Dian said.

40 Dian : Pets, you know pets? (Repetition of Trigger)
Because of a lack understanding by Nurul, Dian tries to repeat the trigger again, it means that Nurul can hear the statement clearly and well. She just repeat focus pet.
41 Nurul : You mean pitch? ((Explicit Statement or Request for clarification)


In the statement above, Nurul gets of total or partial lack of understanding, She said pitch. it is the wrong word and pronunciation. There is some different meaning between pitch and pets.
42 Dian : No, pets (Repetition of Trigger)
Because of a lack understanding by Nurul, Dian tries to repeat the trigger again, it means that Nurul can hear the statement clearly and well. She just repeat focus pet

43 Nurul : Can you spell it? ( Modification of Trigger)
After Dian repeat the statement above, Nurul is still confused what she said. So the want Dian gives the important clue. Nurul asks dian to spell the word of pet and The statement is a tag for lack of understanding. She also repeat the word.

44 Dian : P-E-T-S ( Response)
After Dian repeat the statement above, Nurul is still confused what she said. So Dian gives the important clue. Dian gives The statement which is a tag for lack of understanding. She also spell the word P-E-T-S

45 Nurul : Oh, I know, I have funny cat ( Reaction to the response)
In the statement above, Nurul begins undertanding the word. She gets the point of the word. And She begins replay the question of Dian.
46 Dian : Wow, it is amazing
47 Nurul : Ok, dian, I must go now bye
48 Dian : no problem, bye
In this case, lower started to show a progress by saying statement with complete and correct structure, but she made a wrong pronunciation. Then, the upper gave modeling in order to be imitated by lower.
In this case, the lower got difficulty in making question. Then, upper indicated what the lower’s need so that upper told the title of song to lower. In this case, the lower made a wrong pronunciation. She also didn’t understand when upper said ‘pardon me’ in turn. Then, the upper change it into ‘repeat’. Again, the upper gave modeling to say it in right pronunciation.

A Sheet

Language Points
Giving Street Names
It’s on Pine Street
It’s on 2nd Avenue.
It’s on the corner of 2nd and Pine.
Giving Nearby Landmarks
It’s across from the bank.
It’s next to the park.
It’s opposite the library.


Use this map to give your partner suggestions and directions. Ask your partner where you can do the following:
buy some steaks.
see a movie
order some sushi
rent a bike
pick up a bathing suit
get some aspirin
purchase some software
Fill in the name of the buildings that belong in the blanks:
(1) Ming’s Dynasty
(2) Hungry Burger
(3)
(4) Elegant Shoes
(5)
(6) Starlight Videos
(7)
(8) Mike’s Bowling Alley
(9)
(10) Monet Cafe
(11)
(12) Ace Music CDs
(13)
(14) Mark’s Supermarket
(15)
© 2005 www.bogglesworldesl.com













Time Allocation :
Signal Response : 25 (twenty five) signal response
Define task : Jigsaw task
Subject : H is a student at 2 grade of junior high school
L is a student at 3 grade of senior high school
In this part, we will analyze the process of negotiation meaning occurred in non-native speaker (upper level) and non-native speaker (lower level). This interaction involves two junior high school students. They are given different jigsaw and have to complete the information.
Dialog II
Group 2:

1 H : Do you know where I can find a good chineese food restaurant?
2 L : Why don’t you try mings Dynasty? What …?
4 H : you know where Chinese food restaurant?
5 L : Pardon?
6 H : Chinese food restauran?
7 L : you mean cheese food restauran.
8 H : no, Chinese food restaurant.
9 L : yeah, Chinese
10 H : I mean Chinese food restaurant.
11 L : yeah, why don’t you try Ming Dynasty
12 H : Ming Dynasti ? Where is it ?
13 L : It’s on 3rd Avenuve .
14 H : Oh, I know that, soWhere the chineese food
15 L : across from the nigh school
16 H : After that I want to buy some sfeaks, where is it?
17 L : what…
18 H : I want to buy some steaks
19 L : Pardon…
20 H : buy some steaks.
21 L : you want to buy some sticks
22 H : No sticks but steaks
23 L : Sorry…can you spell it?
24 H : S-T-E-A-K-S
25 L : Oh, steaks, It is an italian foods, you can buy in hungry burger
26 H : hungry burger, where is it?
27 L : across from Art gallery, on 3rd Avenve
28 H : ok, by the way, My mother asks me to order some susi, can you explain,
Where is it?
29 L : what you mean?
30 H : I want to buy some sushi…
31 L : Susi??
32 H : yeah, this is name oof food?
33 L : Japanese food
34 H : yeah, of course
35 L : you can buy in Japanese restaurant
36 H : Where Is it?
37 L : Across from post office
38 H : ok, After that I want to purchase some software
39 L : What?
40 H : I want to buy some software
41 L : Pardon
42 H : Software
43 L : you mean sopwet?
44 H : No, software S-O-F-T-W-A-R-E
45 L : oh, Software
46 H : Yeah, the tool of computer.
47 L : You go to the 1st Avenue, it is across from the hospital
48 H : so, is it near from museum?
49 L : no, near from library, behind library
50 H : Oh, how about if I want to rent a bike?
51 L : What
52 H : I rent a bike
53 L : Sorry
54 H : rent a bike
55 L : Bike or big?
56 H : bike, a kind of transportation
57 L : Oh, B-I-K-E
58 H : That right
59 L : You just go on the 1st avenue. It across departement store
60 H : Ok, I want to go now
Thanks for your information
61 L : ok, good bye
62 H : Good bye

Analysis Group 2

Turn 1-15
1 H : Do you know where I can find a good chineese food restaurant? (T) (Trigger)
Trigger is stimulates incompete understanding on the part of the hearer. H asks question to L, the question is where the good chineese food restaurant is.
2 L : What …? ((Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “ What”. It means L does not understand what H said and She want H repeat the statement for clarification.
4 H : you know where Chinese food restaurant? (Repetition of trigger)
In this case, H gives the statement again clearly so, She repeat the trigger and hope that L understand what She said
5 L : Pardon? (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want Dian gives the important clue. L asks H again, L said that “pardon” the word and The statement is a tag for lack of understanding. She also repeat the word.
6 H : Chinese food restauran? (Modification of trigger)
In this case, H repeats the trigger again because L does not understand what she said and L wants H give the clue on the phrase. She just focuses on Chineese food restaurant.
7 L : you mean cheese food restauran.( Response)
In the statement above, L tries to guess the word but the word is misunderstanding. L said “cheese” no” chineese. But H means that chineese food.
8 H : no, Chinese food restaurant. (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So H gives the important clue. L asks H again, L said that “pardon” the word and statement is a tag for lack of understanding. She also repeas the word.
9 L : yeah, Chinese (Clarification of Request)
It means that, L gives the clarification for the H. She begins understand what She said and She tries to says the word”chineese”. However the pronuciation is not well.
10 H : I mean Chinese food restaurant. (Modification of Trigger)
After H repeat the statement above, L has understood and H gives the clues again so, She repeat again the trigger” Chineese restaurant”. She just focus on chineese restaurant.
11 L : yeah, why don’t you try Ming Dynasty (Reaction to the response)
In the statement above, L begins undertanding the word. She gets the point of the word. And She begins replay the question of Dian.She gives the question where chineese restaurant is.
12 H : Ming Dynasti ? Where is it?
13 L : It’s on 3rd Avenve .
14 H : Oh, I know that, so, Where the chinese food?
15 L : across from the nigh school


In this case, lower tried to open conversation and the upper tried to catch what she mean by confirming the statement.

Turns 16- 27

16 H : After that I want to buy some steaks, where is it? (Trigger)
Trigger is the statement wich is the difficult word to understanding by the hearer. It means that, there is the misunderstanding the meaning of word. In this case, The difficult word is steaks.
17 L : what… What …? (Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “ What”. It means L does not understand what H said and She want H repeat statement for clarification.
18 H : I want to buy some steaks (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want Dian gives the important clue. L asks H again, L said that “I want to buy some steaks” the sentence and The statement is a tag for lack of understanding. She also repeats the word.

19 L : Pardon…(Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “ Pardon”. It means L does not understand what H said and She want H repeat the statement for clarification.

20 H : buy some steaks. (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want Dian gives the important clue. L asks H again, L said that “ buy some steaks” the sentence and The statement is a tag for lack of understanding. She also repeat the word. H gives the important phrase.

21 L : you want to buy some sticks (Response)
In the statement above, L tries to guess the word but the word is misunderstanding. L said “you want to buy some sticks. Her understanding is still confused. The word is wrong meaning. L means that” sticks”

22 H : No sticks but steaks. (Response)
In the statement above, L tries to guess the word but the word is misunderstanding. L said “sticks”. But H means that steaks so, the word misunderstanding.L do mistake in guessing the word.
23 L : Sorry…can you spell it?(Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “ Sorry”. It means L does not understand what H said and She want H repeat the statement for clarification.

24 H : S-T-E-A-K-S (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. L asks H again, L said that the pronunciation of the word. S-T-E-A-K-S. the name of italian food.
25 L : Oh, steaks, It is an italian foods, you can buy in hungry burger (Response). It means that L has understood the meaning of sentence and L also gives the clue. L said that It is an Italian foods. L also answers the question from H.
26 H : hungry burger, where is it? (Reaction to the response)
In the statement, H believe L understood what H said so H asks again where Hungry burger is
27 L : across from Art gallery, on 3rd Avenue

Turns 28-37
: 28 H : ok, by the way, My mother asks me to order some susi,can you explain,
Where is it ? ? (Trigger)
Trigger is the statement which is the difficult word to understanding by the hearer. It means that, there is the misunderstanding the meaning of word. In this case, The difficult word is sushi.

29 L : what you mean??(Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “What you means”. It means L does not understand what H said and She want H repeat the statement for clarification. L asks the H about it.
30 H : I want to buy some sushi (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. L asks H again, L said that I want to buy sushi. H repeats the trigger again.
31 L : Sushi? (Response). It means that L has understood the meaning of sentence and L also gives the clue. L also said sushi She speaks aloud it.

32 H : yeah, this is name of food? (Reaction to the response)
In the statement, H believes L understood what H said so H asks again. H gives the important clue”name of japaneese food.

33 L : Japanese food (Explicit Statement or Request for clarification)
In the statement above, L gets of total of understanding, so L repeats the srarement of H”japaneese food””. It means L has understood what H said and She want H repeat the statement for clarification.

34 H : yeah, of course ? ( Reaction to the response)
In the statement, H believes L understood what H said so H asks again. H gives answers yeah, of course. It means that L has gotten the meaning.
35 L : you can buy in Japanese restaurant
36 H : Where Is it?
37 L : Across from post office


Turns 37-49
38 H : ok, After that I want to purchase some software (Trigger)
Trigger is the statement wich is the difficult word to understanding by the hearer. It means that, there is the misunderstanding the meaning of word. In this case, The difficult word is software.

39 L : What? …((Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “What”. It means L does not understand what H said and She want H repeat the statement for clarification. L asks the H about it.

40 H : I want to buy some software (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. L asks H again, L said that I want to buy software. H repeat the trigger again.
41 L : Pardon (Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “Pardon”. It means L does not understand what H said and She want H repeat the statement for clarification. L asks the H about it.
42 H : Software (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. L asks H again, L said that software. H repeas the trigger again.
43 L : you mean sopwet? (Response).

It means that L has understood the meaning of sentence and L also gives the clue. L also said sopwet She speaks aloud it. There is missunderstanding meaning both of them.

44 H : No, software S-O-F-T-W-A-R-E…( Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. L asks H again, L said software. H repeat the trigger again and H speel the word itself.S-O-F-T-W-A-R-E
45 L : oh, Software? (Response).

It means that After h speel the word, L has understood the meaning of sentence and L also gives the clue. L also said software She speaks aloud it. There is no missunderstanding meaning both of them.

46 H : Yeah, the tool of computer. (Reaction to the response)
In the statement, H believe L understood what H said so H asks again. H gives answers yeah, of course. It means that L has gotten the meaning and She gives the clue again” a tool of computer”
47 L : You go to the 1st Avenue, it is across from the hospital (Reaction to the response)
In the statement, H believe L understood what H said so H asks again. L gives answers yeah, of course. It means that L has gotten the meaning after She gives the clue again” a tool of computer”

48 H : so, is it near from museum?
49 L : no, near from library, behind library

.Turn 50- 60

50 H : Oh, how about if I want to rent a bike? (Trigger)
Trigger is the statement wich is the difficult word to understanding by the hearer. It means that, there is the misunderstanding the meaning of word. In this case, The difficult word is bike.

51 L : What (Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “ What”. It means L does not understand what H said and She want H repeat the statement for clarification. L asks the H about it.

52 H : I rent a bike (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. L asks H again, L said that I want to rent a bike. H repeat the trigger again.
53 L : Sorry (Explicit Statement or Request for clarification)
In the statement above, L gets of total or partial lack of understanding, so She asks H Questions again “ Sorry”. It means L does not understand what H said and She want H repeat the statement for clarification. L asks the H about it.
54 H : rent a bike (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. L asks H again, L said that I want to rent a bike. H repeat the trigger again.

55 L : Bike or big? (Response)
It means that L has understood, L tries to guees the word, L gives H choosen Bike or Big.L is confused the word itself.
56 H : bike, a kind of transportation (Modification of Trigger)
After H repeat the statement above, L is still confused what she said. So the want L gives the important clue. H repeat the trigger again.H said that a kind of transportation.

57 L : Oh, B-I-K-E? (Response)

L has understood the meaning of sentence and L also gives the clue. L also speels the word of bike. She speaks aloud it. There is no missunderstanding meaning both of them
58 H : That right (Reaction to the response)
In the statement, H believes L understood what H said so H asks again. L gives answers yeah, of course. It means that L has gotten the meaning after She gives the clue again”that’s right”
59 L : You just go on the 1st avenue. It across departement store
60 H : Ok, I want to go now

Selasa, 17 Mei 2011

baby talk

Analyzing Baby Talk
by : sekardini 0713042011


I. INTRODUCTION

Baby Talk
Baby talk referred to as caretaker speech, infant-directed speech or child-directed speech and informally as "motherese",

"parentese", or "mommy talk", is a nonstandard form of speech used by adults in talking to toddlers and infants. It is

usually delivered with a "cooing" pattern of intonation different from that of normal adult speech: high in pitch, with many

glissando variations that are more pronounced than those of normal speech. Baby talk is also characterized by the shortening

and simplifying of words. Baby talk is similar to what is used by people when talking to their pets (pet-directed speech),

and between adults as a form of affection, intimacy, bullying or condescension.
In this paper, we will analyze baby talk and the input of modifictions from the conversation between a baby and adult. I

recorded videos, which contain of conversation between a baby (two years old) and adult. In this video there is a baby named

Nala. He is a daughter of Mr. andi and Mrs. Niken.Shee is 2 years old. In those videos, we can see Nala’s interaction. She

talked with the members of her family, her mother, her aunt, and her cousin. Here are the conversation scripts.



II. DIALOG TRANSCRIPTION

VIDEO I :
Cousin : Nala, dimana senternya?
Nala : nyih unya nini (ini punya nini)
Cousin : coba idupin
Nala : nti (mati)
Cousin : oh mati.. yuk idupin..
Nala : di aoo aja (di taro aja)
Cousin : ia ditaro. Coba matiin dulu
Nala : ncet
Cousin : Ia pinter di pencet. Udah?
Nala : dah..
Cousin : kalo abis main dita..
Nala : yo
Cousin : jangan nanti ru...
Nala : cak
Cousin : kalo rusak dimarah siapa?
Nala : rah mba nini.. (marah mba nini)
Nala : ada nde.. (ada bude..)
Cousin : mana?
Nala : nyih.. (ini)
Cousin : budenya gendut ya?
Nala : ndut
Cousin : kaya siapa?
Nala : ya ala (kaya nala)
Cousin : ada njing
Nala : bukan, itu pinguin
Cousin : gimana klo anjing? Helii..
Nala : guk..
Cousin : kemari
Nala : guk..
Cousin : ayo lari2.. Nala mam yuk.. udah mam belum?
Nala : ndak au, dah ( tidak mau, sudah)
Cousin : sama apa tadi mamnya?
Nala : itan (ikan)
Cousin : wah ada kepala ini. Kepala siapa ya?
Nala : ala Ala..
Cousin : siapa itu?
Nala : mama
Cousin : mama siapa?
Nala : mama ken (mama niken)
Cousin : ada berapa ini. Itung.
Nala : atu..
Cousin : abis itu du..
Nala : ua.. iga.. (dua.. tiga)
Cousin : ia tiga.. terus..
Nala : empap
Cousin : li...
Nala : ma..
Cousin : habis itu enam.. terus
Nala : njuh.. (tujuh)

VIDEO II:
In this video we can see Nala talked to his aunt and his mother
Aunt : siapa itu yang makan permen?
Nala : ala.. (Nala)
Aunt : siapa yang kasi de?
Nala : di aci nde.. (dikasi bude)
Aunt : enak gak?
Nala : nyak..
Nala : da nini (ada nini)
Aunt : mana mba dini?
Nala : tu..
Nala : ngket.. lap.. (lengket.. lap..)
Aunt : ia lengket permennya. Lap ya..
Nala : da bayon..
Aunt : ya balon.. apa warna balonnya?
Nala : meyah..
Aunt : ya merah.. ada warna apalagi.. kuning ya
Nala : uning.. njo... (kuning.. ijo)
Aunt : pinter.. ada berapa balonnya?
Nala : ua.. (dua)
Aunt : salah, ada sepuluh.. ambil coba balonnya..
Nala : ya.. mbil (ya ambil)
Mom : Nala jelek apa cantik?
Nala : eyek
Mom : kok jelek? Gak cantik?
Nala : ndak eyek..
Aunt : dimana mas nunu?
Nala : nunu owah (nunu sekolah)
Aunt : ini gambar siapa?
Nala : mbar nala.. (gambar nala)
Nala : mah, guk (mama guguk)
Mom : ia ada anjing ya?
Nala : ia heyi (ya heli)
Mom : gimana bunyinya?
Nala : guk..guk..
Nala : mah uwang yok (mah pulang yuk)
Mom : kok pulang? Nanti aja..
Nala : yok uwang.


VIDEO III
Mom : ini siapa?
Nala : ni nini (ini dini)
Mom : ya mba dini..
Cousin : yang mana mba dininya?
Nala : yang nyih.. (yang ini)
Nala : da bembem..
Cousin : bukan itu mobil..
Nala : bembem..
Cousin : mana mas ardi?
Nala : gi bobok
Cousin : bobo ya? Dimana?
Nala : uwah (rumah)
Cousin : wah ada foto Nala ya.
Nala : ya..
Cousin : lucu ya..
Nala : ya.. Nala..
Mom : Nala udah mandi belum?
Nala : dah
Mom : Kapan?
Nala : di agi (tadi pagi)
Mom : harum gak?
Nala : yum..


III. DISCUSSION

Analyzing baby talk
From those three videos, which show the conversation among Nala, his mom, his aunt, and his cousin, first, we can analyze the

baby (Nala) characteristics when he talked to adults.

Nala used short and simple word to communicate. He used about two or three word sentences. For example, nyih unya nini

or mama ncis.
Besides that, from the conversations, we can see that in his age, Nala already can understand what the other persons say

or ask him. It is shown by his response when he talked or communicated with the adults ( his mom, aunt, and cousin).
He also could answer the simple open-ended question which require more than “yes” or “no” answers.

For example: Cousin`: Nala mam yuk.. udah mam belum?
Nala : ndak au, dah (tidak mau, sudah)

Then, Nala could process fairly short or concise instructions from the adult.

For example: when his cousin asked Nala to switch on the lightning, he switched it on.

In the adults’ side (Nala’s mom, aunt, and cousin), we also can analyze their characteristics when they communicated or

talked with the Nala.
1. The adults tried to communicated with Nala in short, simple and clear terms in order to make Nala understand easily. For

example, sudah mam belum? bukan itu pinguin.
2. The adult sometimes could not get what Nala wanted to said. They asked Irja once again to know what he said. So, as an

adult we should use patience when toddler is trying to say something you do not understand. If the child tries several times

to communicate something to you and you still do not understand him, ask him to show you what he means.
3. Besides that, we also can analyze that they tried to attract Nala’s attention when they began to communicate with him.

This helped him heard what the adults were saying, and helped him learned to pay attention when others talked to him. Besides

that, the adults were kneeling or sitting on a low while talking to Nala because getting down to his level to talk

face-to-face with toddler will also get his attention, and indicate that you are interested in him and in what he has to say.
4. Then, the adults encouraged Irja to talk by asking open-ended questions, which require more than “yes” or “no” answer, for

example, Nala, mana senternya? siapa itu yang makan permen? sudah mam belum?

Analyzing input of modifications from the conversation in the video
Besides that, from those videos, we can analyze the input of modifications which appear in the conversation between the baby

(Nala) and adults (his mom, cousin, and aunt). In analyzing the input of modification, we consider that the adult as the

native speaker and Irja as the nonnative speaker.
a. Modification in speech rate, intonation, and speech sound articulation.
In the conversation between Nala and the adults, we can see that there are some modification in speech rate, intonation, and

speech sound articulation. The adults talked to Nala in the slower rate of speech. The adults also exaggerated the

intonation, used fewer contracctions of verb phrase and more careful articulation.
For example: Adult: ya balon.. apa warna balonnya?
When the adult said this sentence, she exaggerated the intonation, and more careful articulation.
The other example is when the adult said, “bukan, itu penguin”. The adult said in the slower rate of speech and used fewer

contractions of verb phrase.
b. Modification of morphology and syntax
We also can find some modifiction of morphology and syntax in the conversation between Nala and adults. We can see it in

those videos that the adults used simple sentences with simple gramatical sructure in their conversation with the baby.
For exampe : Aunt : enak gak?
In that sentence, Nala’s aunt used that simpe sentence with the simpe gramatical. The sentence must be : Bagaimana? Enak atau

tidak? But she simpified it became Enak gak? in order to make Nala easier to understand the sentence.
c. Modification in vocabulary
There are also some modification in vocabulary that we can find in the conversation between Nala and the adults. We can see

that the aduts used less varied of vocabulary to talk to Nala. It is the less number of vocabulary then they usually used to

talk to the adult.
For example: aunt : Nala udah mam?
From that sentence, we can see that Nala’s aunt used less vocabulary. The complete sentence should be “Nala sudah makan atau

belum?


IV. CONCLUSION
We can conclude that toddlers (two years old) communicate with a combination of gestures and grunts, used short and simple

word to communicate, usually used two or three word sentences. They already can understand what the other persons say or ask

him. It is shown by his response when he talked or communicated with the adults. In this age, they also can answer the simple

question and do what the adults instruct them to do.
From the adult’s side, we also can conclude that adults can interact with toddler (in this case two years old) by talking

with and listening to them. Adult usually use short, simple and clear terms to communicate with toddler in order to make them

understand easily. The adults also should get the baby or toddler attention when they want to talk with the toddler. It could

be done by getting down to his level to talk face-to-face with toddler, showing a thing to the toddler when they want to talk

about that thing, and using gesture. This will help the toddler hear what the adults are saying, and help him learned to pay

attention when others talked to him. Next, the adults can encourage toddler to talk by asking open-ended questions, which

require more than “yes” or “no” answers. Through these daily interactions, toddler and adults can develop relationships that

help toddler to learn about themselves and the world. Besides that, there are some inputs of modification such as,

modification in speech rate, intonation, and speech sound articulation, modification of morphology and syntax, and

modification in vocabulary that usually appear in the conversation between adult and baby, in which the adult is like the

native speaker and baby is like nonnative speaker. The adult use some input of modification to make the baby easily to

understand and get the messege from the conversation.
Adults who care for children have a responsibility to create and maintain positive and healthy relationships with them. One

of the most practical and mutually rewarding ways to achieve this goal is through positive communication.




A Discussion of Baby Talk



By

Name : Sekardini
SRN : 0713042011
Subject : Second Language Acquisition






ENGLISH EDUCATION STUDY PROGRAM
ARTS AND LANGUAGE EDUCATION DEPARTMENT
SCHOOL OF EDUCATION AND PEDAGOGY
THE UNIVERSITY OF LAMPUNG
2011

Senin, 16 Mei 2011

Mujiono (0853042026) SLA assignment

AN INTRODUCTION TO SECOND LANGUAGE ACQUISITION
(SLA)

“NEGOTIATION OF MEANING IN SECOND LANGUAGE ACQUISITION”



Created by :
MUJIONO
(0853042026)












THE FACULTY OF TEACHER TRAINING AND PEDAGOGY
LAMPUNG UNIVERSITY
2011



ACKNOWLEDGE

The major distinction between integrationist and natives theories of SLA is that scholars such as Krashen emphasize comprehensible target language input which is one-way input and, on the contrary, interactions acknowledge the importance of two-way communication in the target language (Ariza and Hancock, 2003).

Integrationists agree that Krashen’s comprehensible input is a crucial element in the language acquisition process, but their emphasis is on how input is made comprehensible (Lightbown and Spada, 1998, p. 29). Moreover, Krashen distinguishes between language acquisition and language learning; however, this paper will focus mainly on Long’s theory of SLA.

This discussion will focus primarily on the interaction hypothesis proposed by Long. The following sections will highlight the main claims advanced by Long and discuss them critically in light of other competing perspectives on SLA and consider its EFL pedagogical implications.

In every country where English is being learned as the foreign language, it is going to be difficult to make use it as well as their language. Especially, in Indonesia having so many tribes and also having different mother tongue, this is believed has become difficult to acquire English even they need to master Indonesian as well. Therefore, the linguistics is attracted to investigate the way how people acquire the language.

Second language acquisition is the study of how learning creates a new language system with only limited exposure to a second language (Yufrizal, 2007). By considering this, the writer believes that the language learner where English is as the second language will face some difficult things to acquire the language as well as native. The proficiency is not as good as people who live in the country who use it as their language. Therefore, they will create a new system so that they can master it.

In this opportunity, the writer tries to investigate how people communicate in English whether there are ways when they find difficulties in acquiring the meaning is used. Because each communicator will have their own strategies to negotiate when they don’t understand what people say to them?

This is also as the requirement in having semester test. But, before we elaborate it deeply, i must say thanks to Almighty Allah who always gives us changes to learn everything in the world. Not only our God but we also thank to the greatest prophet Muhammad SWT as the leader of Muslim. Honestly, we cannot comprehend this subject without our beloved lecture therefore we also thank to our best lecture Mr. Hery Yufrizal, M.A.,Ph.D as the Second Language Acquisition lecture who has given his merciful in teaching us this subject patiently. This whole material is taken from his book; the title is An Introduction to Second Language Acquisition.


I. INTRODUCTION


This subject it is expected that the students know, comprehend and master that the interaction plays an important role in the development of second language learning. The interaction, particularly that which involves native speakers provides opportunities for nonnative speaker to gain comprehension input. The comprehensible input can be gained through the modification and negotiation of meaning with the native speakers. Nonnative speakers also have the opportunity to produce modification output by getting the responses from the speakers.

Since English is not easy, people try so many things in order to be able become proficiency in using it. Thus, they apply so many ways so that they are able to comprehend the meaning being said by the speaker. For example, it is the conversation between two speakers who have low ability in speaking English;


Comprehensible input hypothesis was proposed on the basis that second language acquisition would occur if the learner obtains input one level beyond his/her current level of proficiency. Comprehensible output hypothesis works on the basis that second language acquisition takes place if learners are pushed to produce the target language.
Long (1980) studied the input and interaction features of native speakers’ talk to sixteen nonnative speakers contained a limited number of input modifications but extensive interactional structure of conversation were the most important and widely used way of making input comprehensible.






II. FRAME OF THEORIES


A. Input and Output

There are two important differences between comprehensible input and comprehended input. First, the former implies the speaker, rather than the hearer, controls the comprehensibility. With comprehended input, the focus is on the hearer (the learner) and the extent to which he or she understands. In Krashen’s sense of the word taken from Yufrizal (2007), comprehension is treated as a dichotomous variable; something is either understood or it is not. He was apparently using the most common meaning of the word, whereas in this sense we refer to comprehension as a continuum probabilities ranging from semantics to detailed structure analysis.

B. Intake

Yufrizal (2007; 76) states that intake is the process of assimilating linguistic material; it refers to the mental activity that mediates input and grammar. Gass (1998) refers to intake as selective processing. Intake is not merely s subset of input. It is the intake component that psycholinguistic processing takes place. That is, it is where information is matched against prior knowledge and where, in general, processing takes place against the backdrop of the existing internalized grammatical rules.

C. Integration

Gass and Slinker (1994) outlined four possibilities for the outcome of input. The first two take place in the intake component and result in integration, the third takes place in the integration component, and the fourth represents input that exist the system early in the process.

D. Negotiation of Meaning in Interaction

Yufrizal (2007; p.80) states Negotiation of meaning is defined as a series of exchange conducted by addressors and addressees to help themselves understand and be understood by their interlocutors. In this case, when native speakers (NSs) and non native speakers (NNSs) are involved in an interaction, both interactants work together to solve any potential misunderstDavidng or non understDavidng that occurs, by checking each others’ comprehension, requesting clarification and confirmation and by repairing and adjusting speech (Pica, 1988).
Varonis and Gass (1985) proposed a simpler model for the exchanges that create negotiation of meaning. The model consists of four primes called:
a. Trigger (T) Which invokes or stimulates incomplete understDavidng on the part of the hearer.
b. Indicator (I), which is the hearer’s signal of incomplete understDavidng.
c. Response (R) is the original speaker’s attempt to clear up the unaccepted-input, and,
d. Reaction to the response (RR), which is an element that signals either the hearer’s acceptance or continued difficulty with the speaker’s repair. The model was elaborated into the following figure and excerpt that follows:


E. The Roles of Negotiation of Meaning in Second Language Acquisition

Every researcher will have their own definitions and description of negotiation of meaning. It shows that interest in the study of negotiation of meaning has developed rapidly. Beside the forms and definition of negotiation of meaning, researchers also vary in their perception of the role of negotiation of meaning in second/foreign language acquisition. Pica (1996) admits that although there has been no empirical evidence of a direct link between negotiation of meaning and second/foreign language development, research studies in negotiation of meaning for the last two decades have shown that there are two obvious contribution of negotiation of meaning to second language acquisition. Firstly, through negotiation of meaning (particularly in interaction involving native speakers) nonnative speaker obtain comprehensible input necessary for second language acquisition much more frequently than in interactions without negotiation of meaning. Secondly, negotiation of meaning provides opportunities for non native speakers to produce comprehensible output necessary for second language acquisition much more frequently than in interactions without negotiation of meaning.


III. ANALYSIS

A. DIALOG I

This is a conversation between two people in the school taken from 3rd grade of Senior High School. Both of them are in the same level in English Low and Low;

( TU)David: "Hello Jhon, good morning!"
( TU) Jhon : "Oooooohh, hello David, good afternoon!"
( TU) DAVID :"How are you today?"
( TU) JHON : " I'm fine, how about you?"
( TU) DAVID: "i’m fine thanks.
( TU) JHON : "O right, that's good, what’s up Nopri Is there any good news?
( T) DAVID : "well...agung, can you come to my birthday party in Novotel next Saturday???
( S) JHON : " Pardon....
( R) DAVID : can you come to my birthday party in Novotel next Saturday???
( S) JHON: it hear great, I will come to the party.
( TU) DAVID i : "Great! Thanks, now I have to go home, there will be a guest in my home, Good Bye!"
( TU)JHON : "You're welcome, bye!"

Trigger (T) : Sound that can make misunderstand David
Signal (S) : Confirmation Check, Clarification Request
Response (S) : Self Repetition
Follow up (TU) : statement showed understand David


B. Dialog II

This conversation between librarian and student from 1st grade of junior high school. Both of them are in different level in English high and low;
At the Library

( TU )Andy : Good afternoon, Madam, (greeting)

( TU )Librarian : Good afternoon, Andy. What can I do for you? (offering to help)

( T )Andy : I need to get some information on animal cells.

( S )Librarian : Whatttt….?

( R )Andy :the information on animal cells madam, where is it?

( T )Librarian : ooohhh,, I see….it is in the corner of bookcase.

( S )Andy : pardon…

( R )Librarian : in the corner of bookcase…you can see that…???

( TU )Andy : ooohh…all right. Hmmmm…how about map? where is the map madam???

( TU )Librarian : the map??? It is on the table beside the cupboard.

( TU )Andy : on the table beside the cupboard?

( R )Librarian : yes, it is on the table beside the cupboard

( T )Andy : where is the dictionary madam???

( S )Librarian : pardon….

( T )Andy : where is the dictionary???

( S )Librarian : dictionary???

( T )Andy : yes dictionary…

( TU/T )Librarian : oh dictionary, it is beside the book of English literature.

( S )Andy : book of English what?

( R )Librarian : English Literature

( S )Andy : English what??? Can you spell it???

( R )Librarian : L-I-T-E-R-A-T-U-R-E

( TU )Andy : Oh, I see. LITERATURE. Thank you, Madam. (thanking)

( TU )Librarian : you are welcome. (responding to thanks)

Trigger (T) : Sound that can make misunderstDavidng
Signal (S) : Confirmation Check, Clarification Request
Response (S) : Self Repetition
Follow up (TU) : statement showed understDavidng


A. Analysis

Based on the conversation above, the writer analyze there are so many negotiation of meaning done by the speakers. They tried to clarify each words which probably difficult to be receipted so that the conversation can run well. It commonly happens with Indonesian’s students whereas English is a foreign language. Nevertheless, the writer believes that negotiation of meaning is a part of learning the language. That is one of ways to acquire the language directly, consciously/unconsciously.
Student in the conversation are both in the different level of proficiency in English. One of them invite to join to his birthday party. They trying to negotiate the meaning when they find the difficulties in comprehending the aim of the speaker. In the dialogue II are both in the different level of proficiency in English high and low. The student want to loan some book and other things to the librarian, so the librarian tell the student where it is.
As stated above there are Trigger (Sound that can make misunderstDavidng), Signal (Confirmation Check, Clarification Request), Response (Self Repetition), Follow up (statement showed understDavidng). They are symbol of negotiation of meaning.

The script of The Conversation between Mother and His Son (sunda )
Mother ( M )
Son ( S )

( S ) : mah, hoyong permen
( M ) : tos atuh, ulah permen wae
( S ) : tapi hoyong permen mah
( M ) : engke bilih nyeri waos...
( S ) : moal maah...
( M ) : meser nu sanes wae, ulah permen
( S ) : alim, hoyong permen wae...
( M ) :teu kenging kitu, keudah nurut sareng mamah ya bageur...
( S ) : hikkksss hiikkkss.... uwaaaaaaaaaaaa ( ceurik )
( M ) : atuh kasep ulah ceurik gera...
( S ) : hoyong permeeennnnn......
( M ) :nyak enggeus atuh hiji we nyak kasep?
( S ) : he’euh...
( M ) : hayu urang teun warung mang ujang meli..
( S ) : yeeeeee....horeeeee....
( M ) : dasar budak ai boga kahayang teh ogo kitu...
( S ) : hehehehehehehe (seuri)

BABY TALK

As noted above, baby talk involves shortening and simplifying words, with the possible addition of allured words and non verbal utterances, and can invoke a vocabulary of its own. Some utterances are invented by parents within a particular family unit, or passed down from parent over generations, while others quite widely known.

A fair number of baby talk and nursery words refer bodily functions or private parts, partly because the words are relatively easy to pronounce. Moreover, such word reduce adults discomfort such things without breaking adult taboos.

Some examples of widely-used baby talk words and phrases in English, many of which are not found within standard dictionaries, include:
- baba (blanket or bottle)
- beddy-bye (go to bed, sleeping, bedtime)
- binkie (pacifier (dummy) or blanket)
- blankie (blanket)
- didee ( diaper)
- din-din (dinner)
- icky (disgusting)
- nana (grandmother)
- pee-pee (urinate or penis)
- potty (toilet)
- mama (mother)
- wuv (love)
- yucky (disgusting)
- yum-yum (mealtime)

Moreover, many words can be derived into baby talk following certain rules of transformation, in English adding a terminal /i/ sound is a common way to form a diminutive which is used as part of baby talk, examples include:
- horsey (from horse)
- kitty (from cat or kitten)
- potty (originally from pot now equivalent to modern toilet)
- doggy (from dog)
(“Puppy” is often erroneously thought to be a diminutive of pup made this way, but it is in fact the other way around: pup is shortening of puppy, which comes from French popi or poupée).

Other transformations mimic the way infants mistake certain consonants which in English can include turning /l/ into /w/ as in wuv from love or widdo from little or in pronouncing /v/ as /b/ and /ð/ or /t/ as /d/.

Still other transformations, but not in all language, include elongated vowels, such as kitty and kiiiitty, meaning the same thing, While this is understood by English speaking toddlers, it is not applicable with Dutch toddlers as they learn that elongated vowels reference different words.

Baby talk, teacher talk and foreigner talk

Krashen (1980) input hypothesis has inspired a large amount of research that attempt to find out the relationship between input and interaction in second/foreign language learning. Studies that attempt to prove the influence of comprehensible input in first language acquisition have resulted in term such as baby talk, motherese, care-giver speech and care-talker speech.

Flirtatious baby talk

Baby talk may be used as a form of flirtation between sex partners. In this instance, the baby talk may be an expression of tender intimacy, and may form part of affectionate role play in which one partner speaks and behaves childishly, while the other acts motherly of fatherly, responding in parents. One or both partners might perform the child role.

Baby talk with pets

Many people use falsetto, glissando, and repetitive speech similar to baby talk when addressing their pets. Such as is not commonly used by professionals who train working animals, but is very common among owners of companion pets, This style of speech is different from baby talk, despite in tonal similarities, especially if the speaker used rapid rhythms and forced breathiness which may mimic the animal’s utterances. Pets often learn to respond well to the emotional states and specific commands of their owners who use baby talk, especially if the owner’s intonations are very distinct from ambient noise, For example, a dog may recognize baby talk as his owner’s invitation to play( as is a dog’s natural “play bow”); a cat may learn to come when addressed with the high pitched utterance, “Heeeeeeeerree kitty-kitty-kitty-kitty-kitty-kitty”!.