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All Journal LET: Linguistics, Literature and English Teaching Journal Journal International Journal of Teaching and Learning (INJOTEL)
Dofir Dofir
STAI Mempawah
Education Languange, Linguistic, Communication & Media Mathematics Other

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SECOND LANGUAGE ACQUISITION BASED ON GRAMMATICAL RULE FOR THE FIRST SEMESTER OF TADRIS BAHASA INGGRIS DEPARTMENT AT STAI MEMPAWAH Dofir Dofir
LET: Linguistics, Literature and English Teaching Journal Vol 8, No 2 (2018)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v8i2.2398

Abstract

Language acquisition is very similar to the process students  use in acquiring first and second languages. It requires meaningful interaction in the target language natural communication--in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition (Brown, 1970), native speakers can modify their utterances addressed to acquirers to help them understand. Grammatical functions are assigned directly to the underlying representation in a more or less across the board fashion, only taking into consideration the language dependent semantic function hierarchy. This approach bypasses a number of constraints on subject assignment that may be gathered from typological data, and observed from the actual behaviour of speakers. We propose a treatment of Subject assignment on the basis of a combination of semantic factors of the relevant referents and other functional aspects of underlying representations. In Subject (and Object) assignment are now located in the daily diologue, in Mackenzie, J (2004).
SECOND LANGUAGE ACQUISITION BASED ON GRAMMATICAL RULE FOR THE SECOND SEMESTER OF TADRIS BAHASA INGGRIS DEPARTMENT AT STAI MEMPAWAH Dofir Dofir
International Journal of Teaching and Learning Vol. 1 No. 3 (2023): NOVEMBER
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Language acquisition is very similar to the process students use in acquiring first and second languages. It requires meaningful interaction in the target language natural communication--in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. Error correction and explicit teaching of rules are not relevant to language acquisition (Brown, 1970), native speakers can modify their utterances addressed to acquirers to help them understand. Grammatical functions are assigned directly to the underlying representation in a more or less across the board fashion, only taking into consideration the language dependent semantic function hierarchy. This approach bypasses a number of constraints on subject assignment that may be gathered from data, and observed from the actual behaviour of speakers. We propose a treatment of Subject assignment on the basis of a combination of semantic factors of the relevant referents and other functional aspects of underlying representations. In Subject (and Object) assignment are now located in the daily diologue, in Mackenzie, J (2004).
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