On Routines and Pattren in Language Acquisition and Performance

1. On Routines and Pattren in Language Acquisition and Performance Resti Widya (2014081018) Neneng Parwati (20140810124) Zahrotul Farichah (20140810149)

2. Outline • Prefabricated Routines and Patterns • Neurolinguistic Status of Automatic Speech • Routines and Patterns in First Language Acquisition • Automatic Speech in Child Second Language Acquisition • Routines and Patterns in Adult Second Language Acquisition • Conclusion

3. Prefabricated Routines and Patterns Prefabricated Pattrens Prefabricated Routines Prefabricated Routines are simply memorized whole utterances or phrase, such as “How are you?” or “Where is your hotel?”. Hakuta (1974) said, prefabricated pattrens are partly “creative” and partly memorized wholes, they consist sentence frame with an open “slot” for word or phrase, such as “That’s a.......” (pen, knife, banana)

4. Prefabricated Routines and Patterns Differences between Prefabricated Routines and Pattrens It can be distinguished by three different positions with regard to this questions: 1.Prefabricated routines may evolve into prefabricated patterns. According to this position, purely propositional language does not exist and performers rely solely on patterns and routine to communicate.

5. Prefabricated Routines and Patterns 2.Prefabricated routines may evolve into patterns, but at the same time, independently, the creative construction process develops. Thisimplies that in some situations propositional language may "catch up" with automatic speech--that is, the language acquisition process may "reanalyze" patterns and routines as creative constructions. 3.Prefabricated routines may evolve into prefabricated patterns (as in position 1) and these patterns may evolve directly into creative language. In other words routines and patterns may be ingredients of the creative process.

6. Neurolinguistic Status of Automatic Speech Van Lancker (1972, p.25) defines automatic speech as "conventional greetings, overused and overlearned expressions (such as 'be careful' and 'first things first'), pause fillers such as 'you know' and 'well', certain idioms, swearing, and other emotional language, perhaps stereotyped questions and answers, commands, ..."

7. Neurolinguistic Status of Automatic Speech “That is, automatic speech is localized in both the right and left cerebral hemispheres.” (see Krashen, 1976b, for a review)

8. Routines and Patterns in First Language Acquisition R. Brown (1973), in his study of first language acquisition, noted that some of his subjects' sentences were memorized wholes and patterns. The work of A. Peters (1977) helps to resolve this apparent conflict. Peters distinguishes "analytic" and "gestalt" styles of first languagedevelopment. The analytic style, which is used for referential, labeling functions, is the "one word at a time" development described in most studies of child language acquisition, such as those by Brown and his co-workers.

9. Routines and Patterns in First Language Acquisition Analytic Gestalt Used for referential, labeling functions, is the "one word at a time" development described in most studies of child language acquisition. The attempt to use whole utterances in a socially appropriate situation; it is thus used in more "conversationally defined“contexts.

10. Routines and Patterns in First Language Acquisition

11. Automatic Speech in Child Second Language Acquisition Hatch and Hakuta said that “The child second language acquirer has both an increased need and ability to use routines and patterns. Wagner – Gough examines that the use of routines and patterns also happened in child second language acquisition. (1975, see also Wagner-Gough and Hatch, 1975) Fillmore’s analysis shows that under certain condition the “gestalt” mode may be to a remarkable degree.

12. Routines and Patterns in Adult Second Language Acquisition Hanania and Gradman (1997) said “the adult in the present study proceeaded to learn the language creatively. They did not simply imitate models of the language but acquired elements selectively and built them into syntatic units which became progessively more complex. The pattern of their linguistic developement were similar to that of first language learners. Early construction were constrained to two-term uttrances, and the growth of sentences complexity occured along the same lines.

13. Conclusion • Routinesand patterns are essentially and fundamentally different from creative language. • The creative construction process is independent of routines and patterns. • Adult teaching systems, such as the audio-lingual, seem to imply that positions 1 or 3 are correct. But, these systems enjoy the limited success they do because they also provide at least some intake for the creative construction process.