1.

As human being, we need to communicate with others in order to get or give

information. Actually, we need language to reach that goal. Basically language is not only
spoken by mouth and listened by ears, because we know that not all people are able to
speak by their mouth and listen by their ears. That is why we need to learn
psycholinguistics. Because in this subject, we learn and know the differences of language
and also how to teach children in order to be able to speak properly.
2. Yes, there is. This critical age may be occur in the first language learning between age 5
and puberty.
3. Yes. Mute but hearing can develop the ability to comprehend speech without their being
able to produce speech.
4. The difference between sign language and gesture is on the grammatical rules. Sign
language has its own specific linguistic and grammatical rules. On the other hand, gesture
would be something without eestablish grammatical structure.
5. No, it cant. Based on Chomsky (1957), he claims that humans possess an innate
universal grammar that is not possessed by other species. This can be readily
demonstrated, he claims, by the universality of language in human society and by the
similarity of their grammars. No natural non-human system of communication shares this
common grammar. This statement is also strengthen by Macphail (1982, who is cited by
Pearce, 1987) made the claim that "humans acquire language (and non-humans do not)
not because humans are (quantitatively) more intelligent, but because humans possess
some species-specific mechanism (or mechanisms) which is a prerequisite of languageacquisition".
6. Yes, unless the animals are able to follow these thirteen design features. For this lecture
the list devised by Hockett (1960) is utilised, although this list is not the only such list
available. Such lists tend to be quite similar and certain elements of the Hockett list are
considered particularly important in evaluating the question "can animals be taught
language?" Hockett's thirteen "design-features" for language are as follows:1. Vocal-auditory channel: sounds emitted from the mouth and perceived by the
auditory system. This applies to many animal communication systems, but there are
many exceptions. Also, it does not apply to human sign language, which meets all the
other 12 requirements. It also does not apply to written language.
2. Broadcast transmission and directional reception: this requires that the recipient
can tell the direction that the signal comes from and thus the originator of the signal.
3. Rapid fading (transitory nature): Signal lasts a short time. This is true of all systems
involving sound. It doesn't take into account audio recording technology and is also
not true for written language. It tends not to apply to animal signals involving
chemicals and smells which often fade slowly.
4. Interchangeability: All utterances that are understood can be produced. This is
different to some communication systems where, for example, males produce one set
of behaviours and females another and they are unable to interchange these messages
so that males use the female signal and vice versa.

5. Total feedback: The sender of a message also perceives the message. That is, you hear
what you say. This is not always true for some kinds of animal displays.
6. Specialisation: The signal produced is specialised for communication and is not the
side effect of some other behaviour (eg. the panting of a dog incidentally produces the
panting sound).
7. Semanticity: There is a fixed relationship between a signal and a meaning.
8. Arbitrariness: There is an arbitrary relationship between a signal and its meaning.
That is, the signal, is related to the meaning by convention or by instinct but has no
inherent relationship with the meaning. This can be seen in different words in different
languages referring to the same meaning, or to different calls of different sub-species
of a single bird species having the same meaning.
9. Discreteness: Language can be said to be built up from discrete units (eg. phonemes in
human language). Exchanging such discrete units causes a change in the meaning of a
signal. This is an abrupt change, rather than a continuous change of meaning (eg. "cat"
doesn't gradually change in meaning to "bat", but changes abruptly in meaning at some
point. Speech loudness and pitch can, on the other hand be changed continuously
without abrupt changes of meaning.
10. Displacement: Communicating about things or events that are distant in time or space.
Bee dancing is an example of this.
11. Productivity: Language is an open system. We can potentially produce an
infinite (2)number of different messages by combining the elements differently. This is
not a feature of, for example, the calls of gibbons who have a finite number of calls
and thus a closed system of communication.
12. Traditional transmission: Each generation needs to learn the system of
communication from the preceding generation. Many species produce the same
uniform calls regardless of where they live in the range (even a range spanning several
continents). Such systems can be assumed to be defined by instinct and thus by
genetics. Some animals, on the other hand fail to develop the calls of their species
when raised in isolation.
13. Duality of patterning: Large numbers of meaningful signals (eg. morphemes or
words) produced from a small number of meaningless units (eg. phonemes). Human
language is very unusual in this respect. Apes, for example, do not share this feature in
their natural communication systems.

7. Here are the explanation of 3 factors involved in second language acquisition.

Psychological factors are intellectual processing, memory, and motor skills.

Intellectual processing is devided into two :
1. Explication
- The process whereby the rules and structures of a second language are
explained.
- It is impossible for it to be learned entirely by explication (e.g., tense,
article).

- Explication is rarely applicable to young children (e.g., dogs/z/-voiced

consonant, ducks/s/-unvoiced consonant).
- Simple rules can be learned by explication.
2. Induction
- Self-discovery of the rules
- For young learners:
(John danced then John sang-> John danced and then he sang)
It is able to use and understand the complicated structures.
-For the second-language learners: beyond the learners level of syntactic
understanding?
Memory is devided into two :
1. Syntax learning and episodic memory
- Memory is crucial for the learning of grammatical structures and rules.
- Episodic memory: the learner must remember the situations in which the
sentences are uttered in order to derive the meaning.
2. Childrens memory ability
- 7 to 12 years old: cognitive ability
- Under 7 years old: rote memorization
Motor skill is devided into three :
1. Articulators of speech
- Motor skills: the use of muscles in performing certain skills(e.g., walking,
writing, speech).
2. Decline in general motor skills
- Around at the age of 12 years: due to some change in central functioning in the
brain.
3. Decline in ability for new articulations
- Children have the flexibility in motor skills that adults generally have lost.

social situation is devided into three :

1. Natural situation: it is similar to that in which the first language is learned.
2. Classroom situation: it involves the social situation of the school classroom.
3. Community context: it allows students to have access to a natural situation and
thereby supplement their classroom learning.
other psychological variable are personality, social situation, intergroup attitude,
self-confidence, desire, status, cultural background.