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The fifth theory of second language acquisition is Universal Grammar. Universal Grammar UG is Chomsky’s term for the abstract principles that
comprise a child’s innate knowledge of language and that guide L1 acquisition Ellis, 2001: 65. This theory claims the existence of Language Acquisition
Device in the brain which endows process of acquisition of language. Whereas some nativists argue that UG is “no longer available after a certain age and no
longer directly available to help guide the second language learning process Mackey, 1994: 442. Therefore, learners have to depend on their own ability, like
memorization to monitor their own progress in learning second language. The last theory of second language acquisition is frequency based
approach. This theory claims that first and second language acquisition employ similar regularities, such as “a range of cognitive systems working memory,
perceptual representations and attentional resources” Mackey, 1994: 444. This theory is also supported by several scholars who deduced that frequency based
approach is acceptable because it engages with other approaches to first and second language acquisition.
4. Age
Age is a factor that has a significant role in the process of acquiring second language. Age has been an issue that most frequently considered as a factor which
determines the success of second language acquisition. According to Snow and Hoefnagel-Höhle 1978 as cited in Ellis 2008: 10
5, “……although age improves language learning capacity, performance may peak in the teens, after
which performance declines.” Further, it is supported by critical period hypothesis
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which states that “there is a period when language acquisition takes place naturally and effortlessly” Ellis, 2008: 107. Concisely, due to optimum age of
second language acquisition which falls within the first ten years of life, adult learners may not be able to achieve a native-like speaking ability of a particular
language.
5. Personality
Personality of an individual is highly affects one’s ability in acquiring
second language. There are three points to discuss in scope of personality. They are extroversion or introversion, social skills and inhibition. In general, extrovert
learners learn more rapidly and successful compared to those who are introvert. This opinion is supported by a research which was conducted in 1979 by Fillmore
as cited in Ellis 2008: 120. Based on the longitudinal study of five Spanish- speaking
children’s acquisition, Fillmore stated that social skills of the learners control the amount of the exposure to the L2. The more talkative and responsive
the learners, the input and learning process will be better.
6. Motivation
One element that has a significant role in the process of acquiring second language is motivation. People decided to learn the second language because of
the motivation. Without motivation, the results of the second language acquisition process will not be as good as the learner expected. Ellis 2001: 75-76 stated
various kinds of motivation. First is instrumental motivation. This type of motivation will occur when one convinces that by mastering particular language,
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then it can open the education and economic opportunity, obtain a scholarship abroad or pass the examination. Integrative motivation is the second type of
motivation. It happens when one is interested in particular culture. The goal of this motivation is to be the member of the community by mastering the language. The
third is resultative motivation, which is defined as a motivation from the learning experience. When one obtains
a success in learning, then one’s motivation will be higher. Conversely, when one faces a failure, he or she will be less motivated to
learn. The last motivation coined by Ellis is intrinsic motivation. This motivation emerges due to one’s interest in particular learning activity. One’s motivation can
ebb and flow depends on the learning activity which one is interested in. Furthermore, Brown 1981 as cited in Ellis 2008: 117 claimed three
types of motivation, namely global motivation, situational motivation and task motivation. Global motivation is
an overall depiction of learning’s objective. Meanwhile, situational motivation is a motivation which frequently alters depends
on the situation where learning occurs. The last is task motivation which is defined as a motivation that arises for performing a particular task.
B. Theoretical Framework
