| Summary: | This research entitled �Second Language Acquisition (A Case Study at
Briton International School). It is intended to describe child second language
acquisition (English) which consists of words and sentences acquisition, and
some external factors which supports child second language acquisition at Briton
International Shool.
This research uses qualitative descriptive method of a study case,
involving the data collection through video recording of the child�s speech over
the 6 months in and out the classroom context. The video recordings which
consists of spontant and scripted conversations between the child and his
teachers, researcher, and friends then made into written transcriptions. The
written transcriptions regard as the primary data to investigate the child�s words
and sentences acquisition.
A number of points emerge from this, child�s words acquisition consists
of noun, verb, modifiers (adjective and adverb), pronouns and function words
such as articles, preposition, and conjunctions. In terms of sentences, the child
was capable of sucessfully performing simple declarative with two word
statements to three-four words. The child also able to produce questions with
declarative and imperative words order but spoken with a rising intonation , there
are also some WH questions but appear in two words to three-four words without
inversion or declarative order is still maintained. Imperative sentences also appear
in simple forms to request, insist, and demand someone else to perform a task.
This research also note that negatives appear variably such as in two words
utterences, the child just simply place a negative particle �no� before a noun or
verb, negative word place inside the sentences which consists of three-four
words, and particle not also placed after a part of do, but it wasn�t marked for
number or tense. Several external factors play an important role in child second
language acquisition, a natural language situations, input should be
comprehensible, relevant to children�s immediate interest, not to compleks but no
strictly graded either. Overgeneralization, interference, and simplication treated as
learning strategies that are commonly subconciously used to master their L2.
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