The Relationship Between Language and Cognition and The Role of Formal Teaching of Language Acquisition

Language is a human system of communication that uses arbitrary signals, such as voice sounds, gestures, or written symbols.language is used as a communication tool for sharing information with others.

Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension. These processes include thinking, knowing, remembering, judging, and problem-solving. These are higher-level functions of the brain and encompass language, imagination, perception, and planning. Actually there are two views of experts on the relationship between language and cognition. Piaget argued that a child's knowledge and observations lead to the emergence of a language development. without cognition, there will be no one language. in other words, language is a reflection of the development of cognition. Different views of Vygotsky about the importance of cultural and social environment by learning the language. although the strength is very important cognition, language that would affect child cognition. With language, children will make interpretation on the surrounding environment. Language which triggers the interpretation that would then encourage children to think. Language and cognition influence each other, without either language or cognition will not be developed.

Language Acquisition or How people learn language is the process by which humans acquire the capacity to perceive and comprehend language, as well as to produce and use words to communicate.

There are two types of language learning, naturalistic and formal learning. The first naturalistic, is natural and unconsciously. It occurs in the environment of society and started from the beginning (when a child has not mastered any language) and the development of language acquisition is in line with the physical and psychological development.

Second language acquisition is not same with the first language acquisition. Here students had to master their first language well and the development of second language acquisition is not in line with the physical and psychological development. It conducted formally and the motivation of students in general is not too high because a second language is not used for everyday communication in their community.

Generally the role of formal teaching of second language acquisition is designed for achieve the goals that students masters their second language, suffice the sub skills as speaking, listening, reading, and writing even they could appreciate the literature works for every needs.

Classroom as a place for teaching and learning process, is really important especially for the beginner who have not more input from their informal environment. So it means that classroom should provide the activities that give more inputs for the students progress.

A teacher needs to understand the true purpose of the teaching of second language, to master the various strategies for different purposes, has the capability required the development of teaching materials, and has the ability to choose or develop evaluation tools and techniques as appropriate.

The student is a central element in teaching. All materials and learning activities also evaluation should be designed and implemented in accordance with the conditions and needs of students. The success of the second language held a large part determined by the student. There are several factors that influence; student motivation, ability, attitude, self concept, strong responsibility, and learning styles. Student is not the teaching object but a subject, who thinks solve problems, operate, and make decisions, and so on.

In teaching should be appropriate to the students needs, students' abilities, and students interests to the material to be delivered.

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