Literature in English tesis english lang literaturee

that the monitor theory does not work the way Krashen thought. McLaughlin believes that Krashen’s definition of “learning” has limited usefulness in explaining a learner’s conscious knowledge of grammar. Although Krashen’s theory has been criticized by a number of scholars, it has a strong influence on thinking in the field over the past fifteen years. Many researchers agree with Krashen’s theory that there is a need to provide learners with “comprehensible input” Hadley, 1993. Therefore, the role of input in second language theories of acquisition is very important in the implementation of cooperative learning method in an English literature classroom. For the next section, we will look into the role of input in second language theories of acquisition. 2.6 The Role of Input from the three different views – the Behaviourist, the Nativist, and the Interactionist Krashen’s input Hypothesis model states that if we comprehend what the speaker says, then, language acquisition may occur. However, the input must contain meaningful speech and the learner must try to understand it Cook, 1993. Input is seen as an important factor that enables the process of second language acquisition to occur. Besides input, there are other important factors in ensuring successful acquisition. Therefore, we shall be looking into the role of input and also other factors involved through the three major views of language acquisition theories which are the behaviourist, the nativist and the interactionist.

2.6.1 The Behaviourist View

The behaviourist theory of learning was first introduced in the early twentieth century. Psychologists such as Pavlov, Watson and Thorndike believe that by studying animal behaviour, it is possible to predict and explain the way humans learn. They also believe that like animals, it is possible to train humans to behave in a desired manner through the use of a learning model that consists of stimulus, response and reinforcement. Another psychologist, Skinner “applies this stimulus-response and reinforcement theory to the way humans acquire language…and views language as a form of behaviour…and language learning as a process of habit formation” Nesamalar et al 1997. The behaviorists believe that effective language behaviour is the production of correct responses to stimuli. If the response is reinforced, it will become habitual. Thus children produce linguistic responses that are reinforced. Small steps must be taken in order to ensure that correct behaviour is reinforced with rewards and mistakes are corrected immediately. “Traditional behaviourists believed that language learning is the result of imitation, practice, feedback on success, and habit formation” Lightbrown and Spada, 1999:9. Based on the behaviourist approach, audiolingualism was being introduced during the Second World War. The method originated in the attempts to provide training to army personnel. It was designed to develop oral fluency in L2 in nine months. The new approach concentrated on the techniques of mimicry and memorization ‘ mim-mem’ designed to develop the ability for oral communication. As such, it was seen as appropriate for teaching young children as well as adults.