Achievement tesis english lang literaturee

acquired depending on the background and the input received by the second language learner. According to Lightbrown and Spada 1999:177, language learning refers to a learner’s developing knowledge of the target language. Other researchers also use the term ‘language acquisition’ to refer to the same process. In this study, the terms “acquisition” and “learning” will be interchangeably used irrespective of whether they involve conscious or subconscious processes. According to Nesamalar et al 1997, both these processes are useful to second language learners as they support and complement each other. Conscious learning of language items should be supported by exposure to the use of the items in real-life situations to enable acquisition to take place. Acquisition can be encouraged through more emphasis on Cooperative learning strategy that focuses on group work and communicative activities which provide opportunities for the learners to make full use of the language. However, Krashen’s theory of second language acquisition has been challenged in recent years. Munsell and Carr 1981 questioned the distinction between “learning” and “acquisition” and the notion of “conscious” and “unconscious” rules. They believe that it is much easier to learn a second language by starting with a conscious exposition of the rules and building one’s skill upon that foundationpp.498-99. Munsell and Carr 1981 claim that Krashen should incorporate language learning theory into a wider context where the nature of human skills is explored. Besides this, McLaughlin 1987 also comments on Monitor Theory. He claims that the acquisition learning distinction is not clearly defined. Various studies have shown 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.