kehadapan Jean Brick, convenor LING316

tujuan saya menulis surat ini adalah untuk menyatakan sebab sebab yang saya rasakan kukuh kenapa saya menghantar assignment lambat.

1) sye ade satu habit: jgn kejut sye dr tido secara mengejut krn sye akn bertindak meluluuuuu. n sye akan membuat perkara yg merepek n sye mmg xsdar sye wat bende bodo smp la sye bgn tido blk. nk dijadikan cerita, sye dgn semangatnye telah membuat assignment sehinggalah 1200 words. tp sye terlupe nk save dulu, sye pon tertido. tetiba siti amnah mengejutkn sye dr tido smb berkata ‘ezat, laptop kau low battery’. perrgh, ape lg dgn sepantas kilatnye, separuh mamai,sye pon dgn bahagianye menutup kesemua word documents, pdf files sbb sye xsuke laptop sye hibernate, nnt die xmau start blk. akan TETAPI, tatkala sye mamai, sye terpangkah X pada file assignment n apabila icon ‘do you want to save the changes to document 1?’, sye trus click X. hahaha.. alangkah bodohnye sye. tengkiu

2) oleh sbb sye merasakan diri sye dilahirkan cerdik gemilang dan terbilang, sye tlh memilih tajuk ‘comparison first and second language development’ krn sye merasakn tajuk ini adelah senang, padahal tak. disbbkan 2 ego sye yg agak tinggi dlm soal pelajaran, sye tidaklh pula bertanya kwn2 sye bagaimana sye harus menjwab soalan itu. dh tajuk pon comparison, sye haruslh compare n contrast. walaupon sye dgn yakinnye tlh mencompare n contrast, tp hasilnye? sye sebenarnye tidaklah mencompare ape2. sye hanyalah menulis apekah theory in language development.

3) kalau ikutkn hati, sye akan hanta hari ini juge, akn tetapi sye teringat kata kata anda yg berbunyi ‘make sure you compare n contrast or else you can fail’. sye tkt fail, sye xpernah fail. n sye tidak mahu sye fail dikala umur sye 22thn.sumpah loser.

itulah 3 sebab knapa sye menhantar assignment sye lbt.silah potong 5%. xluak pon. bluek ;p

oleh krn sye cognitvely overload, inilah antara isi2 assignment yg sye wat. haram xde compare n contrast. owh.silah ignore grammatical error krn sye belom lg readprove. hahaa

Behaviorism

In 1950 and 1960’s, a technique of teaching has changed where a school of thought known as behaviorism rose to dominant. Behaviorism is a major change from the previous theoretical perspectives, view learning as a system of habit; proceeds by producing a response to a stimulus and receiving either positive or negative reinforcement; thus rejecting the existence of conscious and unconscious mind (Bochner and Jones, 2004). Behaviorism gains its attention in psychology field when Ivan Pavlov, a Russian psychologist discovers the concept of classical conditioning which established based upon belief that behaviors could be learned through conditioned associations. One of the psychologists that support this theory is B.F. Skinner (henceforth Skinner) and he furthers the behaviorist perspectives by stating that persons are nothing more than simple mediators between behavior and the environment (Skinner, 1993, p 428). According to Skinner, learning is a function of change based upon ‘overt of behaviour’ (Skinner 1950) and the behavior caused by the law of effect is called operant conditioning because the behavior of an individual operated on the environment or in other words, operant conditioning is a simple feedback system (Wyrwicka, 1984) occurring when a response to a stimulus is reinforced. If the consequence is favorable or positively reinforcing, then the response will become more apparent in future (Mischel, 1993).

Behaviorism perspective of learning has attract attention to language learning; if positive consequences can reinforce response in future, how it can affect language learning if such method is implemented? Behaviorism theory has affect teaching and learning since more than 4 decades ago especially in language learning as this theory account for learning in terms of imitation, reinforcement, practice and habit formation (Bochner and Jones, 2004). According Bochner and Jones, in language learning children is reinforced by stimuli-response association to encourage imitation of sounds. In early childhood, parents usually will encourage their child to communicate accordingly to draw their response closer to ‘intelligible speech’ (Bochner and Jones, 2004). According to Winitz (1969), acquisition of early communication following a classical conditioning begin in feeding process; when an infant associate the mother’s voice with feeding which to them is a pleasurable result, in turn the infant will learn to imitate to sounds made by the mother to receive food and the mother will slowly reinforced by the sounds made by the infant that seems to be the imitation of her own vocalizing. In this way, the sounds produced by both mother and infant will become ‘mutually reinforcing’. Winitz further explains this acquisition as follows:

“This association is further strengthen when the mother rewards the baby’s vocalizations, particularly those that sound adult-like, such as ‘mum-mum’, and ‘da-da’. These experience encourage the child to further imitate adult speech models”

In early learning especially in school, children are always being given rewards in terms of grades or praise when they achieve desired responses. Children are also often being punished when they present negative responses such as time-out, and corporeal punishment. Thus, usually children will develop a set of habit in learning to avoid negative consequences and to receive positive consequences. This is in line with operant conditioning where Skinner emphasizes on the importance of reinforcement in learning which can lead to shaping behaviour and habit formation (Skinner, 1968). According to this view, behaviorist techniques such as shaping have shown positive impact in language learning (Bochner and Jones, 2004) where children are reinforced to develop a set of habit in language acquisition. Perhaps the simplest example is in school when children receive low mark in test because of grammatical mistakes. Thus, to avoid receiving low marks in other test, children resort to setting a set of practice in learning, to avoid receiving low marks in test (negative reinforcement).

Explanation above explicates how behaviorism affects the language learning. As mentioned above, as language learning can be viewed as habit formation, it is assumed that a person learning a second language start off with the habit formed in the first language (Lightbown and Spada, 1999). According to Lado (1957) ‘in learning new language, learner will usually transfer the forms and meanings of their native language to the target language, both productively and when attempting to speak the language and receptively when attempting to grasp and understand the language and culture as practiced by natives’. Perhaps this is in line with Contrastive Analysis Hypothesis (henceforth CAH) where according to the hypothesis, major source of second language error comes from first language and the greater number of differences, the greater interference and difficulties (James, 1980). CAH belief that when there are similarities between the first and target language, learners will acquire the language structures easily as compared to when the language structure between first and target language is different. If language is a set of habit and if first language habits can interfere with second language, the proper focus of teaching should be where the first and second language differs, as it usually can cause confusion to learners. This is again in line with CAH as it assumed that learning target or second language should be mainly about learning the differences between two languages (James, 1980) as James further explain that differences must be taught and similarities will be explicitly transferred from the first language.

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