The Role of Input in Second Language Learning: Important Types and Amount of

Input According to Behaviourist and Mentalist Theories and the Implications of Those
Theories in the Classroom

1. Introduction
For years, the input in second language learning has been an interesting topic for
numerous linguists such as Krashen (1983), VanPatten (1996), Long (1996), Gass (1997), and
Larsen-Freeman (2000). Gass (1997, 1) even states, the concept of input is the single most
important concept of second language acquisition. Therefore, this essay will aim at
discussing the role of input in second language learning. Besides that, this essay will also
discuss what types and amount of input regarded as important according to particular theories
of second language learning as well as the implications of those theories in the classroom.
However, this essay will limit the discussion of theories to behaviourist and mentalist theories
as, in my opinion; they are two of the mostly discussed theories in the field of second
language learning.
Following is the organization of this essay. First, I will describe the definition of input
and its role in second language learning. Then, I will discuss the types and amount of input
regarded as important according to behaviourist and mentalist theories as well as the
implications of those theories in the classroom.
2. The Definition and Role of Input in Second Language Learning and Teaching
The definition and role of input in second language learning will be described in this
unit. Input is written or spoken language that the learners acquire from the environment.
Furthermore Vanpatten (2003, 25) points out that input has communicative intent or a
message that the learners should comprehend. Once the learners understand the meaning
behind the input, they will store the information in their mind and use it for output (language
that learners produce).
Hence, the learners should comprehend the input in order to produce the output in the
target language. The latter point is elaborated by Krashen (1983, 32-35) in his Input
Hypothesis. In order to acquire language, learners should be exposed to input that slightly
above their comprehension, formulated by Krashen as i + 1. The learners comprehend the
message in slightly more complicated input through context and extra-linguistic information.
According to Krashen, the acquisition of second language is quite similar to the childrens

first language acquisition. Children acquire their first language from caretakers (mother,
father, and others). As being understood is the goal of caretaker speech, caretakers will not
mention something incomprehensible to children. If they do, caretakers will provide children
with extra-linguistic support or context that is familiar to children. As the linguistic
competence of children develops, input given by caretakers will be more complex. In second
language learning and teaching, the roles of caretakers are taken by teachers, native speakers,
or non-native speakers with better linguistic competence than learners. The foreigner talk
(modifications made by native speakers when talking to non-native speakers) and teacher talk
take place of the caretaker speech. The foreigner and teacher talk supply input for the
language acquisition of learners which claimed by Krashen as the best language lesson.
The learners should not necessarily turn the language input they heard or read into
output at the same moment they get it. The input may be stored in the learners minds and can
be used when they are ready. It is a phase which described as Silent Period to Krashen (1983,
35-36). In the Silent Period phase, the learners develop their linguistic competence by either
actively listening or reading input in the target language. Nevertheless, they produce nothing
or very little in the target language. The learners will communicate in the target language
after they have enough linguistic competence.
Therefore, input serves as the basis of language acquisition. Without input, the
learners may not develop their linguistic competence. The learners develop their language
acquisition along with the input they acquire from their surrounding environment. As
mentioned by VanPatten (2003, 28), every successful language learner of second language
has had substantial exposure to input as part of the process of language learning.
Despite its key role, input, relating to my experience as a language teacher, needs to
be supplemented with interaction and motivation. The learners should interact more in the
target language to acquire more input from their surrounding environment. In order to
perform those activities, the learners should motivate themselves. In the second language
classroom, teachers should provide input as well as motivation and suitable condition for the
learners to interact in the target language. Thus, input will have more impact on the learners
language acquisition. Therefore, the role of input in second language learning is important but
it cant function well without the presence of interaction and the learners motivation.
3. The types and Amount of Input According to Behaviourist and Mentalist Theories
Although most linguists agree with the importance of input in second language
learning and teaching, they have relatively different views toward types and amount of input

regarded as suitable for language learners. The aim of this unit is to describe types and
amount of input according to behaviourist and mentalist theories.
3.1

The types and Amount of Input According to Behaviourist Theory

Behaviourist theory is a psychological theory founded by J.B Watson that focuses on
the observed aspects of human. This particular theory assumes that
3.1.1

3.2

The Implications of Behaviourist Theory in the Classroom

The types and Amount of Input According to Mentalist Theory

3.2.1

The Implications of Mentalist Theory in the Classroom

(jelasin behaviourist theory)

Become the basis of their language acquisition (jelasin pentingnya input, atau bikin sub unit
baru atau tulis ttg Vanpatten hal 28) Although most linguists agree that input is important for
learners, their views related to the role and types as well as how to expose input to language
learners in the classroom are moderately contrastive. (pikirin sambungannya) This unit will
discuss the role of input in second language learning and teaching according to behaviourist
and mentalist theories as well as the implications of those theories in the classroom.
Vanpatten tidak melihat negative evidence and corrective feedback as input. (input
processing) Gass et al. setuju dengan neg.feedback or incomprehensible input
What is the neg and pos of each theory? Analyse.

Type
Amount of input according to different theories
In his Interaction Hypothesis, Long (1996) proposed that conversational interaction promotes
L2 development because interaction connects input, internal learner capacities, particularly
selective attention, and output in pro- ductive ways (pp. 451452).
However, the existence of developmental sequences does not necessarily rule
out a role for frequency. A number of researchers have argued that, when
learners are not at the correct developmental level to make immediate use of
input, it may be stored and made available at a later time for processing and use
(Gass, 1997; Mackey & Philp, 1998). If frequency is argued to play a role in such

a process, further specification of a frequency-based account would be helpful.

For example, can patterns be derived from the input, stored in long- term
memory, and activated when learners are ready to make (and strengthen) the
connections? If so, what governs the activation of these patterns?