Krashen's Monitor Hypothesis Theory 3

Krashen's Monitor Hypothesis Theory

1. P r i n c i ples a n d T h e o r ies o f L a n g u a ge A q u i sition C a b u d o c , A r v i c J o h n F .

2. S T E P H E N K R A S H E N I s a n e x p e r t i n t h e f i e l d i n f i e l d o f l i n g u i stics , s p e c i a l i z a t i o n i n t h e o r i e s o f l a n g u a g e aquisition a n d d e v e l o p ment . T h e proponent o f M O N I T O R M O D E L w h i c h b e c o m e w i d e l y k n o w n a n d well a c c e p t ed t h e o r y o f s e c o nd l a n g uage a q u isition w h i c h h a s a b i g impact i n a r e a o f l a n g u a g e t e a c h i n g

3. F I V E P R I N C IPAL HYPOTHESIS The Acquisition-Learning Hypothesis The Monitor Hypothesis The Natural Order Hypothesis The Input Hypothesis The Affective Filter Hypothesis

4. A Q U I SITION L E A R N ING H Y P O THESIS L a n g u a g e i s a q u i r e d t h r o ugh e x p o sing t o s a m p l e s o f l a n g u a g es t h a t w e understand w i t h n o c o n s c ious a t t e n tion t o t h e f o r m . W e l e a r n c o n c i o u s l y p a y i n g a t t ention t o f o r m a n d r u l e s

5. A c c o rding t o K R A S H EN A q u isition L e a r n i ng Hypothesis , t h e r e a r e t w o i n d e p e ndent w a y s t o d e v e l op o u r l i n g u istic Skills : A Q U I SITION A N D L E A R N I NG

6. A Q U I S ITION an implicit and subconscious process that results from informal situations and natural communication between people . It requires meaningful interaction in the target language - natural communication - in which speakers are concentrated not in the form of their utterances, but in the communicative act. L E A R N ING an explicit and conscious process tha t results from formal or prepared situation (in classroom) in order to enable learners to ‘know about’ the second language

7. AQUISITION LEARNING F i r s t language S e c ond l a n g u a g e I m p l i c i t a n d S u b c o n s c i o u s p r o c ess E x p l i c i t a n d C o n s c ious p r o c e s s I n f o r m a l s i t u a t ions F o r m a l situations D e p e n d s o n a t t i tude D e p e n d s o n a p t i t ude U s e s g r a m m a tical f e e l U s e s g r a m m a t ical r u l e s

8. T H E MONITOR H Y P O T H E S I S Krashen explains that conscious learning is complemented by self-monitoring and self-correction of what learner is producing . explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar.

9. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: The learner must know the rule: It involves to have had explicit instruction about rule The learner must be focused on correctness Thinking about form without ignoring meaning. The learner must have time to use the monitor : It requires the speaker to slow down and focus on form.

10. It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is minor, being used only to correct deviations from "normal" speech and to give speech a more 'polished' appearance.

11. The Natural Order Hypothesis W e a q u i r e t h e r u l e s o f l a n g u a g e i n a p r e d i c t a b l e o r d e r , s o m e r u l e s t e n d i n g t o c o m e e a r l y a n d o t h e r s l a t e . T h e o r d e r d o e s n o t a p p ear t o b e determined s o l e l y b y f o r m a l simpl i c ity a n d t h e r e i s e v i d e n c e t h a t i t i s i n d e p e ndent o f t h e o r d e r i n w h i c h r u l e s a r e t a u g h t i n l a n g u a g e c l asses .

12. Those w h o s e e x p o s u r e t o s e c o n d l a n g u a g e i s n e a r l y a l l o u t s i d e o f l a n g u a g e c l asses d o n o t s h o w a d i f f e r e nt o r d e r o f a q u isition f r o m t h o s e w h o h a v e h a d m o s t o f t h e i r s e c ond l a n g u a ge e x p erience i n t h e c l a s r o o m .

13. T h e I n p u t H y p o t hesis H u m a n a q u i r e s l a n g u a g e i n o n l y o n e w a y , b y understanding m e s s a ges , o r receiving c o m p r e h e n s i b l e i n p u t . W e m o v e f r o m i o u r c u r r ent level , t o i + 1 t h e n e x t l e v e l a l o n g t h e n a t u r a l o r d e r , b y understanding i n p u t c o n t a i n i n g i + 1 .

14. S p e a k ing i s a r e s u l t o f a q uisition a n d n o t i t s c a u s e . S p e e c h c a n n ot b e t a u g h t d i r e c tly b u t i m e r g e s o n i t s o w n a s a r e s u lt o f b u i l d i ng c o m p e t e n c e v i a c o m p r e h e nsible input .

15. C o n s e q uences o f i n p u t h y p o thesis Talking (output) is not practicing: Although speaking can indirectly assist in language acquisition, the ability to speak is not the cause of language learning or acquisition. When enough comprehensible input is provided, i+1 is present: If language models and teachers provide enough comprehensible input, then the structures that learners are ready to learn will be present in that input.

16. C o n s e q uences o f i n p u t h y p o thesis The teaching order is not based on the natural order: Students will acquire the language in a natural order by receiving comprehensible input.