Monitor hypothesis by presentation of the group

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1. MONITOR HYPOTHESIS

2. Learning Objectives: Identify the key concepts of Krashen’s Monitor Hypothesis. Analyze the role of the Monitor in balancing fluency and accuracy in second-language acquisition. Develop confidence in language learning by reducing excessive self-monitoring and focusing on meaningful communication.

3. The Monitor Hypothesis is one of the five hypotheses in Stephen Krashen Theory of Second Language Acquisition . It explain the role of conscious learning in language use and accuracy 2 Language Acquisition System: Acquired System (unconscious) Learned System (conscious) The “ monitor ” in the learned system is responsible for correcting errors but not for producing speech.

4. Three Conditions for Effective Monitoring: TIME Applying linguistic rules correctly requires time , which is often unavailable in spontaneous speech. Relying too much on these rules can cause hesitation and lessen focus. FOCUS ON FORM KNOWLEDGE OF RULES Time is limited, so speakers must balance correctness and meaning , though natural communication favors meaning over grammar. Language structure limits the learners’ full exposure to grammar, and even advanced learners never master all rules.

5. How Monitor Hypothesis explains the balance between fluency and accuracy: The monitor primarily involved in enhancing accuracy by helping learners avoid mistakes. Ability to speak without hesitation. FLUENCY ACCURACY Ability to speak without making mistakes.

6. Types of Language Learners: Excessive reliance on conscious monitoring, leading to slow, hesitant speech. Infrequent monitoring, resulting in fluent but error-prone speech. Balance monitoring and spontaneous speech, achieving both fluency and accuracy. Over-users Optimal users Under-users 🤯 🤷‍♀️

7. Weaknesses and Limitations: In writing, we have time to review and revise, making the Monitor helpful. However, in speaking, stopping to self-correct disrupts fluency and natural flow of the communication. 2. Relies on conscious learning 3. Fluency comes from practice, not just correction 1. It works better in writing than in speaking Monitor can only function if the learner has studied grammar rules. However, second-language acquisition happens best through exposure, not just conscious rule learning. Learners should focus on making the speech flow rather than pausing to analyze everything mistake. Excessive reliance on Monitor can lead to hesitation and unnatural speech pattern.

8. How Teachers and Learners Can Use the Monitor Effectively: Balancing activities that develop spontaneous speaking and those that refine grammar and correctness. Create a supportive, low-anxiety learning environment Incorporate both fluency and accuracy-focused activities. Students who fear making mistakes tend to overuse the Monitor, leading to hesitation. Teachers can foster confidence by emphasizing communication over perfection; do it scared. Balance is the key----overthinking hinders fluency, ignoring rules weakens accuracy; the Monitor should guide, not control.

9. References: Ellis, R. (1997). Second Language Acquisition. Oxford University Press. Dodds, E. (2022, June 29). What is the monitor hypothesis and why does it matter? . Leonardo English. https://www.leonardoenglish.com/blog/monitor-hypothesis Gass, S. M., & Selinker , L. (2008). Second Language Acquisition: An Introductory Course (3rd ed.). Routledge. Krashen, S. (1982). Principles and Practice in Second Language Acquisition. Pergamon Press. Krashen, S. (1985). The Input Hypothesis: Issues and Implications. Longman. Lightbown , P. M., & Spada, N. (2013). How Languages are Learned (4th ed.). Oxford University Press. Zafar, M. (2010). Monitoring the 'monitor': A critique of Krashen's five hypotheses. The Dhaka University Journal of Linguistics: Vol. 2 No.4 August 2009 Page: 139-146