MONITOR MODEL by Stephen Krashen a theory of linguistics

It is a powerpoint presentation about monitor theory

1. Prepared by: Leslie B. Diamalol Lovelia G. Alce ELLT 601: THEORIES OF LINGUISTICS MONITOR MODEL

2. LANGUAGE ISSUES CLASSROOM CHALLENGES 1. Formal Language Representation Understanding Complex Concepts 2. Language Ambiguity Practical Application 3. Complexity of Language Student Engagement 4. Modelling Real -World Systems Teaching Formal Language and Models 5. Communication and Documentation Cognitive Load

3. The Monitor Model Theory developed by Stephen Krashen a significant framework in the field of second-language acquisition theory suggests that we should both strive to increase our second language inputs (like viewing videos, television, and going through books for reading) and make sure we receive proper error correction in one form or another. consists of five key hypotheses that explain how individuals learn and acquire a second language

4. developed during the late 1970’s and early 1980’s Acquisition is seen as the primary method for achieving fluency, while learning serves a supportive role in monitoring and correcting language use. functions as a monitor or editor that checks and corrects language output based on learned rules Similar to how children acquire their first language Understanding and using language in meaningful contexts not focusing on grammatical rules The  Acquisition - Learning  Hypothesis “ Language acquisition and language learning are two different things.”

5. Contemporary Applications: >Immersion Programs >Blended Learning Environments > Language Learning Apps and Technologies

6. developed in the 1970s and 1980s explains the relationship between acquisition and learning acts as a tool for self-correction and editing during communication The Monitor Hypothesis Contemporary Applications: Language Learning Technologies Blended and Online Learning Language Teaching Methodologies Writing and Grammar Instruction Feedback and Assessment Professional Development for Educators Integration with Other Theories “Knowing grammar rules can help students to monitor their speech and correct themselves.”

7. suggests that language structures are acquired in a predictable sequence, which is consistent across learners, regardless of their first language or the order of instruction The  Natural Order Hypothesis Contemporary Applications: Immersion Programs Blended Learning Environments Language Learning Apps and Technologies “Students acquire elements of grammar in a predictable order that is unaffected by teaching.”

8. highlights the role of emotional factors such as motivation, anxiety, and self-confidence in language acquisition a low affective filter (characterized by positive attitudes and low anxiety) facilitates language learning, while a high affective filter (characterized by negative attitudes and high anxiety) hinders it The  Affective Filter Hypothesis Contemporary Applications: Creating Supportive Learning Environments Incorporating Social and Emotional Learning (SEL) Gamification in Language Learning Providing Authentic Language Use Opportunities Teacher Training and Professional Development “Learning is filtered through the emotions.”

9. “ Comprehensible input is the cause of language acquisition.” The  Input Hypothesis Contemporary Applications: Language Learning Apps and Platforms Blended Learning Environments Task-Based Language Teaching (TBLT) Content and Language Integrated Learning (CLIL) Extensive Reading Programs only concerned with acquisition not learning l anguages are acquired as we hear or read messages that we can understand in the language

10. WAYS HOW THE THEORY CAN BE APPLIED APPROACHES/ STRATEGY     1. Use Task-Based Learning Design Learning Tasks that Reflect Real-World Language Use Design tasks such as planning a trip creating a presentation conducting a survey 2. Create a Low-Affective Filter Environment Develop a classroom environment that minimizes anxiety and maximizes motivation Role-Play and Simulation Activities Jigsaw Writing Peer Teaching and Learning Sessions 3. Focus on Comprehensible Input Provide Input at the Appropriate Level (i+1) Interactive Listening Activities Listen to a short podcast episode about a common topic (e.g., hobbies) and have students fill in missing words or answer specific questions about the content Graded Reading with Comprehension Questions  

11. Krashen, S. (1981). Second Language Acquisition and Second Language Learning . Prentice-Hall. Krashen, S. (1985). The Input Hypothesis: Issues and Insights . Longman. Krashen, S. (1982). Principles and Practice in Second Language Acquisition . Pergamon. Stockwell , G., & Hubbard, P. (2013). Computer-Assisted Language Learning: Context and Conceptualization . Palgrave Macmillan. Graham, C. R. (2013). Blended Learning Systems: Definition, Current Trends, and Future Directions . In M. G. Moore (Ed.), Handbook of Distance Education (3rd ed.). Routledge. Ellis, R. (2003). Task-Based Language Learning and Teaching . Oxford University Press. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning . Cambridge University Press. Nation, I. S. P. (2015). Teaching ESL/EFL Reading and Writing . Routledge. Arnold, J. (2000). Motivation and Emotion in Language Learning . Cambridge University Press. Durlak , J. A., Weissberg, R. P., Dymnicki , A. B., Taylor, R. D., & Schellinger , K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions . Child Development , 82(1), 405-432. Deterding , S., Dixon, D., Khaled, R., & Nacke , L. (2011). From Game Design Elements to Gamefulness : defining" Gamification" . In Proceedings of the 15th international academic MindTrek conference: Envisioning future media environments (pp. 9-15). ACM. Long, M. H. (2015). Second Language Acquisition and Task-Based Language Teaching . Wiley-Blackwell. Goleman, D. (1998). Emotional Intelligence: Why It Can Matter More Than IQ . Bantam Books. Ellis, R. (2003). Task-Based Language Learning and Teaching . Oxford University Press. References: