Monitor theory

theories of SLA

1. Monitor Model By Stephen Krashen

2. Tahreem 23 Rida khursheed 31 Raazia kanwal 04 Seerat fatima 36 Saira qadous 55 Aqsa bano 24 Group members

3. Background and Main Representative Staphen Krashen is an expert in the field of linguistics , specialization in theories of language acquisition and development. Krashen’s widely known and well accepted theory of second language acquisition had a large impact in area of second language research and teaching in the mid of 70s. Initially named the Monitor Model and, later on, the Input Hypothesis.

4. Introduction Krashen’s model of second language acquisition based on the concept that learners have two systems (acquisition and learning) and that the learned system acts as a monitor (editor) of the acquired system.

5. Krashen’s Monitor Model (from Cook, 1993, p. 54).

6. The Five Central Hypothesis

7. The acquisition learning hypothesis

8. According to Brown: “Knowing a language rule does not mean one will be able to use it in communicative interactions”. (Brown,2000)

9. The acquisition learning hypothesis The process of internalizing new language, to storing this knowledge ,and to use it in actual performance. Strength: Language is learned through natural communication Weaknesses: Time consuming Learning formally is not an effective way.

10. The Monitor hypothesis The  monitor hypothesis  asserts that a learner’s learned system acts as a monitor to what they are producing. In other words, while only the acquired system is able to produce spontaneous speech, the learned system is used to check what is being spoken. Before the learner produces an utterance, he or she internally scans it for errors, and uses the learned system to make corrections.

11. Self-correction occurs when the learner uses the Monitor to correct a sentence after it is uttered. According to the hypothesis, such self-monitoring and self-correction are the only functions of conscious language learning. The Monitor model then predicts faster initial progress by adults than children.

12. Conditions Three specific conditions The acquirer/learner must know the rule
The acquirer must be focused on correctness
The acquirer/learner must have time to use the monitor

13. The natural order hypothesis Each language have “natural order”with some aspects of language coming more quickly than others. Acquisition of grammatical structure follows a “natural order”.

14. The natural order hypothesis Teachers should know that which structures of language are easy to acquire.

15. The input hypothesis Input hypothesis is only concerned with acquisition not learning. Structure that is “a little beyond” where we are now. “Going for meaning” first. Speaking fluency cannot be taught directly. Provide comprehensible input

16. The input hypothesis Speaking is a result of acquisition and not its cause. If input is understood, and there is enough of it, the necessary grammar is automatically provided. (Krashen,1985,p.2)

17. Strength and Weakness Strength The more comprehensible input, more L2 proficiency. Teaching methods are dependent on comprehensible input. Weakness Since not all of the learners can be at the same level of linguistic competence at the same time, we are unable to define the level of i andi+1. Grammar generalization(making errors)

18. The affective filter hypothesis Learners feelings or attitude as an adjustable filter that freely fairs , impress or block input necessary to acquisition. 3 kinds of variables that affect the filter. 1. Motivation high 2. Self-confidence high 3. Anxiety low

19. Strengths Teacher’s try to reduce learner’s negative feelings. Learners have higher competence when they receive comprehensible input.

20. References: Introducing second language acquisition Perspectives and practices By Kristan M. Hummel Chapter 4: Theoretical Perspectives 4.4 The monitor/input model

21. End. Thank you!