UNIVERSIDAD NACIONAL DE CHIMBORAZOFACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y

TECNOLOGIASLANGUAGE SCHOOL

TOPIC:

THE MONITOR MODEL – SECOND LANGUAGE ACQUISITION.

NAMES: DAVID BUÑAY. VANESSA CAUJA. EVELYN PÉREZ .

SEMESTER:

FIFTH.

"Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill." Stephen Krashen

"In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful." Stephen Krashen

Krashen’s “monitor model” (1982)

The acquisition-learning hypothesis.

The monitor hypothesis.

The input hypothesis.

The natural order hypothesis.

The affective filter hypothesis.

”The acquisition-learning hypothesis

Acquisition: we acquire second language knowledge as we are exposed to samples of the second language which we understand with no conscious attention to language form. It is a subconscious and intuitive process.

Learning: we learn the second language via a conscious process of study and attention to form and rule learning.

Krashen argues that “acquisition” is a more important process of constructing the system of a language than “learning” because fluency in second language performance is due to what we have acquired, not what we have learned.

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AcquisitionSub-conscious

by environment(Ex: games,

Movies, radio)

Picking up words

LearningConscious by

instructorsCorrect errors

Knowing aboutGrammar rules

The monitor hypothesisThe acquired system acts to initiate the speaker’s utterances and is

responsible for spontaneous language use, whereas the learned system acts as a “monitor”, making minor changes and polishing what the acquired system has produced.

Such monitoring takes place only when the speaker/writer has plenty of time, is concerned about producing correct language, and has learned the relevant rules.

The input hypothesis

Acquisition occurs when one is exposed to language that is comprehensible and that contains “i +1”.

If the input contains forms and structures just beyond the learner’s current level of competence in the language (“i +1”), then both comprehension and acquisition will occur.

The natural order hypothesis

Second language learners acquire the features of the TL in predictable sequences.

The language features that are easiest to state (and thus to ‘learn’) are not necessarily the first to be acquired.

e.g. the rule for adding an –s to third person singular verbs in the present tense

First proposed by Dulay and Burt.

“Affect” refers to feelings, motives, needs, attitudes, and emotional states.

The “affective filter” is an imaginary/metaphorical barrier that prevents learners from acquiring language from the available input.

In addition some objectives factors, there are some affective factors , that are like a filter which filtrates amount of input the learners’ brains.

It includes:

Summary

Krashen’s “monitor model” (i.e acquisition vs. learning, monitor, natural order, comprehensible input, and affective filter) has been very influential in supporting communicative language teaching (CLT), which focuses on using language for meaningful interaction and for accomplishing tasks, rather than on learning rules.

Krashen’s hypotheses are intuitively appealing, but those hypotheses are hard to be tested by empirical evidence.