Monitor Model

1. IN THE NAME OF ALLAH, THE MOST
BENIFICENT,
THE MOST MERCIFUL

2. STEPHEN
KRASHEN’S
MONITOR MODEL
(Input Hypothesis:
First published in
1978)
STEPHEN
KRASHEN(1941-)

3. Stephen D. Krashen (born May 14, 1941) is professor
emeritus at the University of Southern California who
moved from the linguistics department to the faculty of the
School of Education in 1994. He is a linguist, educational
researcher, and political activist.
Definition of emeritus /ɪˈmerɪtəs/
: a person retired from professional life but permitted to
retain as an honorary title the rank of the last office held

5. 1. The acquisition-learning hypothesis
Adult second language learners develop
competence in a second language in two distinct
and independent ways :
1. Acquisition: a subconscious process identical in
all important ways to the process children utilize in
acquiring their first language
2. Learning: a conscious process that results in
‘knowing about’ language; learners concentrate on
forms and rules of learning.

6. 2. The monitor hypothesis
The acquired system initiates a speaker's
utterances and is responsible for spontaneous
language use, and intuitive judgment about
correctness.
The learned system acts as an editor or '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

7. The monitor hypothesis (continued…)
According to him, writing is more conducive to
monitor use than speaking because it provides
more time to concentrate on the forms and rules of
languages.

8. 3. The natural order hypothesis
It was based on the finding that, like first language
acquisition, second language acquisition unfolds 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 is easy to
state, but even some advanced second language
speakers fail to apply it in spontaneous
conversation. He further claims that the natural
order is independent of the order in which rules

9. 4. The input hypothesis
Krashen states that one acquires language in only
one way , i.e. by exposure to “comprehensible
input”. If the input contains the forms and
structures, just beyond the learner’s current level
of competence in the language (what he calls “i+
1”).
“i” refers to students’ current level of proficiency
“1” refers to the input slightly above the “i” level

10. 5. The affective filter hypothesis
Affect refers to feelings, motives, needs, attitudes,
and emotional states. A learner who is tense,
anxious, or bored, may 'filter out' input, making it
unavailable for acquisition. The fact that some
people who are exposed to large quantities of
comprehensible input do not necessarily acquire a
language successfully is accounted for by Krashen's
affective filter hypothesis. The 'affective filter' is a
metaphorical barrier that prevents learners from
acquiring language even when appropriate input is

11. BIBLIOGRAPHY
Ausubel, D.P. (1968). Educational Psychology: A Cognitive View. New York, NY:
Holt.
Brown, H. D. (2002). Principles of Language Learning and Teaching. NY:
Longman.
Ellis, R. 1994: The study of second language acquisition. Oxford: Oxford
University Press.
Ellis, R. (1997). SLA research and language teaching. Oxford: Oxford University
Press.
Ellis, R. (1999). Item versus system learning: explaining free variation. Applied
Linguistics . 20, 460-80.
Gass & Selinker (2008). Second Language Acquisition. London: Routledge.
Schumann, J. (1986). Research on the Acculturation Model for Second Language
Acquisition. Journal of Multilingual & Multilingual development. 7 (5). pp.
379-392.
Schumann, John (1978). The Pidginization process : a model for second language
acquisition. Rowley, Mass.: Newbury House Publishers. ISBN 978-
0883770962. OCLC 3203534
Troike, M. (2012). Introducing Second Language Acquisition. London: Cambridge