3. This model has become in an
influential theory on the language
teaching. Monitor Model involves
five principal
hypotheses about how a
Stephen Krashen
5 Hypothesis
2nd Language Acquisition
5. Acquired Learning
1st
Language
2nd
Language
Implicit and Subconscious
Process
Explicit and Conscious
Process
Informal
Situations
Depends on
Attitude
Stable order of
Acquisition
Formal
Situations
Depends on
Aptitude
Simple to Complex
order of Acquisition
6. Language is means
to communicate not
purpose
Language is
Learned in
Classroom
The act of communicating
rather than correctness of
language
Following the rules
of the target
Language
Simple to
complex order
of learning
8. The Monitor
Hypothesis
Use learned language to self-
correct and self-monitor what
is acquired The acquisition system is
able to produce spontaneous
speech, while learning system
is used to check what is
9. The learner must
know the rule
The learner must
be focused on
correctness
The learner must
have time to use
the monitor
It involves to
have had
explicit
instruction
Thinking
about form
without
ignoring
It requires
the speaker
to slow down
and focus on
10. Difficulties with the
Monitor use
First, learner need to know about
grammar and remember every rule.
Secondly, it is very difficult to think
about form and meaning at the
same time.
Finally, using the Monitor involves
having a slow conversation.
11. The Natural Order
Hypothesis
We acquire the rules or
grammatical structures of
language in a predictable
order for children and adults.
The Natural Order of
acquisition presumed to be
the results of the acquired
system.
14. The Input Hypothesis
Krashen proposes that
humans acquire
language when they are
exposed to sources of
‘comprehensible input’
(oral or written)
Language acquired when
one understand what they
hear or read It only concerned with
“Acquisition” not “Learning”
17. The Affective Filter
Hypothesis
This filter involves affective
factors such as attitudes to
language, motivation, self-
confidence and anxiety. The learners emotional state can
act as a filter that can impedes or
blocks input necessary for
language acquisition. Attitudes influence the development
in 2nd language learning
18. =
Learners with Low Affective Filter: High motivation, self
confidence, and low level of anxiety are better
equipped for success in 2nd language acquisition.
Are better
equipped for
success in 2nd
language
acquisition.
Learners with High Affective Filter: Low self-esteem
and a high level of anxiety are form a mental block
Form of
mental=