Krashen's Monitor Hypothesis Theory

1. Principles and Theories
of Language Aquisition
Cabudoc, Arvic John F.

2. STEPHEN KRASHEN
 Is an expert in the field in
field of linguistics,
specialization in theories of
language aquisition and
development.
 The proponent of
MONITOR MODEL which
become widely known and
well accepted theory of
second language aquisition
which has a big impact in
area of language teaching

3. FIVE PRINCIPAL HYPOTHESIS
The Acquisition-Learning Hypothesis
The Monitor Hypothesis
The Natural Order Hypothesis
The Input Hypothesis
The Affective Filter Hypothesis

4. AQUISITION LEARNING HYPOTHESIS
Language is aquired through exposing to
samples of languages that we understand
with no conscious attention to the form.
We learn conciously paying attention to form
and rules

5. According to KRASHEN
Aquisition Learning
Hypothesis , there are two
independent ways to
develop our linguistic Skills:
AQUISITION AND
LEARNING

6. AQUISITION
an implicit and subconscious
process that results from
informal situations and
natural communication between
people. It requires meaningful interaction in
the target language - natural
communication - in which speakers are
concentrated not in the form of their
utterances, but in the communicative act.
LEARNING
an explicit and conscious
process that results from
formal or prepared
situation (in classroom) in
order to enable
learners to ‘know
about’ the second language

7. AQUISITION LEARNING
First language Second language
Implicit and Subconscious
process
Explicit and Conscious
process
Informal situations Formal situations
Depends on attitude Depends on aptitude
Uses grammatical feel Uses grammatical rules

8. THE MONITOR HYPOTHESIS
Krashen explains that conscious
learning is complemented
by self-monitoring and self-
correction of what learner is
producing.
explains the relationship between acquisition
and learning and defines the influence of the
latter on the former. The monitoring function is
the practical result of the learned grammar.

9. According to Krashen, the acquisition system
is the utterance initiator, while the learning
system performs the role of the 'monitor' or
the 'editor'. The 'monitor' acts in a planning,
editing and correcting function when three
specific conditions are met:
The learner
must
know
the
rule:
It involves
to
have
had
explicit
instructio
n about
The learner
must be
focused on
correctness
Thinking about
form without
ignoring meaning.
The learner
must
have
time to
use
the monitor
: It requires
the speaker
to
slowdow
n and
focus

12. It appears that the role of conscious
learning is somewhat limited in
second language performance.
According to Krashen, the role of the
monitor is minor, being used only to
correct deviations from "normal"
speech and to give speech a more
'polished' appearance.

13. The Natural Order Hypothesis
We aquire the rules of language in a predictable
order ,some rules tending to come early and others
late. The order does not appear to be determined
solely by formal simplicity and there is evidence that
it is independent of the order in which rules are
taught in language classes.

14. Those whose exposure to second language is
nearly all outside of language classes do not
show a different order of aquisition from
those who have had most of their second
language experience in the clasroom.

16. The Input Hypothesis
Human aquires language in only one way , by
understanding messages , or receiving
comprehensible input. We move from i our
current level , to i+1 the next level along the
natural order , by understanding input containing
i+1.

18. Speaking is a result of aquisition and not
its cause. Speech cannot be taught directly
but imerges on its own as a result of
building competence via comprehensible
input.

19. Consequences of input hypothesis
Talking (output) is not practicing: Although
speaking can indirectly assist in
language acquisition, the ability to speak is
not the cause of language learning
or
acquisition.
When enough comprehensible input is provided,
i+1 is present: If language models
and teachers provide enough
comprehensible input, then the structures that
learners are ready to learn will be
presentin that input.

20. Consequences of input hypothesis
The teaching order is not based on the
natural order: Students will acquire the
language in a natural order by receiving
comprehensible input.