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.

1. UNIVERSIDAD NACIONAL DE CHIMBORAZO
FACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y
TECNOLOGIAS
LANGUAGE SCHOOL
TOPIC:
THE MONITOR MODEL – SECOND LANGUAGE
ACQUISITION.
NAMES:
 DAVID BUÑAY.
 VANESSA CAUJA.
 EVELYN PÉREZ .
SEMESTER:
FIFTH.

2. "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

3. Krashen’s “monitor model” (1982)
The acquisition-learning hypothesis.
The monitor hypothesis.
The input hypothesis.
The natural order hypothesis.
The affective filter hypothesis.

4. ”
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.

5. 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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7. Acquisition
Sub-conscious
by environment
(Ex: games,
Movies, radio)
Picking up words
Learning
Conscious by
instructors
Correct errors
Knowing about
Grammar rules

9. The monitor hypothesis
The 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.

11. 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.

13. 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

14. 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.

16. It includes:

17. 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.