2. Tahreem 23
Rida khursheed 31
Raazia kanwal 04
Seerat fatima 36
Saira qadous 55
Aqsa bano 24
Group members
3. Background and Main
Representative
Staphen Krashen is an expert in the field of
linguistics, specialization in theories of
language acquisition and development.
Krashen’s widely known and well accepted
theory of second language acquisition had a
large impact in area of second language
research and teaching in the mid of 70s.
Initially named the Monitor Model and, later on,
the Input Hypothesis.
4. Introduction
Krashen’s model of second language
acquisition based on the concept that learners
have two systems (acquisition and learning)
and that the learned system acts as a monitor
(editor) of the acquired system.
6. The Five Central Hypothesis
The
acquisition-
learning
hypothesis
The natural
order
hypothesis
The
monitor
hypothesis
The input
hypothesis
The
affective
filter
hypothesis
7. The acquisition learning hypothesis
Acquisition
Sub-conscious
process
Meaningful interaction
Individual is not aware
Natural way
Learning
Conscious process
Formal
In the form of rules
and grammar
Less effective.
8. According to Brown:
“Knowing a language rule does not mean one
will be able to use it in communicative
interactions”. (Brown,2000)
9. The acquisition learning
hypothesis
The process of internalizing new language, to
storing this knowledge ,and to use it in actual
performance.
Strength:
Language is learned through natural
communication
Weaknesses:
Time consuming Learning formally is not an
effective way.
10. The Monitor hypothesis
The monitor hypothesis asserts that a
learner’s learned system acts as a monitor to
what they are producing.
In other words, while only the acquired system
is able to produce spontaneous speech, the
learned system is used to check what is being
spoken.
Before the learner produces an utterance, he
or she internally scans it for errors, and uses
the learned system to make corrections.
11. Self-correction occurs when the learner uses the
Monitor to correct a sentence after it is uttered.
According to the hypothesis, such self-
monitoring and self-correction are the only
functions of conscious language learning.
The Monitor model then predicts faster initial
progress by adults than children.
12. Conditions
Three specific conditions
The acquirer/learner must know the rule
The acquirer must be focused on correctness
The acquirer/learner must have time to use the
monitor
13. The natural order hypothesis
Each language have “natural order”with some
aspects of language coming more quickly than
others.
Acquisition of grammatical structure follows a
“natural order”.
14. The natural order hypothesis
Teachers should know that which structures of
language are easy to acquire.
15. The input hypothesis
Input hypothesis is only concerned with
acquisition not learning.
Structure that is “a little beyond” where we are
now.
“Going for meaning” first.
Speaking fluency cannot be taught directly.
Provide comprehensible input
16. The input hypothesis
Speaking is a result of acquisition and not its
cause.
If input is understood, and there is enough of
it, the necessary grammar is automatically
provided. (Krashen,1985,p.2)
17. Strength and Weakness
Strength
The more comprehensible input, more L2
proficiency.
Teaching methods are dependent on
comprehensible input.
Weakness
Since not all of the learners can be at the
same level of linguistic competence at the
same time, we are unable to define the level of
i andi+1.
Grammar generalization(making errors)
18. The affective filter hypothesis
Learners feelings or attitude as an adjustable
filter that freely fairs , impress or block input
necessary to acquisition.
3 kinds of variables that affect the filter.
1. Motivation high
2. Self-confidence high
3. Anxiety low
19. Strengths
Teacher’s try to reduce learner’s negative
feelings.
Learners have higher competence when they
receive comprehensible input.
20. References:
Introducing second language acquisition
Perspectives and practices
By Kristan M. Hummel
Chapter 4: Theoretical Perspectives
4.4 The monitor/input model
