Krashen's Monitor Theory

1. MTB MLE
LANGUAGE AS
SOCIAL CONTENT
SPE-MTB-MLE, BEED 2105 - Week 4
Prof. MEINRAD C. BAUTISTA, Ph.D.

2. Learning Objectives:
1. To know the Krashen’s Monitor Theory;
2. To differentiate acquisition and learning;
and
3. c. Illustrate the five central hypotheses
according to the monitor model.

3. Stephen Krashen
American Linguist and educator.
Born in May 14, 1941. Stephen
Krashen completed his Ph.D. in
Linguistics at UCLA (1972) and is
currently an Emeritus Professor
of Education at the University of
Southern California.
Krashen is the author of more
than 525 articles and books in the
fields of bilingual education,
neurolinguistics, second language
acquisition and literacy.

4. Stephen Krashen’s Monitor
Model
Krashen’s Monitor Model
focuses on using
language for meaningful
interaction and for
accomplishing tasks,
rather than on learning
rules.

5. Stephen Krashen’s Monitor
Model

6. Stephen Krashen’s Monitor
Model

7. Stephen Krashen’s Monitor
Model

8. The Acquisition-Learning
Hypothesis
Adults have two ways of developing L2 competence:
1. via acquisition, that is, picking up a language naturally, more or less
like children do their L1, by using language for communication. This is a
subconscious process and the resulting acquired competence is also
subconscious.
2. via language learning, which is a conscious process and results in
formal knowledge of the language.
For Krashen, the two knowledge systems are separate. ”Acquired”
knowledge is what explains communicative competence. Knowledge
gained through “learning” can’t be internalized and thus serves only
the very minor role of acting as a monitor of the acquired system,
checking the correctness of utterances against the formal knowledge
stored therein.

9. Affective Filter Hypothesis
Krashen came up with five hypotheses of learning, one of which is the
affective filter hypothesis.
The affective filter hypothesis basically explains that language cannot be
learned if a learner is blocking the learning process.
In other words, a learner can be mentally prepared to learn, or they might be
hindering this process in some way.
A learner can have a high affective filter or a low affective filter:
• the higher the filter, the more likely language learning will be impeded;
• the lower the filter, the more likely that language learning will take place.

10. Affective Filter Hypothesis
We can think of the affective
filter like a mask.
When a mask is worn over
the whole face, a person will
have difficulty seeing or
speaking, and even hearing –
and learning.
When the mask is under
their chin, a person is able to
see, speak, hear – and learn
– much more easily.

11. How does this affect the EFL
classroom?
This might all seem logical. But you’ll be surprised
how easily it can be for students to feel
uncomfortable or tense during a lesson.
If you think of situations like public speaking or
presenting, you may understand the anxiety students
may feel when called on in class.
The fear of making a mistake or looking stupid can be
overwhelming.

12. What can the teacher do to
lower the affective filter?
Firstly, make sure the
students know each other. If
the class is a new one, spend
some time on getting-to-
know-you activities so that
the students can become
friends. It’s much easier to
speak in front of friends than
strangers and students won’t
feel embarrassed about
making mistakes.

13. References:
Krashens (1972).
TEFL Academy (n.d). What Is The Affective Filter In Language
Learning? Retrieved from
https://www.theteflacademy.com/blog/wh at-is- the-
affective-filter-in-language- learning/
TEFL Academy (n.d). Who is Stephen Krashen? Retrieved from
https://www.theteflacademy.com/blog/wh at-is- the-
affective-filter-in-language- learning/
USC Rossier (2023). Stephen Krashen. Retrieved from
https://rossier.usc.edu/faculty- research/directory/stephen-
krashen