Krashen's Monitor Model(acquisition learning,monitor,natural order).pptx

7/27/2019 Krashen's Monitor Model(acquisition learning,monitor,natural order).pptx

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Prepared By: Lian Li Fang

Chua Swee Woon

Kev Yi Beng

Second Language TheoriesKrashens Monitor ModelAcquisition-Learning

hypothesis

Monitor hypothesisNatural Order Hypothesis


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Acquisition-Learning Hypothesis

TheAcquisition-Learning distinction is the mostfundamental of all the hypotheses in Krashen'stheory and the most widely known among

linguists and language practitioners.

According to Krashen there are two independentsystems of second language performance:

1. 'the acquired system' and

2. 'the learned system'.


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1) The 'acquired system' or 'acquisition'

It is the product of a subconscious processverysimilar to the process children undergo when theyacquire their first language.

It results from informal- natural communicationbetween people - in which speakers are concentratednot in the form of their utterances, but in thecommunicative act.

Language is a means and not a focus nor an end initself.


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Acquisition is a sub-conscious process, as in the caseof a child learning its own language or an adult'picking up' a second language simply by livingand working in a foreign country.

Second language acquisition should attempt toparallel this process, by creating an environment in

which language can be presented in authenticcommunicative situations.


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2) The 'learned system' or 'learning'

It is the process offormal instruction and itcomprises a conscious process which results inconscious knowledge about the second language, forexample:

knowledge of grammar rules

According to Krashen 'learning' is less important

than 'acquisition'.


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With second language learning, the analysis andcorrection of errors is formally and explicitlyaddressed.

Conscious language learning can only act as monitorthat checks and corrects utterances of the acquiredsystem.


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Conclusion

According to Krashen learned language cannot beturned into acquisition.

1. Learned Language

It is pointless spending a lot of time learninggrammar rules, since this will not help us becomebetter users of the language in authenticsituations.


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2. Acquisition

The knowledge we gain about the languagewillhelp us in direct testswhen we have time to self-

correct, as in the editing of a piece of writing.

According to Krashen, language is acquired, notlearnt.


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The Acquisition-Learning Hypothesis

Important Notes to Remember!

Acquisition = subconsciously picking up

Learning = conscious Error correction

Explicit instruction

Children acquire language better than adults


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The Monitor Hypothesis

Definition

Explains how the learned system affectsthe acquired system

The monitoring function is practicalresults of the learned grammar.


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The Monitor is best used when:

We have to be very careful

When language is necessarily formal


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Conditions

1. The acquirer/learner must know the rule:(Knowledge of rules)

This is very difficult condition to meet

2. The acquirer must be focused on correctness:(Focus on correctness of form)

He or she must be thinking about form, and it isdifficult to focus on meaning and form at the sametime

3. Having time to use the monitor: (Time) The speaker is then focused on form rather than

meaning, resulting in the production and exchangeof less information.


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Over-users

This is when performers Monitor all the time.

Sometimes, this happens when second language

learners are taught only grammar.


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Under-users

This is when performers depend only on the acquiredsystem. They do so either because they have notlearned or because they dont want to use theirlearned system.

Error correction by others has little influence onthem.


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Optimal-users

Optimal users use the monitor when it is appropriateand when it does not interfere with communication.


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Critique/Classroom ImplicationsLindauer, Breck J.

Krashen's monitor hypothesis has beencriticized because of the assumption that

young children are better language learnersthan adolescents because they are lessaffected by linguistic monitors (Diza-Rico &

Weed, 2010).

This claim is widely disputed by many,including McLaughlin (1992), who say thatchildren and adolescents are equally capableof second language acquisition.


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Once that foundation is in place, monitors

should "steer a middle course" in terms ofcorrecting ELL's language (Freeman &Freeman, 2004).


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Natural Order Hypothesis

Krashen states that there is a natural order inwhich learners pick up a language and thisorder is roughly the same for all learners regardlessof their linguistic background.


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Research shows that this natural order seems to gobeyond age, the learners native language, thetarget language and the condition underwhich the second language is being learned.


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Mistakes made by learners are a necessary part oflanguage learning.

These mistakes are not random, but are verysimilar to the errors that children make whenlearning their first language.

(Krashen based this hypothesis on theobservation that, like first language learners,second language learners seem to acquire

the features of the target language inpredictable sequences.)


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The rules which are easiest to state(and thus tolearn) are not necessarily the first to be acquired.

For example

The rule for adding an -s to third person singularverbs in the present tense is easy to state, but even

some advanced second language speakers fail toapply it in rapid conversation.


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Krashen observes that the natural order isindependent of the order in which rules have beenlearned in language classes.


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Conclusion

According to Krashen, this indicates that there is anatural order in which learners pick up alanguage.

In addition, the mistakes, will be made in thesame order whether the learners have beentaught the grammar or not, and that teachinggrammar will not help them change the

order.


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A Model for teaching English in MalaysiaSchools

English is a subject in primary and secondaryschools.

However, a high percentage of students fail to

achieve an acceptable level of competence inEnglishreasons: Majority of students have limited exposure to English in their

daily lives;

Motivation to learn English is relatively low


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Practical Approach to teaching English

1. Motivate students - Students can be shownthe value and gains to be procured from leaning English,especially in the job market and for further education.

2. Provide sufficient input students should beexposed to a lot of English to demonstrate tothem how English is used in real life and toprovide examples of new language items that they

will later want to use in communication.


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3. Create a communicative purpose

understand the immediate needs of yourstudents, and teach language that is relevant totheir purposes.

4. Provide sufficient opportunities for studentsto practise new language items, usingcommunicative activities


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5. Gear activities to fit in with the developmentneeds and maturation level of the students.

6. Use avariety of strategies and techniques tokeep your students interested.

Documents

Krashen's Monitor Model(acquisition learning,monitor,natural order).pptx