monitor model
TRANSCRIPT
![Page 1: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/1.jpg)
UNIVERSIDAD NACIONAL DE CHIMBORAZOFACULTAD DE CIENCIAS DE LA EDUCACION HUMANAS Y
TECNOLOGIASLANGUAGE SCHOOL
TOPIC:
THE MONITOR MODEL – SECOND LANGUAGE ACQUISITION.
NAMES: DAVID BUÑAY. VANESSA CAUJA. EVELYN PÉREZ .
SEMESTER:
FIFTH.
![Page 2: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/2.jpg)
"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
![Page 3: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/3.jpg)
Krashen’s “monitor model” (1982)
The acquisition-learning hypothesis.
The monitor hypothesis.
The input hypothesis.
The natural order hypothesis.
The affective filter hypothesis.
![Page 4: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/4.jpg)
”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.
![Page 5: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/5.jpg)
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.
5/47
![Page 6: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/6.jpg)
![Page 7: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/7.jpg)
AcquisitionSub-conscious
by environment(Ex: games,
Movies, radio)
Picking up words
LearningConscious by
instructorsCorrect errors
Knowing aboutGrammar rules
![Page 8: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/8.jpg)
![Page 9: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/9.jpg)
The monitor hypothesisThe 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.
![Page 10: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/10.jpg)
![Page 11: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/11.jpg)
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.
![Page 12: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/12.jpg)
![Page 13: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/13.jpg)
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
![Page 14: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/14.jpg)
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.
![Page 15: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/15.jpg)
![Page 16: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/16.jpg)
It includes:
![Page 17: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/17.jpg)
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.
![Page 18: Monitor model](https://reader033.vdocuments.net/reader033/viewer/2022050923/55cb6e34bb61ebd26c8b4612/html5/thumbnails/18.jpg)