EXPLAINING SECOND LANGUAGE LEARNING Krashen’s ‘monitor model’

SECOND LANGUAGE APPLICATION: KRASHEN’S “MONITOR MODEL”

Krashen’s model was influenced by

Chomsky’s theory of first language

acquisition.

Krashen (1970s) created this model for

second language acquisition and called

it “Monitor Model”.

KRASHEN DESCRIBED HIS MODEL IN TERMS OF FIVE HYPOTHESES.

Acquisition-learning hypothesis.

Krashen claimed that adult second language

learners have two mean for internalizing the target

language, which are “acquisition” and “learning”.

Acquisition is a subconscious and intuitive

process of constructing the system of the

language. He suggested that we “acquire”

the language just like we pick up our first

language.

On the other hand, learning is a process in

which learners attend to form, figure out the

rules, and aware of their own process.

According to Krashen, “fluency in second

language performance is due to what we have

acquired, not what we have learned.”

As a result, Krashen suggested that second

language learners should do more acquisition as

much as possible in order to achieve the

communicative fluency. Otherwise they will be

stock with rules learning and too much

conscious attention to the form of the language.

Krashen claimed that our conscious learning

process and our subconscious acquisition process

are mutually exclusive. ???

Krashen stated that “learning” can not be

“acquisition” and there is no interference

between acquisition and learning.

The Monitor Hypothesis.

It is a device to monitor or edit the learner’s

output. It is supposed to be responsible for

editing, making correction consciously.

This is why it is found in the “learning” process

not the acquisition.

According to Krashen, such explicit and

intentional learning should be avoided because it

may hinder the acquisition process.

Only once fluency established, monitoring and

editing should be activated.

The Natural Order Hypothesis.

Krashen claimed that we acquire the language

rules in a predictable or “natural” order.

he noticed that language features that are the

easiest to state are not always the first be acquired.

e.g.

Adding ‘-s’ to the third person singular verbs is easy

to state but many of second language learners fail

to apply it in spontaneous conversation.

The Input Hypothesis.

According to Krashen, “comprehensible input” is

the only true cause of second language

acquisition.

An important condition for language acquisition

to occur is that the learners understand input

language that contain structure a bit beyond his

current level of competence.

based on this hypothesis, Krashen suggested

that that speech should not be taught

directly in classrooms. Speech will emerge

once the learner has built up enough

comprehensible input.

Affective Filter Hypothesis.

‘Affective filter’ is a metaphorical barrier that prevents

learners from acquiring language even when the

appropriate input is available.

“Affect” refers to the feelings, motives, needs,

attitudes and emotional states.

Krashen claimed that the best acquisition will occur in

environment where anxiety is low and defensiveness

absent. A learner who is tense anxious may ‘filter out’

the input, making it unavailable for acquisition.

EVALUATING THE FIVE HYPOTHESES

Some of Krashen’s hypotheses appeal to

many teacher.

However, both linguists and psychologists

challenged Krashen’s model.

TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FIRST HYPOTHESIS.

Many researcher such as McLaughlin ((1978)

criticized Krashen’s “fuzzy” definition of

“conscious” and “subconscious”. He stated that

it is difficult to define both notions empirically.

TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FOLLOWING ASSUMPTION.“SECOND LANGUAGE LEARNERS SHOULD DO MORE ACQUISITION AS MUCH AS POSSIBLE IN ORDER TO ACHIEVE THE COMMUNICATIVE FLUENCY.”

Many researchers emphasized the importance of

conscious explicit rule instruction. They

suggested that this will help improve successful

communicative competence in a second

language.

TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FOLLOWING ASSUMPTION.“CONSCIOUS LEARNING PROCESS AND SUBCONSCIOUS ACQUISITION PROCESS ARE MUTUALLY EXCLUSIVE”

Human behavior can not be exclusive, it can be defined as the endpoint of a continuum (i.e. dichotomy).

TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FOLLOWING ASSUMPTION.“COMPREHENSIBLE INPUT” IS THE ONLY TRUE CAUSE OF SECOND LANGUAGE ACQUISITION”

1) It ignores the active role of the learners in the learning process.

2) Not every aspect of the language the learners are exposed to can be beneficial. Hence, a distinction between “input” and “intake” is needed.

- “Intake” is all the input that actually gets assigned to long-term memory.

For example, Reading a book <<< inputWhat you remember from the book after a while <<<

intake

3) learners learn at different rates. Some can learn

faster than others.

4) Other researchers such as Swain (2005) claimed

that the output is as important as the input.

How?

- When learners speak, they will notice their

errors.

- It is a way to ‘try out’ the language.

- Learners are given the opportunity to reflect

on the language itself in interaction with

others.

THE EFFECT OF KRASHEN’S HYPOTHESES ON SL CLASSROOMS

Communicative Language Teaching.

(emphasis is on communicating in authentic situations)

Content-based approach.

(using L2 in teaching content courses leads to better

acquisition)