EXPLAINING SECOND

LANGUAGE DEVELOPMENT III

 Monitor Model
Based on 5
hypotheses:
1. Acquisition-Learning
Hypothesis
2. Monitor Hypothesis
3. Natural Order
Hypothesis
4. Input Hypothesis
5. Affective Filter
Hypothesis
The Acquisition- Learning Hypothesis
• According to Krashen‟s acquisition-learning
hypothesis, there are two independent ways to
develop our linguistic skills: acquisition and
learning. Acquisition and learning are two
separate processes.
 Monitor Hypothesis
• Learning (as opposed to acquisition) serves to develop a
monitor- an error detecting mechanism that scans
utterances for accuracy in order to make corrections. As a
consequence of the monitor hypothesis, language
acquisition instruction should avoid emphasis on error
correction and grammar. This might inhibit language
acquisition, particularly at the early stages of language
development.
The Monitor hypothesis explains the relationship
between acquisition and learning.
The monitoring function is the practical result of the
learned grammar.
  According to Krashen, for the Monitor to be successfully
used, three conditions must be met:

[Link] acquirer/learner must know the rule: This is a

very difficult condition to meet because it means that
the speaker must have had explicit instruction.
[Link] acquirer must be focused on correctness: He or
she must be thinking about form, and it is difficult to
focus on meaning and form at the same time.
[Link] time to use the monitor: The speaker then
focuses on form rather than meaning, resulting in the
production and exchange of less information.
This hypothesis further explains how acquisition and
learning are used; the acquisition system, initiates an
utterance and the learning system „monitors‟ the
utterance to inspect and correct errors.
Krashen states that monitoring can make some
contribution to the accuracy of an utterance but its
use should be limited.
He suggests that the „monitor‟ can sometimes act as
a barrier as it forces the learner to slow down and
focus more on accuracy as opposed to fluency.
 The Natural Order Hypothesis
• According to Krashen, learners acquire parts of
language in a predictable order. For any given
language, certain grammatical structures are
acquired early while others are acquired later in
the process.
• This hypothesis suggests that this natural order
of acquisition occurs independently of deliberate
teaching and therefore teachers cannot change
the order of a grammatical teaching sequence.
 The Natural Order Hypothesis
• According to this hypothesis, teachers should be aware
that certain structures of a language are easier to
acquire than others.
• They should start by introducing language concepts that
are relatively easy for learners to acquire.
 The Input Hypothesis
• Comprehensible Input: the messages that learners receive
and they can understand.
• This hypothesis suggests that language acquisition occurs
when learners receive messages that they can understand, a
concept also known as comprehensible input. However,
Krashen also suggests that this comprehensible input should
be one step beyond the learner‟s current language ability,
represented as i+1, in order to allow learners to continue to
progress with their language development.
• We acquire language only when the level of difficulty is “a little
beyond” where we are now.
The Input Hypothesis says that we acquire by “going for
meaning” first, and as a result, we acquire structure.
It also states that speaking fluency cannot be taught
directly. It emerges over time, on its own.
The best way to teach speaking, according to this view, is
simply to provide comprehensible input.
Early speech will come when the acquirer feels “ready:” It
is typically not grammatically accurate.
Accuracy develops over time as the acquirer hears and
understands more input.
 The Affective Filter Hypothesis
• Affective filter: a 'screen' that is influenced by emotional
variables that can prevent learning.
• This hypothetical filter does not impact acquisition directly
but rather prevents input from reaching the language
acquisition part of the brain.
• According to Krashen the affective filter can be prompted
by many different variables including anxiety, self-
confidence, motivation and stress.
 The Affective Filter Hypothesis
 Low motivation, low self-esteem, and debilitating anxiety can
combine to 'raise' the affective filter and form a 'mental block'
that prevents comprehensible input from being used for
acquisition. In other words, when the filter is 'up' it impedes
language acquisition.
 Krashen claims that learners with high motivation, self-
confidence, a good self-image, and a low level of anxiety are
better equipped for success in second language acquisition.
Monitor Model
 Natural Order of Language Acquisition (Krashen)
Natural progression/order of language development exhibited by
infants/young children and/or second language learners (child or adult).
Level l: Pre-Production Stage (Silent Period): Minimal comprehension,
non-verbal production.
Level II: Early Production Stage. Limited Comprehension; One/two-
word response.
Level III: Speech Emergence Stage. Increased comprehension; Simple
sentences; Some errors in speech.
Level IV: Intermediate Fluency Stage. Very good comprehension;
More complex sentences; Complex
Level V: Advanced fluency stage (not in Krashen’s original
theory)