Dolly Ramos G

expert in the field of linguistics

Over the last 30 years, researchers have generated a number of theories in order to better understand and explain human behavior. These have made great contributions in the field of (SLA) research.

Stephen Krashen's model is one of the most influential and well-known theories of SLA. In the late 1970s Krashen developed the Monitor

Model, an ‘overall’ theory of SLA, that had important implications for language teaching.

The acquisition-learning hypothesis The monitor hypothesis The natural order hypothesis   The input hypothesis   The affective filter hypothesis

“Learning cannot become acquisition and that fluency in a second or foreign language is due to what learners have

acquired, not what they have learned”

“ ONLY ADULTS”conscious knowledge 'about' the language

meaningful interaction

Gregg argues that Krashen has used these terms with a certain sense of recklessness by arguing that it is very difficult to distinguish

between what is conscious and what is unconscious

This hypothesis is presented largely as common sense: Krashen only draws on set of

references from Roger Brown in the early 1970’s. 

“Learners acquire the rules of a language in a predictable sequence”

Simple to

complex

The order is immune

Its not the

teaching order

Order of AQC (structures GR) & Sequence of ACQ=(U shaped course of development Verbs)

1. Present progressive verb: (is) playing 2-3. Prepositions: in/on 4. Regular noun plural: toys, cats, dishes 5. Irregular past tense verbs: came, fell, saw 6. Progressive noun: daddy´s, doggie´s 7. Uncontractible copula: Here I am, Who is it? 8. Articles: a and the 9. Regular past tense verbs: played, washed 10. Regular third person singular present tense verbs: 11. Irregular third person singular present tense verbs: does,

has 12. Uncontractible auxiliary: She isn´t crying, He was eating 13. Contractible copula: That´s mine, What´s that? 14. Contractible auxiliary: He´s crying Brown (1968)

Rules that the learner uses are not necessarily the traditional rules of the class, but that he constructs for through interaction, and the construction of hypotheses.

The difference between speaker of two different L1 does not present a linear process. Mclaughin

Gagné

“Learned system acts as a monitor, making minor changes and polishing what the acquired system has produced” Lightbown &

Spada (1993)Only Learning

Three conditions: sufficient time, focus on form and knowing the rules

(applies monitoring) Krashen (1982)Monitoring and

personalityplanning, editing and

correcting-Extroverts(under-users) -introverts(over-users) -Lack of self-confidence (over-user)

Reiss (1983) Gregg

Good learners tend to be more aware of the l/ing process itself, and to be able to give specific accounts of how they learn,

Restricting learning merely to the role of editing production completely

Learning is for editing grammar and thus ignores comprehension

Gregg

Through reading or hearing language structures that slightly exceed their current ability

'input' that is one step beyond her current stage of linguistic competence

'Comprehensible Input' that belongs to level 'i + 1'

natural communicative input is the key to designing a syllabus

The learner’s state of mind or disposition or disposition

HIGH MOTIVATION/self-conf/anxi are better equipped for success

LOW MOTIVATION self- esteem= can 'raise‘ the affective filter and form a 'mental block'

when the filter is 'up‘ it impedes

language acquisition.

Criticism

Krashen's Monitor Theory of SLA had a great impact on the way SLL was viewed, and initiated research towards the discovery of orders of acquisition.

Despite the various criticisms,Krashen's Monitor Theory of second

language acquisition had a great impact onthe way second language learning was

viewed, and initiated research towards thediscovery of orders of acquisition.

“This is not to say that Krashen is wrong in his prescriptions about language teaching. Many researchers working in the field agree with him on basic assumptions, such as the need to move from grammar-based to communicatively orientated language instruction, the role of affective factors in language learning, and the importance of acquisitional sequences in second language development.”

Attempting to cover most of the factors involved in SLA :

Age Personality traits Classroom instruction Innate mechanisms of language Acquisition Environmental influences Input, etc.,

but not without limitations.

Gomez, Luis F. 2007. Therories of first and Second Language Acquisiton

Brown, H. 1994. Principles of Language Learning and Teaching. Prentice Hall Regents

www.svsu.edu/~herks/ WWW.Coe.sdsu.edu./people/jmora/natApprTheory%2DEng/ www.stanford.edu/~kenro/lau/IClangLit/natralApproach.htm http://spider.georgetowncollege.edu/Education/documents/District

%20Guidelines/ESL%20Theories.pdf http://www.timothyjpmason.com/WebPages/LangTeach/Licence/

CM/OldLectures/L6_Natural_Order.htm http://en.wikipedia.org/wiki/Stephen_Krashen http://www.timothyjpmason.com/WebPages/LangTeach/Licence/

CM/OldLectures/L10_Monitor.htm

Thank you