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Krashens monitor model (1982)derived

form Chomskys nativist account of L1

acquisition and beyond.

For classroom purposes

The Natural Approach to teaching a

second language.

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Acquisition-Learning Hypothesis

Input Hypothesis (Comprehensible input)

Affective Filter Hypothesis

Natural Order Hypothesis Monitor Hypothesis

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Acquisition: Subconscious process

Learning: Conscious effort

Conscious rules: Act as monitor or editor

Acquisitionto communicate naturallyand fluently

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By understanding messages ; extra

linguistic context., knowledge of the

world, previous linguistic competence.

i + 1

Language input learner received must

be just beyond or a little more difficult

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Claims that speaking per se does not cause

language acquisition.

It emerges through obtaining

comprehensible input (listening and

reading)

Silent periodbuilding competence in the

second language

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Claims that comprehensible input, though

necessary, still not sufficient for SLA.

Input understood but does not mean it will

reach LAD

Low motivation, high anxiety, low self-

esteemhigh affective filter

Young childrenlow affective filter

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People acquire the rules of language in

a predictable natural order

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Monitor attending to form.

Conditions:

a. Learner must have sufficient time

b. Focus on form, not on meaning

c. Learner must know the rule.

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Do you think his hypotheses make sense?

In what way?

Can you relate your own experience inacquiring the second language?

I h Cl

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In the Classroom:

The Natural Approach

Teachers must distinguish

between acquisition and

learning activities.

Acquisition activitiesprovide

comprehensible inputdevoted

to topics of interest, not

grammatical structures

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In the Classroom:

The Natural Approach

Learning lessons - separate

lessons, focus on form.

Teachers must provide a lot of

comprehensible input i + 1 level.

Teachers to speak slowly, use

simpler words, pictures etc)

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Learners:

Listening to comprehensible input

never force to speak

silent period

Start speaking when ready

Teachers:

create friendly and relaxed

classroom atmosphere

No overt correction

acknowledge and respond

learners message.

In the Classroom:

The Natural Approach

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Grammatical mistakes -acquisitionactivities.

Indirect feedback on mistakes

by re-phasing andmodeling the correct form

Expand discussion and

commenting on

what the learners try to convey and

draw out more responses from them

In the Classroom: The Natural

Approach

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A More Positive View of Errors :the Notion of Interlanguage

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Cognitivists view L2 errors positively.

Source of errors - not necessarily

learners L1.

Error Analysis

learner errors cannot be explained infeatures of their L1

Instead evidence for and against nativisttheories

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Nativist view errors as:

part of an interlanguage

Changes & evolves

Learners acquire more rule of L2

By identifying L2 learners : gaininsights into the learners

development.

Consistent patterns of error : notisolated mistakes

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Analysing Learner Errors- Brown(1994)

1. Interlingual transfer Source of Error- L1, because learner is

using L1 to produce L2.

Behaviorist - L1 interference

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Analysing Learner Errors- Brown(1994)

2. Intralingual transfer Learner overgeneralizes an L2 rule

Eg -taked or teached instead of

took or taught

- two gooses instead of two geese

- many waters instead much water

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Analysing Learner Errors- Brown(1994)

3. Context of Learning Make errors because they are taught

that way.

Learn formally but fail in informalspoken english

Not know that the language is not

suitable in all situation or occasions.

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Analysing Learner Errors- Brown(1994)

4. Communication Strategies Make errors because learners are trying

to make up for their lack of knowledge in

L2

To maintain communicatioon

Very useful & learner who employ can

be praised Praising help learners to achieve their

purpose

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Conclusion

Cognitivism tells us not to justsee errors as problems to be

eradicated but regard them as ameans to find out what ishappening in the mind of the

learners

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DISCUSSION

What kind of learners errorcan you identify in your

classroom?

How do you solve the

problems?