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Second Language Acquisition: Krashen's Hypotheses of His Monitor Theory

The document summarizes Stephen Krashen's Monitor Theory of second language acquisition, which consists of five hypotheses: [1] The Acquisition-Learning Hypothesis distinguishes between acquired unconscious knowledge and learned conscious knowledge. Acquired knowledge is used for production while learned knowledge acts as a monitor. [2] The Natural Order Hypothesis states that language is acquired in a predictable order not affected by instruction. [3] The Monitor Hypothesis describes how learned knowledge monitors output from acquired knowledge if time, focus on form, and rule knowledge allow. [4] The Input Hypothesis holds that acquisition progresses by understanding input at one level above the learner's current level. [5] The Affective Filter Hy

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57 views2 pages

Second Language Acquisition: Krashen's Hypotheses of His Monitor Theory

The document summarizes Stephen Krashen's Monitor Theory of second language acquisition, which consists of five hypotheses: [1] The Acquisition-Learning Hypothesis distinguishes between acquired unconscious knowledge and learned conscious knowledge. Acquired knowledge is used for production while learned knowledge acts as a monitor. [2] The Natural Order Hypothesis states that language is acquired in a predictable order not affected by instruction. [3] The Monitor Hypothesis describes how learned knowledge monitors output from acquired knowledge if time, focus on form, and rule knowledge allow. [4] The Input Hypothesis holds that acquisition progresses by understanding input at one level above the learner's current level. [5] The Affective Filter Hy

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Third year G1, 2, 3, 4, 5 Psycholinguistics Mrs Bounab & Dr.

Fetsi

Second Language Acquisition


Krashen’s Hypotheses of his Monitor Theory
Among the early proponents of theories of second language acquisition was Stephan Krashen
. ‘The Monitor theory’, as it is referred to , consists of five interrelated hypotheses. In what
follows, these hypotheses will be discussed:

1. The Acquisition –Learning Hypothesis

This states that there are two independent types of knowledge about a second language that
are internalized in two different ways. With ‘acquired ‘knowledge, ‘we are generally not
consciously aware of the rule of the languages we have acquired .instead we have a ‘feel’ for
correctness. Whereas ‘learned ‘knowledge can be referred to as, ‘conscious knowledge of a
second language, knowing the rules, being aware of them, and being able to talk about
them’(1985).

In Krashen’s view, the two types of knowledge are used differently. The acquired system is
usedto produce utterances whereas the learned system checks the correctness of these
utterances.

2. The Natural Order Hypothesis

This states that elements of a language are acquired in a predictable order which cannot be
altered by instruction.

3. The Monitor Hypothesis

The learned system (mentioned above) acts as a monitor and serves to alter the output of the
acquired system. In order that the monitor may work, three principal conditions must be met.
The monitor needs time , a focus on form and an appropriate knowledge of the rule.

4. The Input Hypothesis

In order to move from one point in the ‘ natural order’ of acquisition to the next, learners must
receive ‘comprehensible input’, Krashen (1985). This ‘comprehensible input’ must be at a
level ahead of that possessed by the learner.If it is at the same level ,it is not useful in aiding
acquisition. Krashen called this input ‘i+1’, stating , ‘ we move from i our current level to i+1
the next level along the natural order , by understanding input containing i+1’, (1985).

1
Third year G1, 2, 3, 4, 5 Psycholinguistics Mrs Bounab & Dr. Fetsi

Krashen assumed the existence of an innate mental structure called a Language Acquisition
Device (LAD) which handles both first and second language acquisition. Comprehensible
input activates this device.

5. The Affective Filter Hypothesis

According to Krashen , there is a mechanism he terms ‘the Affective filter’ which


determines how much comprehensible input can reach the LAD. When the filter is high ,
comprehensible input is obstructed . a high affective filter is caused by such things as
anxiety, low self-confidence or low motivation, (1982). This then, helps to account for
learners’ varying success rates in second language acquisition.

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