1. Explaining second language learning
Krashen’s ‘monitor model’

2. 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”.

3. 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.

4. On the other hand, learning is a process in which learners attend to form, figure out the rules, and aware of their own process.

5. 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.

6. 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.

7. 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.

8. 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.

9. 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.

10. 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.

11. 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.

12. Evaluating the five hypotheses
Some of Krashen’s hypotheses appeal to many teacher.
However, both linguists and psychologists challenged Krashen’s model.

13. Take a minute and discuss with your group the potential downside for the first hypothesis.

14. 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.

15. 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.”

16. Many researchers emphasized the importance of conscious explicit rule instruction. They suggested that this will help improve successful communicative competence in a second language.

17. 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”

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

19. 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”

20. 1) It ignores the active role of the learners in the learning process
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 <<< input What you remember from the book after a while <<< intake

21. 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.

22. 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)