Second Language Theories Krashens Monitor Model Acquisition-Learning hypothesis Monitor hypothesis Natural Order Hypothesis

Prepared By: Lian Li Fang Chua Swee Woon Kev Yi Beng

Acquisition-Learning Hypothesis
The Acquisition-Learning distinction is the most

fundamental of all the hypotheses in Krashen's theory and the most widely known among linguists and language practitioners.
According to Krashen there are two independent

systems of second language performance: 1. 'the acquired system' and 2. 'the learned system'.

1) The 'acquired system' or 'acquisition'

It is the product of a subconscious process very

similar to the process children undergo when they acquire their first language.

It results from informal- natural communication

between people - in which speakers are concentrated not in the form of their utterances, but in the communicative act.

Language is a means and not a focus nor an end in

itself.

 Acquisition is a sub-conscious process, as in the case

of a child learning its own language or an adult 'picking up' a second language simply by living and working in a foreign country.
Second language acquisition should attempt to

parallel this process, by creating an environment in which language can be presented in authentic communicative situations.

2) The 'learned system' or 'learning'

It is the process of formal instruction and it

comprises a conscious process which results in conscious knowledge about the second language, for example: knowledge of grammar rules
According to Krashen 'learning' is less important

than 'acquisition'.

 With second language learning, the analysis and

correction of errors is formally and explicitly addressed.

Conscious language learning can only act as monitor

that checks and corrects utterances of the acquired system.

Conclusion
According to Krashen learned language cannot be

turned into acquisition. 1. Learned Language It is pointless spending a lot of time learning grammar rules, since this will not help us become better users of the language in authentic situations.

2. Acquisition The knowledge we gain about the language will help us in direct tests when we have time to selfcorrect, as in the editing of a piece of writing.
According to Krashen, language is acquired, not

learnt.

The Acquisition-Learning Hypothesis

Important Notes to Remember!
Acquisition = subconsciously picking up Learning = conscious Error correction Explicit instruction Children acquire language better than adults

The Monitor Hypothesis

Definition
Explains how the learned system affects

the acquired system The monitoring function is practical results of the learned grammar.

The Monitor is best used when:

We have to be very careful

When language is necessarily formal

Conditions
1. The acquirer/learner must know the rule: (Knowledge of rules) This is very difficult condition to meet 2. The acquirer must be focused on correctness: (Focus on correctness of form) He or she must be thinking about form, and it is difficult to focus on meaning and form at the same time 3. Having time to use the monitor: (Time) The speaker is then focused on form rather than meaning, resulting in the production and exchange of less information.

Over-users
This is when performers Monitor all the time. Sometimes, this happens when second language

learners are taught only grammar.

Under-users
This is when performers depend only on the acquired

system. They do so either because they have not learned or because they dont want to use their learned system. Error correction by others has little influence on them.

Optimal-users
Optimal users use the monitor when it is appropriate

and when it does not interfere with communication.

Critique/Classroom Implications
Lindauer, Breck J.

Krashen's monitor hypothesis has been

criticized because of the assumption that young children are better language learners than adolescents because they are less affected by linguistic monitors (Diza-Rico & Weed, 2010). This claim is widely disputed by many, including McLaughlin (1992), who say that children and adolescents are equally capable of second language acquisition.

 Once that foundation is in place, monitors

should "steer a middle course" in terms of correcting ELL's language (Freeman & Freeman, 2004).

Natural Order Hypothesis

Krashen states that there is a natural order in

which learners pick up a language and this order is roughly the same for all learners regardless of their linguistic background.

 Research shows that this natural order seems to go

beyond age, the learners native language, the target language and the condition under which the second language is being learned.

 Mistakes made by learners are a necessary part of

language learning.
These mistakes are not random, but are very

similar to the errors that children make when learning their first language. (Krashen based this hypothesis on the observation that, like first language learners, second language learners seem to acquire the features of the target language in predictable sequences.)

 The rules which are easiest to state(and thus to

learn) are not necessarily the first to be acquired.

For example

The rule for adding an -s to third person singular verbs in the present tense is easy to state, but even some advanced second language speakers fail to apply it in rapid conversation.

 Krashen observes that the natural order is

independent of the order in which rules have been learned in language classes.

Conclusion
According to Krashen, this indicates that there is a

natural order in which learners pick up a language. In addition, the mistakes, will be made in the same order whether the learners have been taught the grammar or not, and that teaching grammar will not help them change the order.

A Model for teaching English in Malaysia Schools

English is a subject in primary and secondary

schools. However, a high percentage of students fail to achieve an acceptable level of competence in Englishreasons:

Majority of students have limited exposure to English in their daily lives; Motivation to learn English is relatively low

Practical Approach to teaching English

1.

Motivate students - Students can be shown

the value and gains to be procured from leaning English, especially in the job market and for further education.

2. Provide sufficient input students should be exposed to a lot of English to demonstrate to them how English is used in real life and to provide examples of new language items that they will later want to use in communication.

3. Create a communicative purpose understand the immediate needs of your students, and teach language that is relevant to their purposes. 4. Provide sufficient opportunities for students to practise new language items, using communicative activities

5. Gear activities to fit in with the development needs and maturation level of the students. 6. Use a variety of strategies and techniques to keep your students interested.