Krashen’s Monitor Theory监控理论ppt.ppt

Krashen sMonitorTheory BackgroundInformation OneofthebestknowntheoriesofSLAinthe1970sandearly1980swasKrashen sMonitorTheory Itisacomprehensive influentialandcontroversialtheoryandithasagreatlyinfluencedsecondlanguageteachingmethodnamedtheNaturalApproach MonitorTheorybeganlifenotasatheoryofSLacquisition butasamodelofSLperformance Krashen 1976 Contents 3 TheMonitorHypothesis 4 TheInputHypothesis 5 TheAffectiveFilterHypothesis 6 AcritiqueofMT 2 TheNaturalOrderHypothesis 1 TheAcquisition LearningHypothesis 1 TheAcquisition LearningHypothesis 1 1TherearetwoindependentwaysoflearninganSL Acquisitionreferstothesubconciousprocessusedbychildrendevelopingtheirfirstlanguage Learningisaconsciousprocess whichresultsinaseparatesystemofsimplegrammarrules orknowledgeabouttheSL Proceduralknowledge 程序性知识 Declarativeknowledge 陈述性性知识 Implicitknowledge 内隐学习 Explicitknowledge 外显学习 1 2InKrashen sopioionlearningcannotturnintoacquistion ExamplebyGregg a Non interfaceposition 无接口观点 b Theweakinterfaceposition 弱势接口观点 这种观点是显性知识和隐性知识两者 能够分开又相互合作 两种知识可以在任何情况下合作c Thestronginterfaceposition 强势接口观点 这种观点认为无论学习什么都是从技能或行为相关的 陈述 知识发展 最终达到程序性知识的自动化 2 TheNaturalOrderHypothesis 2 1Secondlanguagelearnersseemtoacquirethefeaturesofthetargetlanguageinpredictablesequence Thatweacquiretherulesoflanguageinapredictableorder somerulestendingtocomeearlyandotherslate Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidencethatitisindependentoftheorderinwhichrulesaretaughtinlanguageclasses Krashen1985 Larsen Freeman2000 2 2AlearningsyllabusAnacquisitionsyllabus Brown Krashen1982 3 TheMonitorHypothesis 3 1AccordingtoKrashen theacquiredsystemactstoinitiatethesecondlanguagelearner sutteranceandisresponsibleforfluencyandintuitivejudgementaboutthecorrectness Whilethelearnedsystem ontheotherhand actsonlyasaneditoror monitor makingminorchangesandpolishingwhattherequiredsystemhasproduced Itmayhappenbeforeactuallyspeakorwrite oritmayhappenlater 学习者用母语表达时可以脱口而出 不假思索 但是用第二语言表达时人们会经常不自觉地留意自己的语言是够正确 这种 注意 或 留心 其实就是 监控 的过程 例如 当英语学习者说 HewenttoBeijingyesterday 时 表达意思所需要的就是语言知识来自于 习得 系统 而 学习 中的知识所起到的作用是检查 he 是不是合适的代词 went 的时态是否正确 3 2ThreeConditionsKrashenspecifiedthatthreeconditionsmustbesatisfiedinordertouseMonitorsuccessfully KrashenEllis1999 a Whenlearnersfocusmoreonbeing correct orfocusonform ratherthanonwhattheyhavetosay b Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules c Whentheyactuallyknowthoserules 3 3Threetypesofmonitorusersa Monitorover user 监控过多者 Theyareperformerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlangugae Asaresult suchperformersmayspeakhesitantly oftenself correctinthemiddleoftheutteranceandaresoconcernedaboutcorrectnessthattheycannotspeakwithanyrealfluency b Monitorunder users 监控不足者 Theyarepeoplewhohavenotlearned prefernottousetheirconsciousknowledge evenwhenconditionsallowit Theselearnersdonotusuallyuseself correct Whentheydo theydoitonlybyusinga feel forcorrectnessandrelycompleteonacquiredsystem c Theoptionalmonitor user 监控合理者 Theyarethosewhousethemonitorwhenitisappropriateandwhenitdoesinterferewithcommunication Manyoptionalusersdonotusegrammarinordinarycommunication whereitmightinterfere Inwritingandplannedspeech optionaluseswilltypicallymakewhatevercorrectionstheycanraisetheaccuracyoftheiroutput 4 TheInputHypothesis 4 1AccordingtoKrashen 1985 theInputHypothesisattemptstoanswerwhatisperhapsthemostimportantquestioninSLAfield howdoweacquirelanguage andgivesanswerthatithasapotentialimpactonallareasoflanguageteaching ThusithasbecomethecentralpartofKrashen stheory 4 2TheInputHypothesisinvolvesfourmainissues First theinputhypothesisrelatestoacquisition notlearning Second learnersacquirebyunderstandinglanguageabitbeyondtheircurrentlevelofcompetence Thisisdonewiththehelpofthecontext Cluesbasedonthesituationandthecontext extralinguisticinformationandknowledgeoftheworldmakecomprehensionpossible Third theabilitytospeakfluentlycannotbetaughtdirectly rather it emerge independentlyintime aftertheacquirerhasbuiltuplinguisticcompetencebyunderstandingtheinput Fourth thereisasufficientquantityofcomprehensibleinput I 1willusuallyprovidedautomatically Alearnercan move fromastagei whichiisthelearner slevelofcompetence toastagei 1 wherei 1isthestageimmediatelyfollowingialongsomenaturalorder byunderstandinglanguagecontainingi 1 Ellis1999 Larsen Freeman2000 5 TheAffectiveFilterHypothesis 5 1Krashenbelievesthatlearnersneedtoreceivecomprehensibleinputforlanguageacquisition thisisnotsufficient Learnersalsoneedto letthatinputin Thisissocalledaffectivefilter whichsupposedlydetermineshowreceptivetocomprehensibleinputalearnerisgoingtobe ThishypothesiscapturestherelationshipbetweenvariableandtheprocessofSLAbysupposingthatacquiresvarywithrespecttothestrengthorleveloftheiraffectivefilters 5 2Threekindsofaffectivevariablesrelatedtosecondlanguageacquistion a Motivation leanerswithhighmotivationgenerallydobetter b Self confidence learnerswithself confidenceandagoodself imagetendtobemoresuccessful c Anxiety lowpersonalanxietyandlowclassroomanxietyaremorebeneficialtosecondlanuguageacquistion Accordingtowhatwehavelearntoday pleasegiveussomesuggestionsforlanguageteaching a Asmuchcomprehensibleinputaspossiblemustbepresented b Whateverhelpscomprehensionisimportant Visualaidsareuseful asisexposuretoawiderangeofvocabularyratherthansyntacticstructure c Thefocusintheclassroomshouldbeonlisteningandreading speakingshouldallowedto emerge d Inordertolowertheaffectivefilter studentsworkcenteronthemeaningcommunicationratherthantheform inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere 6 ACritiqueofMonitoringTheory TheAcquisition learningHypothesis a Itcannotbetestedinempiricalinvestigation b Thedefinitionofacquisitionandlearningarenotclear c Acquisition and Learning areseparate TheMonitorModelHypothesis a Itisimpossibletoobserve b Howdoesonedeterminewhetheralearnerwasmonitoringoreditingbyfeel c Itdoesnotreallyexplainhowlearningtakesplace TheNaturalOrderHypothesis a Thesourceofevidenceforit b Theordercomesfrommorphemestudy c Itcanmis