Krashen’s Monitor Theory监控理论课件

KrashensMonitorTheory,1,学习交流PPT,BackgroundInformation,OneofthebestknowntheoriesofSLAinthe1970sandearly1980swasKrashensMonitorTheory.Itisacomprehensive,influentialandcontroversialtheoryandithasagreatlyinfluencedsecondlanguageteachingmethodnamedtheNaturalApproach.MonitorTheorybeganlifenotasatheoryofSLacquisition,butasamodelofSLperformance.(Krashen,1976),2,学习交流PPT,Contents,3.TheMonitorHypothesis,4.TheInputHypothesis,5.TheAffectiveFilterHypothesis,6.AcritiqueofMT,2.TheNaturalOrderHypothesis,1.TheAcquisitionLearningHypothesis,3,学习交流PPT,1.TheAcquisition-LearningHypothesis,1.1TherearetwoindependentwaysoflearninganSL:Acquisitionreferstothesubconciousprocessusedbychildrendevelopingtheirfirstlanguage.Learningisaconsciousprocess,whichresultsinaseparatesystemofsimplegrammarrules,orknowledgeabouttheSL.,4,学习交流PPT,Proceduralknowledge（程序性知识）Declarativeknowledge（陈述性性知识）Implicitknowledge（内隐学习）Explicitknowledge（外显学习）,5,学习交流PPT,1.2InKrashensopioionlearningcannotturnintoacquistion.(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。,6,学习交流PPT,7,学习交流PPT,2.TheNaturalOrderHypothesis,2.1Secondlanguagelearnersseemtoacquirethefeaturesofthetargetlanguageinpredictablesequence.Thatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherslate.Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidencethatitisindependentoftheorderinwhichrulesaretaughtinlanguageclasses.(Krashen1985;Larsen-Freeman2000)2.2AlearningsyllabusAnacquisitionsyllabus,8,学习交流PPT,Brown,9,学习交流PPT,Krashen1982,10,学习交流PPT,3.TheMonitorHypothesis,3.1AccordingtoKrashen,theacquiredsystemactstoinitiatethesecondlanguagelearnersutteranceandisresponsibleforfluencyandintuitivejudgementaboutthecorrectness.Whilethelearnedsystem,ontheotherhand,actsonlyasaneditoror“monitor”,makingminorchangesandpolishingwhattherequiredsystemhasproduced.Itmayhappenbeforeactuallyspeakorwrite,oritmayhappenlater.,11,学习交流PPT,12,学习交流PPT,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,13,学习交流PPT,3.2ThreeConditionsKrashenspecifiedthatthreeconditionsmustbesatisfiedinordertouseMonitorsuccessfully.(KrashenEllis1999)a.Whenlearnersfocusmoreonbeing“correct”orfocusonform,ratherthanonwhattheyhavetosay.b.Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules.c.Whentheyactuallyknowthoserules.,14,学习交流PPT,3.3Threetypesofmonitorusersa.Monitorover-user(监控过多者)Theyareperformerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlangugae.Asaresult,suchperformersmayspeakhesitantly,oftenself-correctinthemiddleoftheutteranceandaresoconcernedaboutcorrectnessthattheycannotspeakwithanyrealfluency.,15,学习交流PPT,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.,16,学习交流PPT,4.TheInputHypothesis,4.1AccordingtoKrashen(1985),theInputHypothesisattemptstoanswerwhatisperhapsthemostimportantquestioninSLAfield-howdoweacquirelanguage?-andgivesanswerthatithasapotentialimpactonallareasoflanguageteaching.ThusithasbecomethecentralpartofKrashenstheory.,17,学习交流PPT,4.2TheInputHypothesisinvolvesfourmainissues:First,theinputhypothesisrelatestoacquisition,notlearning;Second,learnersacquirebyunderstandinglanguageabitbeyondtheircurrentlevelofcompetence.Thisisdonewiththehelpofthecontext.Cluesbasedonthesituationandthecontext,extralinguisticinformationandknowledgeoftheworldmakecomprehensionpossible.Third,theabilitytospeakfluentlycannotbetaughtdirectly,rather,it“emerge”independentlyintime,aftertheacquirerhasbuiltuplinguisticcompetencebyunderstandingtheinput,18,学习交流PPT,Fourth,thereisasufficientquantityofcomprehensibleinput,I+1willusuallyprovidedautomatically.Alearnercan“move”fromastagei(whichiisthelearnerslevelofcompetence)toastagei+1(wherei+1isthestageimmediatelyfollowingialongsomenaturalorder)byunderstandinglanguagecontainingi+1.(Ellis1999;Larsen-Freeman2000),19,学习交流PPT,5.TheAffectiveFilterHypothesis,5.1Krashenbelievesthatlearnersneedtoreceivecomprehensibleinputforlanguageacquisition,thisisnotsufficient.Learnersalsoneedto“letthatinputin”.Thisissocalledaffectivefilter,whichsupposedlydetermineshowreceptivetocomprehensibleinputalearnerisgoingtobe.ThishypothesiscapturestherelationshipbetweenvariableandtheprocessofSLAbysupposingthatacquiresvarywithrespecttothestrengthorleveloftheiraffectivefilters.,20,学习交流PPT,21,学习交流PPT,5.2Threekindsofaffectivevariablesrelatedtosecondlanguageacquistion:a.Motivation:leanerswithhighmotivationgenerallydobetter.b.Self-confidence:learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.c.Anxiety:lowpersonalanxietyandlowclassroomanxietyaremorebeneficialtosecondlanuguageacquistion.,22,学习交流PPT,Accordingtowhatwehavelearntoday,pleasegiveussomesuggestionsforlanguageteaching.,23,学习交流PPT,a.Asmuchcomprehensibleinputaspossiblemustbepresented.b.Whateverhelpscomprehensionisimportant.Visualaidsareuseful,asisexposuretoawiderangeofvocabularyratherthansyntacticstructure.c.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldallowedto“emerge”.d.Inordertolowertheaffectivefilter,studentsworkcenteronthemeaningcommunicationratherthantheform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.,24,学习交流PPT,6.ACritiqueofMonitoringTheory,TheAcquisition-learningHypothesis:a.Itcannotbetestedinempiricalinvestigation.b.Thedefinitionofacquisitionandlearningarenotclear.c.“Acquisition”and“Learning”areseparate.TheMonitorModelHypothesis:a.Itisimpossibletoobserve.b.Howdoesonedeterminewhetheralearnerwasmonitoringoreditingbyfeel?c.Itdoesnotreallyexplainhowlearningtakesplace.,25,学习交流PPT,TheNaturalOrderHypothesis:a.Thesourceofevidenceforit.b.Theordercomesfrommorphemestudy.c.Itcanmisleadtheteacherwh