Krashen’s Monitor Theory监控理论ppt

1、krashens monitor theory,background information,one of the best known theories of sla in the 1970s and early 1980s was krashens monitor theory. it is a comprehensive , influential and controversial theory and it has a greatly influenced second language teaching method named the natural approach. moni

2、tor theory began life not as a theory of sl acquisition, but as a model of sl performance. (krashen, 1976,contents,3. the monitor hypothesis,4. the input hypothesis,5. the affective filter hypothesis,6. a critique of mt,2. the natural order hypothesis,1. the acquisition learning hypothesis,1. the ac

3、quisition-learning hypothesis,1.1 there are two independent ways of learning an sl: acquisition refers to the subconcious process used by children developing their first language. learning is a conscious process, which results in a separate system of simple grammar rules, or knowledge about the sl,p

4、rocedural knowledge （程序性知识） declarative knowledge （陈述性性知识） implicit knowledge （内隐学习） explicit knowledge （外显学习,1.2 in krashens opioion learning cannot turn into acquistion .(example by gregg) a. non-interface position （无接口观点） b. the weak interface position（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

5、情况下合作 c. the strong interface position （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. the natural order hypothesis,2.1 second language learners seem to acquire the features of the target language in predictable sequence. that we acquire the rules of language in a predictable order, some r

6、ules tending to come early and others late. the order does not appear to be determined solely by formal simplicity and there is evidence that it is independent of the order in which rules are taught in language classes. (krashen 1985; larsen-freeman 2000) 2.2 a learning syllabus an acquisition sylla

7、bus,brown,krashen 1982,3. the monitor hypothesis,3.1 according to krashen, the acquired system acts to initiate the second language learners utterance and is responsible for fluency and intuitive judgement about the correctness. while the learned system, on the other hand, acts only as an editor or

8、“monitor”, making minor changes and polishing what the required system has produced. it may happen before actually speak or write, or it may happen later,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：“he went to beijing yesterday”时，表达意思所需要的就是语言知识来自于“习得”系统，而“

9、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,3.2 three conditions krashen specified that three conditions must be satisfied in order to use monitor successfully. (krashenellis 1999) a. when learners focus more on being “correct” or focus on form, rather than on what they have to say. b. when they have

10、 sufficient time to search their memory for the relevant rules. c. when they actually know those rules,3.3 three types of monitor users a. monitor over-user (监控过多者) they are performers who are constantly checking their output with their conscious knowledge of the second langugae. as a result, such p

11、erformers may speak hesitantly, often self-correct in the middle of the utterance and are so concerned about correctness that they cannot speak with any real fluency,b. monitor under-users (监控不足者) they are people who have not learned, prefer not to use their conscious knowledge, even when conditions

12、 allow it. these learners do not usually use self-correct. when they do, they do it only by using a “feel” for correctness and rely complete on acquired system. c. the optional monitor-user(监控合理者) they are those who use the monitor when it is appropriate and when it does interfere with communication

13、. many optional users do not use grammar in ordinary communication, where it might interfere. in writing and planned speech, optional uses will typically make whatever corrections they can raise the accuracy of their output,4. the input hypothesis,4.1 according to krashen(1985), the input hypothesis

14、 attempts to answer what is perhaps the most important question in sla field- how do we acquire language?- and gives answer that it has a potential impact on all areas of language teaching. thus it has become the central part of krashens theory,4.2 the input hypothesis involves four main issues: fir

15、st, the input hypothesis relates to acquisition, not learning; second, learners acquire by understanding language a bit beyond their current level of competence. this is done with the help of the context. clues based on the situation and the context, extralinguistic information and knowledge of the

16、world make comprehension possible. third, the ability to speak fluently cannot be taught directly, rather, it “emerge” independently in time, after the acquirer has built up linguistic competence by understanding the input,fourth, there is a sufficient quantity of comprehensible input, i+1 will usua

17、lly provided automatically. a learner can “move” from a stage i (which i is the learners level of competence) to a stage i+1 (where i+1 is the stage immediately following i along some natural order) by understanding language containing i+1. (ellis 1999; larsen-freeman 2000,5. the affective filter hy

18、pothesis,5.1 krashen believes that learners need to receive comprehensible input for language acquisition, this is not sufficient. learners also need to “let that input in”. this is so called affective filter, which supposedly determines how receptive to comprehensible input a learner is going to be

19、. this hypothesis captures the relationship between variable and the process of sla by supposing that acquires vary with respect to the strength or level of their affective filters,5.2 three kinds of affective variables related to second language acquistion: a. motivation: leaners with high motivati

20、on generally do better. b. self-confidence: learners with self-confidence and a good self-image tend to be more successful. c. anxiety: low personal anxiety and low classroom anxiety are more beneficial to second lanuguage acquistion,according to what we have learn today, please give us some suggest

21、ions for language teaching,a. as much comprehensible input as possible must be presented. b. whatever helps comprehension is important. visual aids are useful, as is exposure to a wide range of vocabulary rather than syntactic structure. c. the focus in the classroom should be on listening and readi

22、ng; speaking should allowed to “emerge”. d. in order to lower the affective filter, students work center on the meaning communication rather than the form; input should be interesting and so contribute to a relaxed classroom atmosphere,6. a critique of monitoring theory,the acquisition-learning hypo

23、thesis: a. it cannot be tested in empirical investigation. b. the definition of acquisition and learning are not clear. c. “acquisition” and “learning” are separate. the monitor model hypothesis : a. it is impossible to observe. b. how does one determine whether a learner was monitoring or editing by feel? c. it does not really explain how learning takes place,the natural order hypothesis: a. the source of evidence for it. b. the order comes from morpheme study. c. it can mislead