Thecriticismoflanguagemonitormodel.ppt

1、The theoretical disagreement of language monitor model,2020/7/27,Contents,1)The acquisition-learning distinction 2)Monitoring 3)The input hypothesis 4)The affective filter hypothesis 5) Natural acquisition order hypothesis 6)Variability,2020/7/27,The acquisition-learning distinction,1. According to

2、Krashen,acquisition and learning are two independent processes,and the ways and the types of knowledge acquired and their roles are different. Many students believe that the two processes of acquisition and learning are difficult to distinguish in practice.,2. Krashen separates acquisition from lear

3、ning according to the language environment. Some scholars think that, in fact, in the target language environment of the acquisition, it can also come with the learning process,the learning environment can produce the acquisition process, both are not separated by different environments.,2020/7/27,2

4、020/7/27,3. According to Krashen, acquisition is informal and learning is formal. Only informal learning leads to acquisition. Some scholars believe that second language learners not only receive formal learning in the classroom, they also often consciously do extracurricular reading、watch TV、listen

5、 to the radio and other activities, formal classroom teaching should complement each other.,2020/7/27,4. According to Krashen, the acquisition of knowledge and the learning of knowledge cannot be interchangeable. Some scholars put forward the theory of interfaces, believing that the knowledge learne

6、d can be transformed into the knowledge acquired. Knowledge acquired through repeated practice will be programmed, automated, and converted into implicit knowledge. The knowledge of acquisition is also permeable to the knowledge of learning, the second language learners constantly find language rule

7、s in the process of using second language. To some extent, these can promote the conscious learning.,2020/7/27,5. Krashens acquisition theory is based on the acquisition of childrens mother tongue. He believes that adults acquire language unconsciously just like children acquire their mother tongue.

8、 To a certain extent, this statement obliterates the differences between adult second language acquisition and childrens mother language acquisition.In fact, there are great differences between the acquisition of mother tongue and the acquisition of second language in learning environment, learning

9、mode,learning purpose and learning process.,2020/7/27,Monitoring,1.Monitoring does not account for the reception of utterances, it refers only to production. 2.Monitoring is limited to syntax , but in fact learners and users have the ability to edit their pronunciation, lexis, and, perhaps most impo

10、rtant of all, their discourse. Krashen does not give any consideration to Monitoring as a collaborative activity involving both the learner and his interlocutor. 3.Krashen tends to conflate Monitoring and learning, although the former refers to performance and the latter to rule internalization . Th

11、ere is no detailed discussion of how learning takes place.,The input hypothesis,1. The definition of Krashens comprehensible input is not clear. In a way ,its a circular argument. Any input that contributes to acquisition must be comprehensible , and therefore comprehensible input is any input that

12、contributes to acquisition.,2020/7/27,2. Krashens input has considerable limitations. Only pay attention to the natural input mode of language materials in the language learning environment , but ignore and reject the unnatural input mode. It is difficult to meet the requirement of large enough lang

13、uage input, there should be four types of input.,2020/7/27,3. Krashens mode i+1of comprehensible input is difficult to realize in practical language teaching. The language teacher cannot grasp the degree that language input should up to , and cannot grasp the i+1level. Learners are different. Teache

14、rs dont know exactly what students know or dont know. They can only guess their current level , they cant confirm the content and difficulty of i+1 mode.,2020/7/27,4. The input hypothesis overemphasizes input, ignores and excludes output, it is not conducive to the cultivation of communicative compe

15、tence of learners.,2020/7/27,The affective filter hypothesis,Krashen uses affectivefilterhypothesistoexplainthefailureandsuccessofsecondlanguageacquisition,thereisacontradiction,languageacquisitionmechanismof a languageacquisitionis inacenterposition,butinthesecondlanguageacquisition,learningattitud

16、ehasplayedacertainrole.Asforthelearningtitudeishowtoaffecttheacquisitionisdifficulttoclear,howtheaffectivefilterworks,howtopreventlanguageinputintotheacquisitionmechanism,learningmotivationoflearnersoflanguageinputishowtobefiltered,krashendidnotmakeaconvincingexplanation to this series of problems.,

17、2020/7/27,Natural acquisition order hypothesis,The hypothesis of natural acquisition sequence is based on the study of the order of acquisition of English morpheme. However, the research on the order of the acquisition of English morpheme itself is still in doubt in terms of theoretical hypothesis a

18、nd investigation methods. In addition, the natural order hypothesis mainly depends on learners language performance , however, language performance is often different due to the difference of language tasks. So, it is no sense to talk about a single natural acquisition order,2020/7/27,2020/7/27,Variability,The Monitor Model is a dual competence theory of SLA. That is , it proposes that the learners knowledge of