Krashen’s Monitor Model

This blog post discusses Stephen Krashen’s Monitor Model for second language learning. The monitor model is a group of five hypotheses that explain how second language acquisition occurs.

The acquisition-learning hypothesis: This hypothesis states that there are two ways of developing language proficiency: acquisition and learning. Acquisition is a subconscious process that occurs through natural exposure to meaningful and comprehensible input. Learning is a conscious process that involves formal instruction and explicit knowledge of grammar rules. According to Krashen, acquisition is the only way to achieve fluency and accuracy in a second language. At the same time, learning can only serve as a supplement or a monitor for the acquired system.
The natural order hypothesis: This hypothesis states that learners acquire grammatical structures in a predictable and fixed order, regardless of their native language, age, or instruction. The complexity and frequency of the structures in the input determine this order. For example, learners acquire the plural -s before the past tense -ed in English. Krashen claims this natural order is innate and universal and cannot be altered by teaching or learning.
The monitor hypothesis: This hypothesis states that learning has only a limited role in language performance. Learning can only be used to monitor or edit the acquisition-generated output. The use of the monitor depends on three factors: time, focus, and knowledge of the rules. Learners can only apply the learned rules when they have enough time to think, when they are focused on form rather than meaning and when they know the correct rule. However, Krashen argues that most second language situations do not allow for these conditions and that overuse of the monitor can result in unnatural and hesitant speech.
The input hypothesis: This hypothesis states that acquisition occurs when learners receive input that is slightly above their current level of competence (i+1). The input must be comprehensible, meaning learners can understand it using their existing knowledge and contextual clues. The input hypothesis also claims that speaking is a result of acquisition, not a cause of it. In other words, learners do not need to produce output to acquire language; they only need to receive and comprehend input. Krashen suggests that the best way to provide comprehensible input is through interesting, relevant, and engaging activities for the learners.
The affective filter hypothesis: This hypothesis states that learners’ emotional state can affect their ability to acquire language. Learners with low motivation, low self-confidence, or high anxiety will have a high affective filter that will block the input from reaching the acquisition device. On the other hand, if learners have high motivation, high self-confidence, and low anxiety, they will have a low affective filter to facilitate the input. Krashen emphasizes the importance of creating a positive and supportive learning environment that lowers learners’ affective filter and enhances their acquisition.

Implications for Teaching and Learning

The monitor model has significant implications for language teaching and learning. According to Krashen, the main goal of language instruction should be to provide learners with ample opportunities to receive comprehensible input in a low-stress environment. Teachers should use authentic and meaningful materials relevant to learners’ interests and needs. They should also avoid excessive correction, testing, and grammar explanation, which may raise learners’ affective filter and inhibit their acquisition. Learners should focus on understanding and communicating the message rather than producing grammatically perfect sentences. They should also seek exposure to the target language outside the classroom through reading, listening, watching, or interacting with native speakers. Following are some of the examples how monitor model can be applied in language teaching:

Using stories, songs, games, or videos that capture learners’ attention and curiosity.
Providing visual aids, gestures, demonstrations, or paraphrasing to make the input more comprehensible.
Encouraging learners to guess the meaning of unknown words or structures from the context.
Giving learners feedback on their comprehension rather than on their accuracy.
Allowing learners to choose their topics or tasks based on their preferences and goals.
Creating a friendly and relaxed atmosphere where learners feel comfortable and confident.
Praising learners for their efforts and achievements rather than for their errors.

Criticism Against Monitor Hypotheses

The monitor model is one of the most influential and controversial theories of second language acquisition. It has been widely adopted by language teachers and methodologists who advocate for a natural and communicative approach to language learning. However, it has also been criticized by some researchers and scholars who question its validity, testability, and applicability. Some of the main criticisms against the Monitor Model are discussed below:

The acquisition-learning distinction is not empirically supported. It is unclear how to determine whether a learner is acquiring or learning a language or using their acquired or learned system in production. Moreover, there is evidence that both implicit and explicit knowledge contributes to language development and performance.
The input hypothesis is too narrow and insufficient. It does not account for the role of output, interaction, feedback, or individual differences in language acquisition. It also does not explain how learners process and internalize the input they receive or deal with incomprehensible input.
The natural order hypothesis is not universal or invariant. It ignores the influence of the first language, the target language, the learning context, and the type of linguistic feature on the order of acquisition. It also does not account for variability among learners.
The monitor hypothesis is too restrictive and unrealistic. It assumes that learners can only use their learned knowledge to edit their output but not to generate it. It also assumes that learners have enough time, attention, and knowledge to apply the rules they have learned, which is often not the case in real communication.
The affective filter hypothesis is too vague and subjective. It does not specify how to measure or manipulate the affective factors that affect language acquisition. It also does not consider other cognitive or social factors influencing learners’ motivation, attitude, anxiety, or self-confidence.

Despite these criticisms, the monitor model remains a valuable and influential framework for understanding and facilitating second language acquisition. It highlights the importance of exposure, comprehension, motivation, and affect in language learning. It also challenges teachers and learners to rethink their beliefs and practices about language teaching and learning.

You can read more about Krashen’s Monitor Model at the following link:

https://study.com/learn/lesson/stephen-krashen-biography-theories-quotes.html

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