1. Krashen’s Monitor Model
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2. The five central hypothesis
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The acquisition
learning
hypothesis
The affective The natural
filter order
hypothesis hypothesis
The input The monitor
hypothesis hypothesis

3. 1. The acquisition learning hypothesis
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 The process of internalizing new L2 knowledge, to
storing this knowledge, and to use it in actual
performance.

4. The acquisition learning distinctions
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 “Acquisition” occurs subconsciously as a result of
participating in natural communication focused on
meaning.
 “Learning” occurs as a result of conscious study of
the formal properties of the language.
 “Acquired” is for automatic processing, and for
initiating comprehension and production of
utterances.
 “Learnt” is only for controlled processing and only
by the Monitor.

5. 2. The natural order hypothesis
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 Learners may follow a more or less invariant order in
the acquisition of formal grammatical features; it
means that grammatical structures are acquired in a
predictable order.

6. 3. The monitor hypothesis
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 Is the device that learners use to edit their language
performance.
 Learnt knowledge by acting upon and modifying
utterances generated from acquiring knowledge.
 Monitoring has limited function in language
performance.

7. 3. The monitor hypothesis
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 Three conditions for its use:
a. There must be sufficient time.
b. The focus must be on form and not meaning.
c. The user must know the rule.

8. 4. The input hypothesis
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 Acquisition take place as a result of the learner
having understood input that is a little beyond the
current level of his competence.
 Input is comprehensible to the learner will
automatically be at the right level.

9. 5. The affective filter hypothesis
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 The filter controls how much input the learner comes
into contact with, and how much input is converted
into intake.
 Is affective because the factors which determine its
strength have to do with the learner’s motivation,
self-confidence, or anxiety state.

10. Causative variables taken into account in the
monitor model
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Aptitude
Role of the
Age
L1
Factors
Routines
Individual
and
differences
patterns

11. I. Aptitude
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 The learner’s aptitude predicts how well he will
perform on grammar-type tests that provide the
right conditions for the operation of the Monitor.

12. II. Role of the L1
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 The use of the L1 as a performance strategy.
 Learner falls back on his L1 when he lacks a rule in
the L2.
 He initiates an utterance using his L1 and then
substitutes L2 lexical items.

13. III. Routines and patterns
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 The formulas play a performance role only by
helping the learner to outperform his competence.
 Acquisition catches up with the routines and
patterns; that is, the structural knowledge contained
in the formulas is developed separately.

14. IV. Individual differences
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 There is a variation in the rate and the extent of
acquisition as a result of the amount of
comprehensible input received, and the strength of
the affective filter.
 Three types of monitor users:
1. Over-users.
2. Under-users.
3. Optimal-users.

15. V. Age
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 It affects the amount of comprehensible input that is
obtained; younger learners may get more than older
learners.

16. Evaluation+ Critism
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Acquisition
The
learning Variability
monitor
distinction

17. Acquisition learning distinction
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 Methodological: The acquisition-learning
hypothesis is not acceptable, because it cannot be
tasted in empirical investigation.
 When learnt knowledge is automatized through
practice it becomes acquired.
 The monitor model is still a black box theory.

18. The monitor
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 The only evidence for monitoring is trying to apply
explicit rules.
 Critical faculty enables us to become critically aware
of what we have created and hence allows us to
control it.
 Monitoring is limited to syntax, but in fact learners
and users have the ability to edit their pronunciation,
lexis, and, perhaps most important all, their
discourse.

19. Variability
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 It proposes that the learner’s knowledge of the L2,
which is reflected in variable performance, is best
characterized in terms of two separate competences
acquisition and learning.
 The kinds of performance that results from focusing
on form and meaning are best treated as aspects of a
single but variable competence which contains
alternative rules for realizing the same meaning, in
much the same way as does the native speaker’s
competence.

20. Krashen’s Monitor Model
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