Krashens Monitor Model

The five central hypothesis

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The acquisition
learning
hypothesis

The affective
filter
hypothesis

The input
hypothesis

The natural
order
hypothesis

The monitor
hypothesis

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.

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.

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.

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.

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.

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.

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 learners motivation,

self-confidence, or anxiety state.

Causative variables taken into account in the monitor

model
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Aptitude

Role of the
L1

Age

Factors

Individual
differences

Routines
and
patterns

I. Aptitude
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The learners aptitude predicts how well he will

perform on grammar-type tests that provide the

right conditions for the operation of the Monitor.

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.

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.

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:

Over-users.
2. Under-users.
3. Optimal-users.
1.

V. Age
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It affects the amount of comprehensible input that is

obtained; younger learners may get more than older

learners.

Evaluation+ Critism
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Acquisition
learning
distinction

The
monitor

Variability

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.

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.

Variability
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It proposes that the learners 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 speakers
competence.

Krashens Monitor Model

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