Krashen's Monitor Model - The Acquisition Learning Hypothesis

Summary

The video script discusses Stephen Krashen's Monitor Model of second language acquisition, which includes five key hypotheses. Krashen differentiates between 'acquisition' and 'learning,' explaining that acquisition is subconscious and leads to implicit knowledge, while learning is conscious and results in explicit knowledge. Acquisition fosters communicative competence, enabling language use in various social contexts, whereas learning develops grammatical competence. The script also touches on the challenges of transforming implicit knowledge into explicit knowledge and the importance of exposure and practice in language fluency.

Takeaways

• 📚 Stephen Krashen's Monitor Model is a significant theory in second language acquisition.
• 🧠 Krashen proposes five hypotheses that play a crucial role in language learning: Acquisition-Learning Hypothesis, Monitor Hypothesis, Natural Order Hypothesis, Input Hypothesis, and Affective Filter Hypothesis.
• 🌐 Language acquisition is a subconscious process, similar to how we learn our first language, whereas language learning is a conscious process involving understanding rules and regulations.
• 📚 Acquisition happens naturally through exposure to a language, while learning takes place in formal educational settings.
• 🤔 Acquisition results in implicit knowledge (unconscious knowledge of language rules), whereas learning results in explicit knowledge (conscious knowledge of language rules).
• 💬 Communicative competence, the ability to use language appropriately in different social situations, is developed through the acquisition process.
• 📐 Grammatical competence, the knowledge of language rules, is developed through the learning process.
• 🔄 Krashen argues that implicit knowledge gained from acquisition cannot be transformed into explicit knowledge, and vice versa.
• 🌱 The natural order hypothesis suggests that language is acquired in a predetermined order, regardless of the teaching method.
• 📈 The input hypothesis emphasizes the importance of receiving comprehensible input for language acquisition.
• 🌟 The affective filter hypothesis posits that an individual's emotional state can affect their language learning process.

Q & A

What is the Monitor Model in second language acquisition?

The Monitor Model, also known as the Input Hypothesis or the Acquisition-Learning Hypothesis, is a theory of second language acquisition proposed by Stephen Krashen in the 1970s and 1980s. It suggests that language acquisition is based on two different processes: acquisition and learning.

Who is Stephen Krashen and what is his contribution to linguistics?

Stephen Krashen is an American linguist who presented the Monitor Model in the 1970s and 1980s. His contribution to linguistics includes the development of five hypotheses about second language acquisition that play an important role in understanding the language learning process.

What are the five hypotheses presented by Stephen Krashen?

The five hypotheses presented by Stephen Krashen are: 1) Acquisition-Learning Hypothesis, 2) Monitor Hypothesis, 3) Natural Order Hypothesis, 4) Input Hypothesis, and 5) Affective Filter Hypothesis.

Can you explain the Acquisition-Learning Hypothesis?

The Acquisition-Learning Hypothesis states that language learning is based on two different processes: acquisition and learning. Acquisition refers to the subconscious process of language learning, similar to how we acquire our first language, while learning is a conscious process where we are explicitly taught the rules and regulations of the language.

How does the subconscious process of language acquisition differ from the conscious process of learning?

The subconscious process of language acquisition, or acquisition, occurs naturally and without conscious awareness of the rules and regulations of the language. It is similar to how we learn our first language. On the other hand, the conscious process of learning involves being explicitly taught the grammar and rules of the language, which is typically done in a formal educational setting.

What is implicit knowledge in the context of language acquisition?

Implicit knowledge refers to the subconscious knowledge of a language that we develop through exposure and acquisition. It is the knowledge that allows us to understand and produce grammatically correct sentences without necessarily being able to explain the rules.

What is explicit knowledge and how does it relate to language learning?

Explicit knowledge is the conscious understanding of the rules and regulations of a language, which is typically gained through formal education and learning. It allows a person to explain and correct grammatical errors and is associated with grammatical competence.

How does the Monitor Hypothesis relate to the use of language?

The Monitor Hypothesis suggests that the learned knowledge of language rules can act as an editor or monitor to check and correct our speech when we are speaking a second language. This editing process is slower than the natural acquisition process and is not always activated, especially in situations where communication is fast-paced.

What is communicative competence according to Krashen?

Communicative competence is the ability to use language appropriately in different social situations to perform various social functions. It is developed through the acquisition process and is associated with implicit knowledge.

What is grammatical competence and how is it different from communicative competence?

Grammatical competence refers to the knowledge of the grammatical rules of a language. It is different from communicative competence, which involves the ability to use language effectively in social contexts. Grammatical competence is developed through the learning process, while communicative competence is developed through acquisition.

Can the knowledge gained through acquisition be transformed into explicit knowledge, according to Krashen?

According to Krashen, the implicit knowledge gained through acquisition cannot be transformed into explicit knowledge. Similarly, explicit knowledge gained through learning cannot be transformed into the implicit knowledge that contributes to communicative competence.