Explaining Second Language Learning Theories-lecture
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![Page 1: Explaining Second Language Learning Theories-lecture](https://reader033.fdocuments.net/reader033/viewer/2022061616/55721023497959fc0b8caf9d/html5/thumbnails/1.jpg)
EXPLAINING SECOND LANGUAGE LEARNING Krashen’s ‘monitor model’
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SECOND LANGUAGE APPLICATION: KRASHEN’S “MONITOR MODEL”
Krashen’s model was influenced by
Chomsky’s theory of first language
acquisition.
Krashen (1970s) created this model for
second language acquisition and called
it “Monitor Model”.
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KRASHEN DESCRIBED HIS MODEL IN TERMS OF FIVE HYPOTHESES.
Acquisition-learning hypothesis.
Krashen claimed that adult second language
learners have two mean for internalizing the target
language, which are “acquisition” and “learning”.
Acquisition is a subconscious and intuitive
process of constructing the system of the
language. He suggested that we “acquire”
the language just like we pick up our first
language.
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On the other hand, learning is a process in
which learners attend to form, figure out the
rules, and aware of their own process.
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According to Krashen, “fluency in second
language performance is due to what we have
acquired, not what we have learned.”
As a result, Krashen suggested that second
language learners should do more acquisition as
much as possible in order to achieve the
communicative fluency. Otherwise they will be
stock with rules learning and too much
conscious attention to the form of the language.
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Krashen claimed that our conscious learning
process and our subconscious acquisition process
are mutually exclusive. ???
Krashen stated that “learning” can not be
“acquisition” and there is no interference
between acquisition and learning.
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The Monitor Hypothesis.
It is a device to monitor or edit the learner’s
output. It is supposed to be responsible for
editing, making correction consciously.
This is why it is found in the “learning” process
not the acquisition.
According to Krashen, such explicit and
intentional learning should be avoided because it
may hinder the acquisition process.
Only once fluency established, monitoring and
editing should be activated.
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The Natural Order Hypothesis.
Krashen claimed that we acquire the language
rules in a predictable or “natural” order.
he noticed that language features that are the
easiest to state are not always the first be acquired.
e.g.
Adding ‘-s’ to the third person singular verbs is easy
to state but many of second language learners fail
to apply it in spontaneous conversation.
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The Input Hypothesis.
According to Krashen, “comprehensible input” is
the only true cause of second language
acquisition.
An important condition for language acquisition
to occur is that the learners understand input
language that contain structure a bit beyond his
current level of competence.
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based on this hypothesis, Krashen suggested
that that speech should not be taught
directly in classrooms. Speech will emerge
once the learner has built up enough
comprehensible input.
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Affective Filter Hypothesis.
‘Affective filter’ is a metaphorical barrier that prevents
learners from acquiring language even when the
appropriate input is available.
“Affect” refers to the feelings, motives, needs,
attitudes and emotional states.
Krashen claimed that the best acquisition will occur in
environment where anxiety is low and defensiveness
absent. A learner who is tense anxious may ‘filter out’
the input, making it unavailable for acquisition.
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EVALUATING THE FIVE HYPOTHESES
Some of Krashen’s hypotheses appeal to
many teacher.
However, both linguists and psychologists
challenged Krashen’s model.
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TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FIRST HYPOTHESIS.
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Many researcher such as McLaughlin ((1978)
criticized Krashen’s “fuzzy” definition of
“conscious” and “subconscious”. He stated that
it is difficult to define both notions empirically.
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TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FOLLOWING ASSUMPTION.“SECOND LANGUAGE LEARNERS SHOULD DO MORE ACQUISITION AS MUCH AS POSSIBLE IN ORDER TO ACHIEVE THE COMMUNICATIVE FLUENCY.”
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Many researchers emphasized the importance of
conscious explicit rule instruction. They
suggested that this will help improve successful
communicative competence in a second
language.
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TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FOLLOWING ASSUMPTION.“CONSCIOUS LEARNING PROCESS AND SUBCONSCIOUS ACQUISITION PROCESS ARE MUTUALLY EXCLUSIVE”
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Human behavior can not be exclusive, it can be defined as the endpoint of a continuum (i.e. dichotomy).
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TAKE A MINUTE AND DISCUSS WITH YOUR GROUP THE POTENTIAL DOWNSIDE FOR THE FOLLOWING ASSUMPTION.“COMPREHENSIBLE INPUT” IS THE ONLY TRUE CAUSE OF SECOND LANGUAGE ACQUISITION”
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1) It ignores the active role of the learners in the learning process.
2) Not every aspect of the language the learners are exposed to can be beneficial. Hence, a distinction between “input” and “intake” is needed.
- “Intake” is all the input that actually gets assigned to long-term memory.
For example, Reading a book <<< inputWhat you remember from the book after a while <<<
intake
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3) learners learn at different rates. Some can learn
faster than others.
4) Other researchers such as Swain (2005) claimed
that the output is as important as the input.
How?
- When learners speak, they will notice their
errors.
- It is a way to ‘try out’ the language.
- Learners are given the opportunity to reflect
on the language itself in interaction with
others.
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THE EFFECT OF KRASHEN’S HYPOTHESES ON SL CLASSROOMS
Communicative Language Teaching.
(emphasis is on communicating in authentic situations)
Content-based approach.
(using L2 in teaching content courses leads to better
acquisition)