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Dr. Stephen Krashen's Monitor Hypothesis

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Dr. Stephen Krashen's Monitor Hypothesis

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The Monitor Hypothesis helps us see the different functions of language acquisition and learning.

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1b. Acquisition System- "The utterance initiator"

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1b. Acquisition System- "The utterance initiator"

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"Results in the phonology, vocabulary and syntax you draw on to produce utterances in a new language" (Freeman and Freeman, 118 ).

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1c. Learning System- "The 'monitor' or the 'editor' "

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1c. Learning System- "The 'monitor' or the 'editor' "

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The 'monitor' is a natural editor that plans, corrects and polishes what you have acquired. The monitor operates when these three conditions are met:
1. The second language learner has enough time to think about they will say or write.
2. The learner has knowledge of the rules.
3. The learner pays attention to grammatical form and/or rules.

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3. How does the Monitor Hypothesis look in the real world?

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3. How does the Monitor Hypothesis look in the real world?

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Ex: Bilingual and ELLs monitor their language depending on the context and audience they are speaking to.

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Krashen suggests that there is individual variation among language learners use of the 'monitor.'
Ex: It is possible to over-use or under-use the monitor.

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2.What is the relationship between acquisition and learning?

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2.What is the relationship between acquisition and learning?

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Without acquisition, you could not produce anything to say.

Learning allows us to learn rules of the language, such as grammar, that we use when we monitor and edit ourselves when speaking.

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4. What are the problems when using the Monitor Hypothesis?

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4. What are the problems when using the Monitor Hypothesis?

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The role of conscious learning is somewhat limited. According to Krashen, the role of the monitor should be minor and simply 'polish' our speech.

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4b. What are the problems when using the Monitor Hypothesis according to Freeman and Freeman (2011)

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4b. What are the problems when using the Monitor Hypothesis according to Freeman and Freeman (2011)

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One must sacrifice meaning for accuracy as one cannot focus on form and meaning at the same time (pg 119).

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Freeman and Freeman give the example of Guillermo, who rarely monitored his output as he focused more on communication, rather than grammar rules, when he spoke. As a result, he was often difficult to understand (pg 119).

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Freeman and Freeman give the example of José Luis, who focused so much on form that he prefers to speak English only when he is sure that he will be grammatically correct (pg 119).

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It is important for teachers to be familiar with Krashen's Monitor Hypothesis as it can tell us a lot about how or why a student may be shy or difficult to understand when speaking. As we have learned, real acquisition takes place when we interact with others in the target language. As teachers, we want our students to know that we care about their message and ideas and are not strictly or solely concerned with form.

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Teachers can help their ELL students toward becoming optimal monitor users. This is important because, as explained in this tech tool, knowing the rules is just as important as knowing how to apply them.