“the fundamental claim of Monitor Theory is that conscious learning is available to the performer only as a Monitor. 

This theory hypothesizes that adults have two independent systems for developing ability in second languages, subconscious language acquisition and conscious language learning …” (Krashen, 1981).  

It is also stated that there two linguistic environments: artificial, or formal environments, found for the most part in the classroom, and natural or informal environments . As applied to my topic, I would expect my independent variables (appropriate quantity of exposure within these two environments)  to influence the dependent variable (proficiency in language) .  The next paragraphs explain this influence.

To be fluent in any language, even in our native language, all people need to be in contact with that language, and this is called exposure to the language.  There are two main ways of how people get exposed to a second language: the natural exposure and the formal exposure.  Within the natural exposure students use the target language as if it were their native language, whereas, within the formal exposure students use the target language as if they were faking the interactions in that language.   These ways of exposure depend on the type of environments used within the methodologies followed to teach the target language.  

Is there an appropriate amount of exposure to English  within the current teaching-learning methodologies with which university English students in Colombia should be taught?

This research is intended to answer the question why do professional people in Colombia lack proficiency in English? and it will also try to validate if this lack of proficiency is due to inappropriate ways of exposure  students go through the methodologies they follow when studying English. 

Hypothesis:  there has not been an appropriate amount of exposure (appropriateness of the formal and informal environments), so students´ English proficiency among professional people in Colombia has been affected in a way that Colombia is been ranked as one of the worst countries in terms of English proficiency among professional people. 

As applied to my topic, this theory holds that if I measure a time frame with kids being exposed to the minimum of language I would expect my independent variables as age and gender of the kids, to influence or explain the dependent variables as the minimum of language to be used with those kids. 

That way this research can contribute in the language learning and acquisition revealing that we undergo a grammar-based construction in the processing of language, and not only it needs to be taken in account in the learning process of any language but it is possible to take advantage of this theory in the learning and acquisition of a second language.

 Fossilization  is consider as [is] a mechanism . . . [that] underlies surface linguistic material which speakers will tend to keep in their IL productive performance, no matter what the age of the learner or the amount of instruction he receives in the TL (Target Language). (Selinker 1972: 229).

Years later, Selinker and Lamendella (1978) reconsidered this term; fossilization as a permanent cessation of IL (Interlangauge) learning before the learner has attained TL (Target Language) norms at all levels of linguistic structure and in all discourse domains in spite of the learner’s positive ability, opportunity, and motivation to learn and acculturate into target society.

It makes reference the learning process of L2 inability to completely dominate target language features. So, the learner has more and more difficulties moving forward in his/her fluency up to in the end, and the individual is able to learn no more. In other words, the term of fossilization manifest itself when a learner unsatisfactory speaking or writing pattern becomes continual and difficult get away with. Even though adults present more difficulty with this, young children can show it as well in any way of communication. Although it has been long since this theory was proposed; fossilization has been interpreted distinctively by intellectuals and extensively admitted as a factual phenomenon of considerable practical importance. Its affects the acquisition of TL (Target Language) construction encodes various structures, meaning, and purpose relation.  

Moreover, fossilization is more obvious in unplanned situation where the speaker participates in producing his/her own interpretation and linguistic phrasing (Han, 2013). Presently, this theory is recognized and studied in distinct situations of SLA (Second Language Acquisition) learners’ environments and contexts. As fossilization manifested as deflected forms from TL(Target Language), it happens at all levels; from phonological, morphological, syntactical, semantically to pragmatic layer that influences individual’s language development. The learning is affected by   prior language experience in informal atmosphere for example; street learning in the aim culture which is given to incorrect language forms. Another cause of fossilization is the deficiency of formal instruction in English, and the improper practicing of learning strategies. Inadequate teaching methodologies also give an explanation of the phenomenon of fossilization.

 With this in mind, the application of this theory will allow using explicit methods where learners can adapt in the process of SLA (Second Language Acquisiton). So, for the Independent variable, teacher will focus in the target vocabulary and bringing up specific methodology to intervene this problem by using concrete and controlled activities in the classroom. Through, the Dependent variable, the teacher will be able to determine  if students can use the vocabulary in a proper way by scoring their progress on a test of the vocabulary taught.  

As this subject is unavoidable; it has a significant importance on second language acquisition because it captures our awareness and investigation to answer fossilization problems in all aspects of language

Initially when the child initiates his linguistic develop he perceives sounds that allows him communicates with his parents in this stage according with Painfield (1965) the uncommitted cortex is a blank slate on which nothing has been written. Is when the child beginning his speak when the brain writes connections and throught years said connections ever will be erased, When the individual pass to ten or twelve years these connections have been settled and fixed in the cortex brain.

This theory holds that the age to start the learning of a second language play an important role in successful acquisition of new language in the children, It is also important the exposition that have the child to second language. For these reasons I will research (independent variables) the age, exposition to second language, and second language linguistic stimuli. It is relevant assess (dependent variables) the linguistic context, languages that speak the parents, and additional courses. I think these aspects influence in the development in the childhood acquisition of a second language, because the exposition to second language depend of language context and exposition in home, school and around environment.