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4:07 Krashen's Monitor Theory

📚 Overview

Definition

Krashen's Monitor Theory (developed 1970-1980) outlines the relationship between language acquisition (spontaneous language development in children) and language learning (guided learning of a language). The model consists of five hypotheses that explain how people learn a language.

🏛️ Theorist Background

Aspect Details
Theorist Stephen Krashen
Period 1970-1980
Focus Second Language Acquisition
Key Contribution Monitor Model (5 Hypotheses)
Core Distinction Acquisition vs. Learning

🔄 Language Acquisition vs. Language Learning

Key Differences

Aspect Language Acquisition Language Learning
Corresponds to Spontaneous language development in children Guided learning of a language
Applies to First language Second language
Process Implicit and Sub-conscious Explicit and conscious
Context Picked up in informal situations Learned in formal situations
Depends on Attitude Aptitude
Order Stable/fixed order of acquisition Simple and complex order learning 
flowchart TB
    subgraph ACQUISITION["📚 LANGUAGE ACQUISITION"]
        A1["First Language"]
        A2["Implicit &<br/>Sub-conscious"]
        A3["Informal<br/>situations"]
        A4["Depends on<br/>ATTITUDE"]
        A5["Fixed order"]
    end

    subgraph LEARNING["📝 LANGUAGE LEARNING"]
        L1["Second Language"]
        L2["Explicit &<br/>Conscious"]
        L3["Formal<br/>situations"]
        L4["Depends on<br/>APTITUDE"]
        L5["Variable order"]
    end

    ACQUISITION ---|"vs"| LEARNING

    style ACQUISITION fill:#e8f5e9,stroke:#4caf50
    style LEARNING fill:#e3f2fd,stroke:#2196f3

📐 The Five Hypotheses

Overview

flowchart TB
    subgraph MONITOR["🧠 MONITOR MODEL"]
        H1["1. Acquisition vs.<br/>Learning Hypothesis"]
        H2["2. Input<br/>Hypothesis"]
        H3["3. Monitor<br/>Hypothesis"]
        H4["4. Natural Order<br/>Hypothesis"]
        H5["5. Affective Filter<br/>Hypothesis"]
    end

    H1 --> H2 --> H3 --> H4 --> H5

    style MONITOR fill:#fff3e0,stroke:#ff9800

1. The Acquisition vs. Learning Hypothesis

Key Points 📌

Listening and not speech is the priority. Learners begin to understand a language by listening in an immersive environment. Once a learner has had enough exposure to the language, he can begin to speak it.

Acquisition Learning
Happens sub-consciously Occurs consciously
Similar to first language acquisition Importance on form
Based on interaction with native speakers Uses specific rules
Grammatical correctness is secondary to meaning Rules learned at some stage
Cannot turn into learning Cannot turn into acquisition

Important

Explicit knowledge (learning) cannot turn into implicit knowledge (acquisition). "Knowing about" a language is different from "knowing" a language.

2. The Input Hypothesis

Definition

Language-learning comes from having access to comprehensible input—material that is challenging but still understandable.

flowchart LR
    subgraph INPUT["📥 INPUT QUALITY"]
        A["Too Easy<br/>→ Bored"]
        B["Comprehensible<br/>(i+1)<br/>→ LEARNING"]
        C["Too Complex<br/>→ No Learning"]
    end

    style B fill:#e8f5e9,stroke:#4caf50
    style A fill:#ffebee,stroke:#f44336
    style C fill:#ffebee,stroke:#f44336
Input Type Result
Too easy Boredom, no progress
Challenging but understandable (i+1) Optimal learning
Too complex No learning occurs

3. The Monitor Hypothesis

Definition

Monitoring refers to the process of self-correcting one's utterance. As we develop, we build an internal filter (monitor) designed to prevent us from making mistakes.

Requirements for Using the Monitor

Requirement Description
1. Sufficient time To correct utterance
2. Focus on form Thinking about correctness
3. Knowledge of rules Knowing the grammar rules 
flowchart TB
    subgraph ACQUISITION_MONITOR["🔄 In ACQUISITION"]
        A["Monitor works<br/>SUBCONSCIOUSLY"]
        B["Learner may not<br/>be aware"]
    end

    subgraph LEARNING_MONITOR["📝 In LEARNING"]
        C["Self-correction based on<br/>LEARNED RULES"]
        D["Conscious<br/>application"]
    end

    style ACQUISITION_MONITOR fill:#e8f5e9,stroke:#4caf50
    style LEARNING_MONITOR fill:#e3f2fd,stroke:#2196f3

4. The Natural Order Hypothesis

Key Points 📌

Language has layers and complexities. People cannot understand complex syntax and grammar structures before acquiring the necessary abilities beforehand.

Concept Explanation
Natural Order Grammar is acquired in a specific, predictable order
Children's Grammar Understanding happens naturally while speaking
L2 Rules Follow a predictable sequence
Important Note Applies to ACQUISITION, not guided learning

Exam Tip 📝

Krashen's natural order hypothesis suggests an order in language acquisition (natural) and not in language learning (guided environment).

5. The Affective Filter Hypothesis

Definition

The Affective Filter relates to the learner's feelings about the language being learned. Negative feelings can block language acquisition; positive feelings can enhance it.

Three Affective Variables

Variable Effect When Negative Effect When Positive
Anxiety Blocks acquisition Allows exploration
Motivation Slows learning Speeds up learning
Self-confidence Causes filtering out Enables proper acquisition 
flowchart TB
    subgraph NEGATIVE["❌ NEGATIVE AFFECT"]
        A["Negative attitude"]
        B["Learning BLOCKED"]
        C["Structures<br/>FILTERED OUT"]
        D["Language NOT<br/>properly acquired"]
    end

    subgraph POSITIVE["✅ POSITIVE AFFECT"]
        E["Positive feelings"]
        F["Learning ENHANCED"]
        G["Zero stress<br/>environment"]
        H["Language<br/>properly acquired"]
    end

    A --> B --> C --> D
    E --> F --> G --> H

    style D fill:#ffebee,stroke:#f44336
    style H fill:#e8f5e9,stroke:#4caf50

Optimal Learning Conditions

For Maximum Results

  • Learn with self-confidence
  • Zero stress environment
  • Avoid anxiety
  • Be at ease to explore the language

📊 Summary: Five Hypotheses

Hypothesis Core Idea
1. Acquisition vs. Learning Listening first; acquisition is subconscious, learning is conscious
2. Input Comprehensible input (i+1) is essential
3. Monitor Self-correction requires time, focus, and rule knowledge
4. Natural Order Grammar is acquired in predictable sequence
5. Affective Filter Emotions affect acquisition; reduce anxiety

4:07:1 Criticisms Against Krashen's Theory

Limitation

Criticism Explanation
Imprecise Terms Krashen has not defined his terms with enough precision
Weak Empirical Basis The theory lacks strong empirical evidence
Unclear Predictions The theory is not clear in its predictions; lacks explanatory power

🔗 Comparison with Other Theories

flowchart TB
    subgraph SCHUMANN["🌍 SCHUMANN"]
        S["Social &<br/>Psychological<br/>Distance"]
    end

    subgraph KRASHEN["📐 KRASHEN"]
        K["Cognitive<br/>Processes<br/>(5 Hypotheses)"]
    end

    subgraph BOTH["🔄 BOTH FOCUS ON"]
        B["Second Language<br/>Acquisition"]
    end

    S --> B
    K --> B

    style KRASHEN fill:#e8f5e9,stroke:#4caf50

Exam Tip 📝

Memory Aid for 5 Hypotheses: A-I-M-N-A

  • Acquisition vs. Learning
  • Input
  • Monitor
  • Natural Order
  • Affective Filter

Bridge → While Krashen focused on language development processes, Piaget's Cognitive Theory examines how overall cognitive development relates to language acquisition.

❓ Review Questions

  1. Discuss Krashen's Monitor theory of language development. (A) [Ans: 4:07 + 4:07:1]

  2. Differentiate 'language acquisition' and 'language learning'. (C) [Ans: II paragraph of 4:07 with table]

Section Summary

Krashen's Monitor Theory consists of five hypotheses: (1) Acquisition vs. Learning distinguishes subconscious acquisition from conscious learning; (2) Input Hypothesis emphasizes comprehensible input (i+1); (3) Monitor Hypothesis explains self-correction processes; (4) Natural Order suggests grammar is acquired in predictable sequence; (5) Affective Filter shows emotions impact learning. The theory is criticized for imprecise terms and weak empirical basis.