克拉申监控理论-Krashen-The-Monitor-Theory

TheMonitorTheoryWhoisabettersecondlanguage(L2)learner,achildoranadult?StephenD.KrashenIndexTheAcquisition-LearningHypothesisTheNaturalOrderHypothesisTheMonitorHypothesisTheInputHypothesisTheAffectiveFilterHypothesis1TheAcquisition-LearningHypothesisContentsTherearetwoindependentwaysoflearninganSL:Acquisitionreferstothesubconsciousprocessusedbychildrendevelopingtheirfirstlanguage(L1).Learningisaconsciousprocess,whichresultsinaseparatesystemofsimplegrammarrules,orknowledgeabouttheL2.InKrashen’sopinionlearningcannotturnintoacquisition.FeaturesofacquisitionandlearningItemsLearningAcquisitionProcessconsciousFocusformsInputselectedEmphasisaccuracySettingformal/controlledunconscious/subconsciousmeaningnaturalfluencyinformal/natural2TheNaturalOrderHypothesisTheNaturalOrderHypothesisOneacquires,notlearns,thegrammaticalstructuresofalanguageinapredictableorder.Certaingrammaticalstructurestendtobeacquiredearly,whileothersareacquiredlate.Pleaseguesstherightorderoftheacquisitionofgrammaticalmorphemescats,boys,fishescame,fell,wentGirlplayingJack’s,Bob’s,Chris’Iamhappy.Iamplaying.talks,sings,watchesadog,thedogTheaverageorderofacquisitionofgrammaticalmorphemesING(progressive)PLURALCOPULAAUXILIARYARTICLEIRREGULARPASTTHIRDPERSONSINGULAR(-s)POSSESSIVE(-s)3TheMonitorHypothesisContentsTheacquiredsystemisresponsibleforthegenerationofutterancesintheL2.Thelearnedsystemisresponsibleformonitoringthespeechact.AmodelofadultsecondlanguageperformanceAcquiredknowledgeOutputLearntknowledgeMonitoringThreeconditionsWhenlearnersfocusmoreonbeing”correct”orfocusonform,ratherthanonwhattheyhavetosay.Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules.Whentheyactuallyknowthoserules.4TheInputHypothesisTheInputHypothesis“i”isalearner’scurrentlevelofcompetence.“i＋１”:inputatlearner’scurrentlevelwithlittlebeyondleveli.(slightly,higher,lower)comprehensibleinput,interestingandrelevant“ZoneofProximalDevelopment”(ZPD)---------VygotskyContentsAlittlegirlsaystotherose,“MissRose.Pleasegivemesomething.”Therosesmiles,andreplies,“Ihavemanyflowers.Pleasepickupsome,andbringthemhome.”Sothelittlegirlpicksuptworosesforherfatherandmother.Alittlelambsaystothegrass,“MissGrass.Pleasegivemesomething.”Thegrasssmiles,andreplies,“Ihavemanygreenleaves.Pleaseeatsomeforme.”Sothelittlelambeatsmanygreenleaves.Heisveryhappy.Alittlebirdsaystothewind,“Mr.Wind.Pleasegivemesomething.”Thewindsmiles,andreplies,“Ihavefreshair.Pleasetakeaflight.”Sothelittlebirdflieshigh.Shesingsloudlyinthesky.ContentsContents5TheAffectiveFilterHypothesisContentsAffectcausesindividualdifferencesinL2learning.ThreekindsofaffectivefactorstoSLA:Motivation:learnerswithhighmotivationgenerallydobetter.Self-confidence:learnerswithself-confidencetendtobemoresuccessful.Anxiety:lowanxietyismorebeneficialtoSLA.Acquisitioncomesaboutasaresultof3factors:input,affectivefilter,LADLanguageAcquisitionDeviceL2AcquisitionInputAffectiveFilter6TheEvaluationofTheMonitorTheoryContentsKrashen’sideashavehadamajorinfluenceonthemovementfromstructure-basedtocommunicativeapproachestolanguageteaching.Histheorychallengedbyotherresearchersandtheoristsasnottestable.ClassroomresearchexplainingL2learningconfirmsthatstudentscanmakeconsiderableprogressthroughexposuretocomprehensibleinputbutquestionsremainaboutwhetheritissufficient.Thankyou