Monitor Hypothesis

Definition

The Monitor Hypothesis is a concept in second language acquisition that suggests learners have two distinct processes for acquiring a language: the 'acquisition' process, which is subconscious and occurs through meaningful communication, and the 'learning' process, which is conscious and involves explicit knowledge of grammar rules. This theory highlights the role of the 'monitor' as a tool that allows learners to edit their speech or writing based on learned rules, ultimately influencing their proficiency.

5 Must Know Facts For Your Next Test

1. The Monitor Hypothesis was developed by Stephen Krashen, who emphasized the distinction between acquired and learned knowledge in language learning.
2. According to this hypothesis, the monitor only functions effectively when learners have time to think about their language use and when they have sufficient knowledge of the rules.
3. The effectiveness of the monitor decreases in situations requiring spontaneous speech, as learners may not have the time to apply learned rules.
4. Krashen argued that over-reliance on the monitor can lead to hesitation and errors in fluency, as learners might focus too much on correctness rather than communication.
5. The Monitor Hypothesis has been influential in understanding how teaching approaches can balance exposure to language input with instruction on grammar.

Review Questions

• How does the Monitor Hypothesis differentiate between acquisition and learning in second language development?
  • The Monitor Hypothesis differentiates between two processes: acquisition and learning. Acquisition refers to the subconscious process of picking up a language naturally through meaningful communication, while learning involves conscious understanding and knowledge of grammar rules. This distinction suggests that effective language use primarily comes from acquisition, while learning serves as a tool for self-correction through the monitor.
• In what ways can the Monitor Hypothesis influence teaching methodologies for second language instruction?
  • The Monitor Hypothesis suggests that teaching methodologies should emphasize natural language exposure and communication rather than solely focusing on explicit grammar instruction. By providing learners with ample opportunities for meaningful interaction and input, educators can enhance acquisition while using explicit instruction strategically to support the monitor. This balance helps students become fluent communicators while also developing a conscious awareness of language rules.
• Evaluate how the concepts related to the Monitor Hypothesis can help us understand challenges faced by language learners in real-life communication settings.
  • The concepts related to the Monitor Hypothesis shed light on challenges faced by language learners in real-life communication by highlighting how reliance on learned rules can hinder fluency. When learners focus too much on monitoring their speech for correctness, they may struggle with spontaneous conversation due to anxiety or hesitation. Understanding this dynamic allows educators to create environments that foster confidence and reduce affective filters, ultimately encouraging learners to rely more on acquired knowledge during real-time interactions.

Related terms

Input Hypothesis: A theory proposing that language acquisition occurs when learners are exposed to language input that is slightly above their current level of proficiency, known as 'i+1'.

Affective Filter Hypothesis: A theory suggesting that emotional factors, such as anxiety and motivation, can influence a learner's ability to acquire a second language by acting as a barrier or 'filter'.

Interlanguage: The evolving linguistic system that a learner creates while progressing towards full proficiency in a second language, incorporating elements from both their native and target languages.