Lecture 9 Krashen’s Monitor Model

Lecture9Krashen'sMonitorModelWhoisabettersecondlanguagelearner,achildoranadult?Why?moreflexiblephonologicalorgan;no“affectivefilter”;butadultlearnershavebetterlearningstrategiesandcanbettermonitorthemselves.MonitorModel(监控模式),alsoknownasMonitorModelofSecondLanguageDevelopment(第二语言发展监控模式),wasfirstproposedbyKrashen（1979).Later,Krashen（1981，1982，1985）enrichedhistheorywithcomprehensibleinputhypothesis(可理解输入假说).Themodelconsistsoffivehypotheses.Krashen’sFiveHypotheses:Theacquisition-learninghypothesisThenaturalorderhypothesisThemonitorhypothesisTheinputhypothesisTheaffectivefilterhypothesisTheacquisition-learninghypothesisLanguageacquisitionandlanguagelearningaretwodifferentprocessesthatsecondlanguagelearnerscanuse.Acquisitionisthesubconsciousdevelopmentofrules,justlikeinL1development.Learninginvolvesformalknowledge(andteaching)ofalanguage,includingerrorcorrection.Krashenarguesthatlearninganderrorcorrectiondoesnotleadtoacquisitionorfluency.Acquisition=subconsciouslypickingupknowledgeorskill(ref.tomothertongue)Learning=consciouslygainingknowledgeorskillbystudyortaughtExplicitinstructionErrorcorrectionNon-interfacepositionAccordingtoKrashen,acquisitionisbyfarthemostimportantprocess.onlyacquiredknowledgeisreadilyavailablefornatural,fluentcommunication.Hefurtherassertsthatlearningcannotturnintoacquisition,“learnt”knowledgeand“acquired”knowledgeareentirelyseparate(习得的知识与学得的知识是相互独立的两种知识;学得的知识无法转换成习得的知识,即所谓“无接口观点”。)Hecitesevidencesofsomefluentspeakerswithouthavinglearnedrules(likeilliteratepeople)，whileothersmay“know”rulesbutfailtoapplytheminreallanguageuse(likesomeincompetent“high-score”learners).在Krashen看来，课堂教学无法改变习得顺序，习得过程只能在即时的言语表达中得到体现。教师控制的教学大纲是一个“学习大纲”(alearningsyllabus);学习者的“内在大纲”（built-insyllabus）则是一个“习得大纲”(anacquisitionsyllabus)；前者(即教师大纲)无法改变后者(即学习者的内在大纲)。Whatdoyouthinkofhisidea?但很多学者不同意“无接口（non-interface）”观点，认为学得知识在一定条件下,如及时的大量练习,可以转化为后者，至少可以促进后者或“动态转换”(dynamicinterchange)（如Han,Y&R.Ellis,1998;Dekeyser,2003;N.Ellis,2005;阳志清杨烈祥,2006等）。其次,尽管都觉得有道理,但很难通过实证手段验证一个知识或技能的掌握是学得还是习得的,以及两者是否不能转化。Wefeelthatadequatepracticecanmakelearnedknowledgehabitualsothatitisavailableforspontaneoususeinrealcommunication.Inthiscase,thelearnedknowledgebecomestheacquiredknowledge.Otherwise,there’snosignificanceforschoollearningMaintainingadistinctionbetweenacquisitionandlearningwithoutaclear-cutliketwoendsofacontinuumisperhapsuseful.Itcanhelpteachersandstudentskeepinmindthatitisfarfromenoughtoonlypresentor“learn”therulesandvocabulary,specialeffortsmustbemadetocreateampleopportunitiesforpracticeandforreallanguageusesothatacquisitionmaytakeplace.Thenaturalorderhypothesis“Studentsacquire(notlearn)grammaticalstructureinapredictableorder;thatis,certaingrammaticalstructurestendtobeacquiredearlyandothers,late.Itappearsthattheorderofacquisitionforfirstlanguageacquisitionisnotidenticaltotheorderofacquisitionforsecondlanguageacquisition,buttherearesomesimilarities.”(Krashen,1994,p.53)GrammarstructuresareacquiredinapredictableorderL2learningorderisdifferentfromL1orderL2learningadultsandchildrenshowsimilarorderWhatisthepossibleorder?ING(progressive)PLURALCOPULA(“tobe”)AUXILIARYARTICLEIRREGULARPASTTHIRDPERSONSINGULAR(-s)POSSESSIVE(-s)TheorderforL2learners(Krashen,1977)ThemonitorhypothesisWemonitor(self-checkandself-correct)ourselvesbefore,duringandafterourlanguageoutput.Welistentoourownutterancestocomparewhatwassaidwithwhatwasintended,andtomakecorrectionsifnecessary.Peplegenerallytrytospeakfluentlyandappropriately,andtrytomakethemselvesunderstood.Buttheinterjectionsandself-correctionsthatthespeakersmakewhiletalkingshowthatmonitoringistakingplace,andareusuallyforthepurposeofmakingmeaningclearer.Heis,well,ratherdifficult.CanIhave,say,aglassofbeer?TheMonitorHypothesis1.LearningfunctionsasaMonitor.Thismonitorwatchdogsthelearner'soutput;iteditsitandmakescorrectionsonceerrorsareconsciouslyperceived.2.Thereare3conditionsneededtouseMonitor:•Time(bestappliedwhenthereisenoughtime)•Focusonform(notoncommunication)•KnowtheruleWhenMonitorisnotused,errorsarenatural监控假设图示AcquiredknowledgeoutputLearntknowledgemonitoring引自KeithJohnsonandHelenJohnson(1999:216)Implications:Weneedtomonitorourlanguageoutput(speakingandwriting)byreferringtoourpriororlearntknowledgeinlanguagelearning,orelse,errorsareinevitable(inwritingandexams).Buttoomuchmonitoringwillrestrictfluency.TheInputHypothesisKrashenputforwardthatlearnersadvancetheirlanguagelearninggraduallybyreceivingcomprehensibleinput.Hedefinedcomprehensibleinputasi+1:irepresentslearners'currentstateofknowledge,thenextstageisai+1.TheInputHypothesisByprovidingcomprehensibleinputwhichisbithigherthanthelearners'currentlevel,theleaners'LADwillbeactivatedandcontributetoacquisition.可理解性输入假说提出的基本证据：“母亲话语”（motherese）和“保姆话语”（caretakertalk）为儿童提供了可理解输入环境。母亲话语句法比较简单，句型易于理解，易于再生成，这样就能提供高质量的语言输入。这些话语以某种交际为目的，但并非有意识地教幼儿某种语言结构。What'stheimplicationsofInputHypothesisforlanguageteachingandlearning?Sinceweacquirebycomprehensibleinput(i)+1,languageclassesareeffectiveonlywhentheyaretheprimarysourceofcomprehen