Krashen’s-Monitor-Theory监控理论及应用

Krashen’sMonitorTheoryBackgroundInformationOneofthebestknowntheoriesofSLAinthe1970sandearly1980swasKrashen’sMonitorTheory.Itisacomprehensive,influentialandcontroversialtheoryandithasagreatlyinfluencedsecondlanguageteachingmethodnamedtheNaturalApproach.MonitorTheorybeganlifenotasatheoryofSLacquisition,butasamodelofSLperformance.(Krashen,1976)Contents3.TheMonitorHypothesis4.TheInputHypothesis5.TheAffectiveFilterHypothesis6.AcritiqueofMT2.TheNaturalOrderHypothesis1.TheAcquisition–LearningHypothesis1.TheAcquisition-LearningHypothesis1.1TherearetwoindependentwaysoflearninganSL:Acquisitionreferstothesubconciousprocessusedbychildrendevelopingtheirfirstlanguage.Learningisaconsciousprocess,whichresultsinaseparatesystemofsimplegrammarrules,orknowledgeabouttheSL.Proceduralknowledge（程序性知识）Declarativeknowledge（陈述性性知识）Implicitknowledge（内隐学习）Explicitknowledge（外显学习）1.2InKrashen’sopioionlearningcannotturnintoacquistion.(ExamplebyGregg)a.Non-interfaceposition（无接口观点）b.Theweakinterfaceposition（弱势接口观点）这种观点是显性知识和隐性知识两者“能够分开又相互合作”两种知识可以在任何情况下合作c.Thestronginterfaceposition（强势接口观点）这种观点认为无论学习什么都是从技能或行为相关的（陈述）知识发展，最终达到程序性知识的自动化。2.TheNaturalOrderHypothesis2.1Secondlanguagelearnersseemtoacquirethefeaturesofthetargetlanguageinpredictablesequence.Thatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherslate.Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidencethatitisindependentoftheorderinwhichrulesaretaughtinlanguageclasses.(Krashen1985;Larsen-Freeman2000)2.2AlearningsyllabusAnacquisitionsyllabusBrownKrashen19823.TheMonitorHypothesis3.1AccordingtoKrashen,theacquiredsystemactstoinitiatethesecondlanguagelearner’sutteranceandisresponsibleforfluencyandintuitivejudgementaboutthecorrectness.Whilethelearnedsystem,ontheotherhand,actsonlyasaneditoror“monitor”,makingminorchangesandpolishingwhattherequiredsystemhasproduced.Itmayhappenbeforeactuallyspeakorwrite,oritmayhappenlater.学习者用母语表达时可以脱口而出，不假思索；但是用第二语言表达时人们会经常不自觉地留意自己的语言是够正确。这种“注意”或“留心”其实就是“监控”的过程。例如：当英语学习者说：“HewenttoBeijingyesterday”时，表达意思所需要的就是语言知识来自于“习得”系统，而“学习”中的知识所起到的作用是检查“he”是不是合适的代词，“went”的时态是否正确3.2ThreeConditionsKrashenspecifiedthatthreeconditionsmustbesatisfiedinordertouseMonitorsuccessfully.(Krashen&Terrell1983;Ellis1999)a.Whenlearnersfocusmoreonbeing“correct”orfocusonform,ratherthanonwhattheyhavetosay.b.Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules.c.Whentheyactuallyknowthoserules.3.3Threetypesofmonitorusersa.Monitorover-user(监控过多者)Theyareperformerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlangugae.Asaresult,suchperformersmayspeakhesitantly,oftenself-correctinthemiddleoftheutteranceandaresoconcernedaboutcorrectnessthattheycannotspeakwithanyrealfluency.b.Monitorunder-users(监控不足者)Theyarepeoplewhohavenotlearned,prefernottousetheirconsciousknowledge,evenwhenconditionsallowit.Theselearnersdonotusuallyuseself-correct.Whentheydo,theydoitonlybyusinga“feel”forcorrectnessandrelycompleteonacquiredsystem.c.Theoptionalmonitor-user(监控合理者)Theyarethosewhousethemonitorwhenitisappropriateandwhenitdoesinterferewithcommunication.Manyoptionalusersdonotusegrammarinordinarycommunication,whereitmightinterfere.Inwritingandplannedspeech,optionaluseswilltypicallymakewhatevercorrectionstheycanraisetheaccuracyoftheiroutput.4.TheInputHypothesis4.1AccordingtoKrashen(1985),theInputHypothesisattemptstoanswerwhatisperhapsthemostimportantquestioninSLAfield-howdoweacquirelanguage?-andgivesanswerthatithasapotentialimpactonallareasoflanguageteaching.ThusithasbecomethecentralpartofKrashen’stheory.4.2TheInputHypothesisinvolvesfourmainissues:First,theinputhypothesisrelatestoacquisition,notlearning;Second,learnersacquirebyunderstandinglanguageabitbeyondtheircurrentlevelofcompetence.Thisisdonewiththehelpofthecontext.Cluesbasedonthesituationandthecontext,extralinguisticinformationandknowledgeoftheworldmakecomprehensionpossible.Third,theabilitytospeakfluentlycannotbetaughtdirectly,rather,it“emerge”independentlyintime,aftertheacquirerhasbuiltuplinguisticcompetencebyunderstandingtheinputFourth,thereisasufficientquantityofcomprehensibleinput,I+1willusuallyprovidedautomatically.Alearnercan“move”fromastagei(whichiisthelearner’slevelofcompetence)toastagei+1(wherei+1isthestageimmediatelyfollowingialongsomenaturalorder)byunderstandinglanguagecontainingi+1.(Ellis1999;Larsen-Freeman2000)5.TheAffectiveFilterHypothesis5.1Krashenbelievesthatlearnersneedtoreceivecomprehensibleinputforlanguageacquisition,thisisnotsufficient.Learnersalsoneedto“letthatinputin”.Thisissocalledaffectivefilter,whichsupposedlydetermineshowreceptivetocomprehensibleinputalearnerisgoingtobe.ThishypothesiscapturestherelationshipbetweenvariableandtheprocessofSLAbysupposingthatacquiresvarywithrespecttothestrengthorleveloftheiraffectivefilters.5.2Threekindsofaffectivevariablesrelatedtosecondlanguageacquistion:a.Motivation:leanerswithhighmotivationgenerallydobetter.b.Self-confidence:learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.c.Anxiety:lowperson