监控理论Krashen

Krashen’sMonitorTheoryStephenKrashen斯蒂芬·克拉申(StephenD.Krashen)，著名美国语言教育家。现为美国南加州大学荣休教授，他毕生致力于第二语言习得的研究，为他赢得了世界性声誉。BackgroundInformationOneofthebestknowntheoriesofSLAinthe1970sandearly1980swasKrashen’sMonitorTheory.Itisacomprehensive,influentialandcontroversialTheory.Contents1.Theacquisition/learninghypothesis2.Thenaturalorderhypothesis3.Themonitorhypothesis4.Theinputhypothesis5.Theaffectivefilterhypothesis1.TheAcquisition-LearningHypothesisTherearetwoindependentwaysoflearninganSL:Acquisitionreferstothesubconsciousprocessusedbychildrendevelopingtheirfirstlanguage.Learningisaconsciousprocess,whichresultsinaseparatesystemofsimplegrammarrules,orknowledgeabouttheSL.InKrashen’sopinionlearningcannotturnintoacquisition.Acquisition/LearningdistinctionAcquisition/Learningdistinction两种知识获得的过程：自然的交际---关注语言的意义---可理解输入---习得的知识有意识的学习---关注语言的形式---语言规则---学得的知识2.TheNaturalOrderHypothesisSecondlanguagelearnersseemtoacquirethefeaturesofthetargetlanguageinpredictablesequence.Thatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherslate.(Krashen1985;Larsen-Freeman2000)TheaverageorderofacquisitionofgrammaticalmorphemesissummarizedinTable4-1(Krashen1982)3.TheMonitorHypothesisAccordingtoKrashen,theacquiredsystemactstoinitiatethesecondlanguagelearner’sutteranceandisresponsibleforfluencyandintuitivejudgmentaboutthecorrectness.Whilethelearnedsystem,ontheotherhand,actsonlyasaneditoror“monitor”,makingminorchangesandpolishingwhattherequiredsystemhasproduced.Itmayhappenbeforeactuallyspeakorwrite,oritmayhappenlater.监控假说解决的是习得和学得在二语运用中的分工情况。习得体系是语言运用能力，学得体系作为监控系统存在，改正或调整输出前或输出后的语句。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，表达意思时需要的就是来自于“习得(acquisition)”系统的语言知识，而“学得(learning)”系统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。ThreeConditionsKrashenspecifiedthatthreeconditionsmustbesatisfiedinordertouseMonitorsuccessfully.(Krashen&Terrell1983;Ellis1999)1.Whenlearnersfocusmoreonbeing“correct”orfocusonform,ratherthanonwhattheyhavetosay.2.Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules.3.Whentheyactuallyknowthoserules.4.TheInputHypothesisAccordingtoKrashen(1985),theInputHypothesisattemptstoanswerwhatisperhapsthemostimportantquestioninSLAfield-howdoweacquirelanguage?andgivesanswerthatithasapotentialimpactonallareasoflanguageteaching.ThusithasbecomethecentralpartofKrashen’stheory.AsummaryoftheInputHypothesis:1.TheInputHypothesisrelatestoacquisition,notlearning.2.Learnersacquirebyunderstandinglanguageabitbeyondtheircurrentlevelofcompetence.Thisisdonewiththehelpofthecontext.3.Whencommunicationissuccessful,whentheinputisunderstoodandthereisenoughofit,i+1willbeprovidedautomatically.(Ellis1999;Larsen-Freeman2000)i+1模型i：学习者现在的水平i+1：略高于学习者现有水平的语言层次只要有足够可理解性输入，学习者就可以从i发展到i+1。语言的能力不是教出来的，是随着时间的推移，通过接触大量的可理解性输入之后自然形成的。5.TheAffectiveFilterHypothesisKrashenbelievesthatlearnersneedtoreceivecomprehensibleinputforlanguageacquisition,thisisnotsufficient.Learnersalsoneedto“letthatinputin”.Thisissocalledaffectivefilter.Threekindsofaffectivevariablesrelatedtosecondlanguageacquisition:Motivation:learnerswithhighmotivationgenerallydobetter.Self-confidence:learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.Anxiety:lowpersonalanxietyandlowclassroomanxietyaremorebeneficialtosecondlanguageacquisition.AsKrashenpointsout(1982:32),theAffectiveFilterHypothesiscanhelpexplainwhyacertainstudentofasecondlanguagewhoreceivesagreatdealofcomprehensibleinputstilldoesnotreachanative-likecompetence:itisduetothehighAffectiveFilterthatpreventstheinputfromreachingthelanguageacquisitiondevice(Figure4)ImplicationsforclassroompracticeThemainfunctionoftheclassroommaybetoprovidecomprehensibleinputinanenvironmentconducivetoalowaffectivefilter.Theclassroomismostusefulforbeginners,whocannoteasilyutilizetheinformalenvironmentforinput.Errorcorrectionshouldbeminimalintheclassroom.StudentsshouldnotberequiredtoproducespeechinL2unlesstheyarereadytodoso.Limitations在我国这样的单语言国家，没有使用外语的自然语言环境，课堂教学是语言输入的主要途径。Krashen并没有对+1作出明确的界定，到底比学习者现有的语言水平高出多少才是最佳的输入量，这个概念很模糊。而且在外语课堂教学中，不同的学习者个体差异很大，不可能有一个统一的最佳语言输入。过分强调了语言输入的作用，忽视了学习者本身才是学习主题这一根本性因素。《二语习得重点问题研究》