Krashen’sMonitorTheory1精選課件pptBackgroundInformationOneofthebestknowntheoriesofSLAinthe1970sandearly1980swasKrashen’sMonitorTheory.Itisacomprehensive,influentialandcontroversialtheoryandithasagreatlyinfluencedsecondlanguageteachingmethodnamedtheNaturalApproach.MonitorTheorybeganlifenotasatheoryofSLacquisition,butasamodelofSLperformance.(Krashen,1976)2精選課件pptContents

3.TheMonitorHypothesis4.TheInputHypothesis5.TheAffectiveFilterHypothesis6.AcritiqueofMT2.TheNaturalOrderHypothesis1.TheAcquisition–LearningHypothesis3精選課件ppt1.TheAcquisition-LearningHypothesis1.1TherearetwoindependentwaysoflearninganSL:Acquisitionreferstothesubconciousprocessusedbychildrendevelopingtheirfirstlanguage.Learningisaconsciousprocess,whichresultsinaseparatesystemofsimplegrammarrules,orknowledgeabouttheSL.

4精選課件ppt

Proceduralknowledge（程序性知識）Declarativeknowledge（陳述性性知識）Implicitknowledge（內隱學習）Explicitknowledge（外顯學習）5精選課件ppt1.2InKrashen’sopioionlearningcannotturnintoacquistion.(ExamplebyGregg)a.Non-interfaceposition（無接口觀點）b.Theweakinterfaceposition（弱勢接口觀點）這種觀點是顯性知識和隱性知識兩者“能夠分開又相互合作”兩種知識可以在任何情況下合作c.Thestronginterfaceposition（強勢接口觀點）這種觀點認為無論學習什么都是從技能或行為相關的（陳述）知識發(fā)展，最終達到程序性知識的自動化。6精選課件ppt7精選課件ppt2.TheNaturalOrderHypothesis2.1Secondlanguagelearnersseemtoacquirethefeaturesofthetargetlanguageinpredictablesequence.Thatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherslate.Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidencethatitisindependentoftheorderinwhichrulesaretaughtinlanguageclasses.(Krashen1985;Larsen-Freeman2000)2.2AlearningsyllabusAnacquisitionsyllabus8精選課件pptBrown9精選課件pptKrashen198210精選課件ppt3.TheMonitorHypothesis3.1AccordingtoKrashen,theacquiredsystemactstoinitiatethesecondlanguagelearner’sutteranceandisresponsibleforfluencyandintuitivejudgementaboutthecorrectness.Whilethelearnedsystem,ontheotherhand,actsonlyasaneditoror“monitor”,makingminorchangesandpolishingwhattherequiredsystemhasproduced.Itmayhappenbeforeactuallyspeakorwrite,oritmayhappenlater.11精選課件ppt12精選課件ppt學習者用母語表達時可以脫口而出，不假思索；但是用第二語言表達時人們會經(jīng)常不自覺地留意自己的語言是夠正確。這種“注意”或“留心”其實就是“監(jiān)控”的過程。例如：當英語學習者說：“HewenttoBeijingyesterday”時，表達意思所需要的就是語言知識來自于“習得”系統(tǒng)，而“學習”中的知識所起到的作用是檢查“he”是不是合適的代詞，“went”的時態(tài)是否正確13精選課件ppt3.2

ThreeConditionsKrashenspecifiedthatthreeconditionsmustbesatisfiedinordertouseMonitorsuccessfully.(Krashen&Terrell1983;Ellis1999)a.Whenlearnersfocusmoreonbeing“correct”orfocusonform,ratherthanonwhattheyhavetosay.b.Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules.c.Whentheyactuallyknowthoserules.14精選課件ppt3.3Threetypesofmonitorusersa.Monitorover-user(監(jiān)控過多者)Theyareperformerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlangugae.Asaresult,suchperformersmayspeakhesitantly,oftenself-correctinthemiddleoftheutteranceandaresoconcernedaboutcorrectnessthattheycannotspeakwithanyrealfluency.15精選課件pptb.Monitorunder-users(監(jiān)控不足者)Theyarepeoplewhohavenotlearned,prefernottousetheirconsciousknowledge,evenwhenconditionsallowit.Theselearnersdonotusuallyuseself-correct.Whentheydo,theydoitonlybyusinga“feel”forcorrectnessandrelycompleteonacquiredsystem.c.Theoptionalmonitor-user(監(jiān)控合理者)Theyarethosewhousethemonitorwhenitisappropriateandwhenitdoesinterferewithcommunication.Manyoptionalusersdonotusegrammarinordinarycommunication,whereitmightinterfere.Inwritingandplannedspeech,optionaluseswilltypicallymakewhatevercorrectionstheycanraisetheaccuracyoftheiroutput.16精選課件ppt4.TheInputHypothesis4.1AccordingtoKrashen(1985),theInputHypothesisattemptstoanswerwhatisperhapsthemostimportantquestioninSLAfield-howdoweacquirelanguage?-andgivesanswerthatithasapotentialimpactonallareasoflanguageteaching.ThusithasbecomethecentralpartofKrashen’stheory.

17精選課件ppt4.2TheInputHypothesisinvolvesfourmainissues:First,theinputhypothesisrelatestoacquisition,notlearning;Second,learnersacquirebyunderstandinglanguageabitbeyondtheircurrentlevelofcompetence.Thisisdonewiththehelpofthecontext.Cluesbasedonthesituationandthecontext,extralinguisticinformationandknowledgeoftheworldmakecomprehensionpossible.Third,theabilitytospeakfluentlycannotbetaughtdirectly,rather,it“emerge”independentlyintime,aftertheacquirerhasbuiltuplinguisticcompetencebyunderstandingtheinput

18精選課件pptFourth,thereisasufficientquantityofcomprehensibleinput,I+1willusuallyprovidedautomatically.Alearnercan“move”fromastagei(whichiisthelearner’slevelofcompetence)toastagei+1(wherei+1isthestageimmediatelyfollowingialongsomenaturalorder)byunderstandinglanguagecontainingi+1.(Ellis1999;Larsen-Freeman2000)19精選課件ppt5.TheAffectiveFilterHypothesis5.1Krashenbelievesthatlearnersneedtoreceivecomprehensibleinputforlanguageacquisition,thisisnotsufficient.Learnersalsoneedto“l(fā)etthatinputin”.Thisissocalledaffectivefilter,whichsupposedlydetermineshowreceptivetocomprehensibleinputalearnerisgoingtobe.ThishypothesiscapturestherelationshipbetweenvariableandtheprocessofSLAbysupposingthatacquiresvarywithrespecttothestrengthorleveloftheiraffectivefilters.20精選課件ppt21精選課件ppt5.2Threekindsofaffectivevariables

relatedtosecondlanguageacquistion:a.Motivation:leanerswithhighmotivationgenerallydobetter.b.Self-confidence:learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.c.Anxiety:lowpersonalanxietyandlowclassroomanxietyaremorebeneficialtosecondlanuguageacquistion.22精選課件pptAccordingtowhatwehavelearntoday,pleasegiveussomesuggestionsforlanguageteaching.23精選課件ppta.Asmuchcomprehensibleinputaspossiblemustbepresented.b.Whateverhelpscomprehensionisimportant.Visualaidsareuseful,asisexposuretoawiderangeofvocabularyratherthansyntacticstructure.c.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldallowedto“emerge”.d.Inordertolowertheaffectivefilter,studentsworkcenteronthemeaningcommunicationratherthantheform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.24精選課件ppt6.ACritiqueofMonitoringTheoryTheAcquisition-learningHypothesis:a.Itcannotbetestedinempiricalinvestigation.b.Thedefinitionofacquisitionandlearningarenotclear.c.“Acquisition”and“Learning”areseparate.TheMonitorModelHypothesis:a.Itisimpossibletoobserve.b.Howdoesonedeterminewhetheralearnerwasmonitoringoreditingbyfeel?c.Itdoesnotreallyexplainhowlearningtakesplace.25精選課件pptTheNaturalOrderHypothesis:a.Thesourceofevidenceforit.b.Theordercomesfrommorphemestudy.c.Itcanmisleadtheteacherwhohopenaivelytoh