Krashens monitor model (1982) derived

form Chomskys nativist account of L1

acquisition and beyond.

For classroom purposes

The Natural Approach to teaching a

second language.

Acquisition-Learning Hypothesis
Input Hypothesis (Comprehensible input)

Affective Filter Hypothesis

Natural Order Hypothesis Monitor Hypothesis

Acquisition: Subconscious process

Learning: Conscious effort

Conscious rules: Act as monitor or editor

Acquisition to communicate naturally and fluently

By

understanding

messages

extra

linguistic context., knowledge of the

world, previous linguistic competence.

i+1

Language input learner received must

be just beyond or a little more difficult

Claims that speaking per se does not cause

language acquisition. It emerges through obtaining comprehensible input (listening and reading) Silent period building competence in the second language

Claims that comprehensible input, though

necessary, still not sufficient for SLA. Input understood but does not mean it will reach LAD Low motivation, high anxiety, low selfesteem high affective filter Young children low affective filter

People acquire the rules of language in

a predictable natural order


a. b. c.

Monitor attending to form.

Conditions: Learner must have sufficient time Focus on form, not on meaning Learner must know the rule.

Do you think his hypotheses make sense?

In what way?

Can you relate your own experience in acquiring the second language?

In the Classroom: The Natural Approach

Teachers must distinguish between acquisition and learning activities. Acquisition activities provide comprehensible input devoted to topics of interest, not grammatical structures

In the Classroom: The Natural Approach

Learning lessons - separate

lessons, focus on form.

Teachers must provide a lot of

comprehensible input i + 1 level.

Teachers to speak slowly, use simpler words, pictures etc)

In the Classroom: Learners:The Natural Approach

Listening to comprehensible input never force to speak silent period Start speaking when ready Teachers: create friendly and relaxed classroom atmosphere No overt correction acknowledge and respond learners message.

In the Classroom: The Natural Approach

Grammatical mistakes -acquisition activities. Indirect feedback on mistakes by re-phasing and modeling the correct form Expand discussion and commenting on what the learners try to convey and draw out more responses from them

A More Positive View of Errors : the Notion of Interlanguage

 Cognitivists view L2 errors positively. Source of errors - not necessarily learners L1. Error Analysis
learner errors cannot be explained in features of their L1 Instead evidence for and against nativist theories

 Nativist view errors as: part of an interlanguage Changes & evolves Learners acquire more rule of L2 By identifying L2 learners : gain insights into the learners development. Consistent patterns of error : not isolated mistakes

Analysing Learner Errors- Brown (1994)

1. Interlingual transfer
Source of Error- L1, because learner is using L1 to produce L2. Behaviorist - L1 interference

Analysing Learner Errors- Brown (1994)

2. Intralingual transfer
Learner overgeneralizes an L2 rule Eg -taked or teached instead of took or taught - two gooses instead of two geese - many waters instead much water

Analysing Learner Errors- Brown (1994)

3. Context of Learning
Make errors because they are taught that way. Learn formally but fail in informal spoken english Not know that the language is not suitable in all situation or occasions.

Analysing Learner Errors- Brown (1994)

4. Communication Strategies
Make errors because learners are trying to make up for their lack of knowledge in L2 To maintain communicatioon Very useful & learner who employ can be praised Praising help learners to achieve their purpose

Conclusion
Cognitivism tells us not to just see errors as problems to be eradicated but regard them as a means to find out what is happening in the mind of the learners

DISCUSSION What kind of learners error can you identify in your classroom? How do you solve the problems?