Monitoring the 'Monitor': A Critique of Krashen's Five Hypotheses

2011 ◽  
Vol 2 (4) ◽  
pp. 139-146 ◽  
Author(s):  
Manmay Zafar
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Affective Filter ◽  
Acquisition Device ◽  
The Way

This article discusses Krashen's Monitor Model and the attendant five hypotheses. Since its 1977 publication, Krashen, through a series of revisions, have tried to explain the way learners acquire a second language. This article closely looks at his basic premises and the criticism they have generated to better understand both the Monitor Model and its various lacunae and biases.Key words: Affective Filter; Krashen; Language Acquisition Device (LAD); Monitor Model; Second Language Acquisition (SLA).DOI: 10.3329/dujl.v2i4.6903Dhaka University Journal of Linguistics Vol.2(4) August 2009 pp.139-146

scholarly journals An Overview of Motivation: The Challenges and the Importance of Motivation for Second Language Acquisition

2016 ◽  
Vol 4 (1) ◽  
pp. 53 ◽  
Author(s):  
Zahra Mahdikhani
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learning ◽  
Second Language Learning ◽  
Affective Filter ◽  
Strategy Model ◽  
Language Exposure ◽  
Reinforcement Model ◽  
Knowledge Communication

<p>The importance of the learner's attitudes and motivation plays a major role for most psycholinguists, either in a language learning situation or in a second language acquisition context. A quick look at the major theories of language acquisition can be helpful to establish this. Krashen's monitor model argues attitudes and motivation most influential in unconscious language acquisition. The learner's motivational level acts as an affective filter on language intake (Krashen 1981, p. 102). In another model language learning begins when the learner feels motivated to communicate something to someone (see Carroll's conscious reinforcement model, 1981). Reinforcement takes place when the desired end is obtained. Bialystok's strategy model (1978) demonstrates that it can be assumed that learners will seek language exposure only if they feel motivated. Therefore, using their explicit and/or implicit knowledge, communication will take place. This study investigates the challenges and the importance of motivation for second language learning or SL acquisition.</p>

The adaptation of French liquids in Haitian

2018 ◽  
Vol 33 (2) ◽  
pp. 386-410
Author(s):  
Benjamin Storme
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Sound Change ◽  
Loanword Adaptation ◽  
Perceptual Asymmetry ◽  
The Way

Abstract Haitian, a French-lexifier creole with a Gbe substrate, shows an asymmetry in the way it has adapted French liquids: the French lateral was maintained in postvocalic coda position in Haitian, but the French rhotic was systematically deleted in this position. This paper presents the results of a perception study showing that the lateral is generally more perceptible than the rhotic in coda position in Modern French. The hypothesis that perception played a role in the phonological asymmetry in Haitian is compatible with these results. The paper sketches an analysis of how the perceptual asymmetry between French coda laterals and rhotics resulted in the emergence of a new phonological grammar, distinct from both the grammar of the substrate and superstrate languages. This analysis is in line with previous works on the role of perception in second language acquisition, loanword adaptation, creolization, and sound change more generally.

Language acquisition without Universal Grammar: a general nativist proposal for L2 learning

1996 ◽  
Vol 12 (4) ◽  
pp. 374-397 ◽  
Author(s):  
William O'Grady
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Universal Grammar ◽  
L2 Learning ◽  
Acquisition Device ◽  
L1 Acquisition

This article explores the prospects for a 'general nativist' theory of first and second language acquisition. A modular acquisition device that does not include Universal Grammar (UG) is outlined and its role in the emergence of an L1 is considered. The relevance of this proposal for a theory of SLA is then explored, leading to the suggestion that the properties and outcome typical of postadolescent L2 learning can be traced to the fact that adults have only partial access to the L1 acquisition device.

scholarly journals A CASE STUDY OF THE EFL LEARNER’S NEEDS ANALYSIS BASED ON KRASHEN’S MONITOR THEORY

2019 ◽  
Vol 7 (8) ◽  
pp. 265-272
Author(s):  
Yunjie Huang ◽  
Yi Zhang
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Vital Role ◽  
Needs Analysis ◽  
Affective Filter ◽  
Main Instrument

Learners play a vital role in the process of second language acquisition (SLA). Needs analysis can realistically reflect learners’ circumstances when learning the second language. In the presented paper, one EFL learner was selected as a case to do the needs analysis, in which the interview was the main instrument for the analysis. Based on Krashen’s monitor theory, results found that, firstly, the learner’s English needs had not been met. Then, insufficient input as well as complex and an extremely high affective filter were two significant reasons for the failure of needs accomplishment. Additionally, this case study provided the suggestions responding to the specific circumstances of a high affective filter and offered the experience for the further larger-scaled studies of related needs analysis.

Where is Cognition?

1994 ◽  
Vol 16 (2) ◽  
pp. 231-242 ◽  
Author(s):  
John H. Schumann
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Processes ◽  
Research Strategy ◽  
Appraisal System ◽  
Affective Filter ◽  
Neural Processes ◽  
Affect And Cognition ◽  
The Brain

This paper argues that the brain is the seat of cognition, that cognitive processes are neural processes, and that, in the brain, affect and cognition are distinguishable but inseparable. This perspective allows a reconceptualization of the affective filter in terms of the brain's stimulus appraisal system, which interacts with cognition to promote or inhibit second language acquisition. A research strategy is proposed for investigating these ideas.

scholarly journals Learning from Errors

2015 ◽  
Vol 5 (1) ◽  
pp. 393 ◽  
Author(s):  
MA. Lendita Kryeziu
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Learners ◽  
Systematic Study ◽  
Theoretical Justification ◽  
Learning From Errors ◽  
Steve Jobs ◽  
The Way

“Errare humanum est”, a well known and widespread Latin proverb which states that: to err is human, and that people make mistakes all the time. However, what counts is that people must learn from mistakes. On these grounds Steve Jobs stated: “Sometimes when you innovate, you make mistakes. It is best to admit them quickly, and get on with improving your other innovations.” Similarly, in learning new language, learners make mistakes, thus it is important to accept them, learn from them, discover the reason why they make them, improve and move on. The significance of studying errors is described by Corder as: “There have always been two justifications proposed for the study of learners' errors: the pedagogical justification, namely that a good understanding of the nature of error is necessary before a systematic means of eradicating them could be found, and the theoretical justification, which claims that a study of learners' errors is part of the systematic study of the learners' language which is itself necessary to an understanding of the process of second language acquisition” (Corder, 1982; 1). Thus the importance and the aim of this paper is analyzing errors in the process of second language acquisition and the way we teachers can benefit from mistakes to help students improve themselves while giving the proper feedback.

scholarly journals FACTORS INFLUENCING SECOND LANGUAGE ACQUISITION

2014 ◽  
Vol 1 (2) ◽  
Author(s):  
Siti Khasinah
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Cognitive Ability ◽  
Cognitive Style ◽  
Dominant Contribution ◽  
Factors Influencing ◽  
The Way

Motivation, attitude, age, intelligence, aptitude, cognitive style, and personality are considered as factors that greatly influence someone in the process of his or her second language acquisition. Experts state that those factors give a more dominant contribution in SLA to learners variedly, depend on who the learners are, their age, how they behave toward the language, their cognitive ability, and also the way they learn.

IMPACT OF LITERACY ON ORAL LANGUAGE PROCESSING: IMPLICATIONS FOR SECOND LANGUAGE ACQUISITION RESEARCH

2005 ◽  
Vol 25 ◽  
pp. 77-97 ◽  
Author(s):  
Elaine Tarone ◽  
Martha Bigelow
Keyword(s):  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Language Processing ◽  
Oral Language ◽  
Reciprocal Relationship ◽  
The Individual ◽  
The Impact ◽  
Illiterate Adults ◽  
The Way

In this chapter we describe a body of research on oral language processing that we believe has important implications for applied linguistics. This research documents the effects of literacy on human oral language processing. Studies in this area show that illiterate adults significantly differ from literate adults in their performance of oral processing tasks that require an awareness of linguistic segments. These studies provide evidence that the acquisition of the ability to decode an alphabetic script changes the way in which the individual processes oral language in certain kinds of cognitive tasks. At the same time, based on research establishing a clear reciprocal relationship between oral language processing skills and literacy, researchers on first language acquisition are extending the scope of their study to explore the way in which an individual's language competence is altered and extended by literacy itself. In this discussion, we describe the broad outlines of this new body of research and scholarship, and explore the implications for our understanding of second-language acquisition, and particularly for theories and research that explore the impact of “noticing” on SLA. We conclude by stressing the social and theoretical importance of including clearly-identified illiterate adults in our growing database on second language acquisition research.

Modularity, working memory, and second language acquisition: A research program

2017 ◽  
Vol 33 (3) ◽  
pp. 313-323 ◽  
Author(s):  
John Truscott
Keyword(s):  
Working Memory ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
Research Program ◽  
The State ◽  
Important Place ◽  
The Subject ◽  
The Mind ◽  
The Way

Considerable reason exists to view the mind, and language within it, as modular, and this view has an important place in research and theory in second language acquisition (SLA) and beyond. But it has had very little impact on the study of working memory and its role in SLA. This article considers the need for modular study of working memory, looking at the state of common approaches to the subject and the evidence for modularity, and then considering what working memory should look like in a modular mind. It then sketches a research program to explore working memory within a modular mind and particularly its role in SLA. This is followed by a brief look at the way that the Modular Online Growth and Use of Language (MOGUL) approach can serve as a framework for such a program.

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