Krashens-Monitor-Theory监控理论课件

Krashen’sMonitorTheory1精选课件pptBackgroundInformationOneofthebestknowntheoriesofSLAinthe1970sandearly1980swasKrashen’sMonitorTheory.Itisacomprehensive,influentialandcontroversialtheoryandithasagreatlyinfluencedsecondlanguageteachingmethodnamedtheNaturalApproach.MonitorTheorybeganlifenotasatheoryofSLacquisition,butasamodelofSLperformance.(Krashen,1976)2精选课件pptContents

3.TheMonitorHypothesis4.TheInputHypothesis5.TheAffectiveFilterHypothesis6.AcritiqueofMT2.TheNaturalOrderHypothesis1.TheAcquisition–LearningHypothesis3精选课件ppt1.TheAcquisition-LearningHypothesis1.1TherearetwoindependentwaysoflearninganSL:Acquisitionreferstothesubconciousprocessusedbychildrendevelopingtheirfirstlanguage.Learningisaconsciousprocess,whichresultsinaseparatesystemofsimplegrammarrules,orknowledgeabouttheSL.

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Proceduralknowledge（程序性知识）Declarativeknowledge（陈述性性知识）Implicitknowledge（内隐学习）Explicitknowledge（外显学习）5精选课件ppt1.2InKrashen’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。6精选课件ppt7精选课件ppt2.TheNaturalOrderHypothesis2.1Secondlanguagelearnersseemtoacquirethefeaturesofthetargetlanguageinpredictablesequence.Thatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherslate.Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidencethatitisindependentoftheorderinwhichrulesaretaughtinlanguageclasses.(Krashen1985;Larsen-Freeman2000)2.2AlearningsyllabusAnacquisitionsyllabus8精选课件pptBrown9精选课件pptKrashen198210精选课件ppt3.TheMonitorHypothesis3.1AccordingtoKrashen,theacquiredsystemactstoinitiatethesecondlanguagelearner’sutteranceandisresponsibleforfluencyandintuitivejudgementaboutthecorrectness.Whilethelearnedsystem,ontheotherhand,actsonlyasaneditoror“monitor”,makingminorchangesandpolishingwhattherequiredsystemhasproduced.Itmayhappenbeforeactuallyspeakorwrite,oritmayhappenlater.11精选课件ppt12精选课件ppt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13精选课件ppt3.2

ThreeConditionsKrashenspecifiedthatthreeconditionsmustbesatisfiedinordertouseMonitorsuccessfully.(Krashen&Terrell1983;Ellis1999)a.Whenlearnersfocusmoreonbeing“correct”orfocusonform,ratherthanonwhattheyhavetosay.b.Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules.c.Whentheyactuallyknowthoserules.14精选课件ppt3.3Threetypesofmonitorusersa.Monitorover-user(监控过多者)Theyareperformerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlangugae.Asaresult,suchperformersmayspeakhesitantly,oftenself-correctinthemiddleoftheutteranceandaresoconcernedaboutcorrectnessthattheycannotspeakwithanyrealfluency.15精选课件pptb.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.16精选课件ppt4.TheInputHypothesis4.1AccordingtoKrashen(1985),theInputHypothesisattemptstoanswerwhatisperhapsthemostimportantquestioninSLAfield-howdoweacquirelanguage?-andgivesanswerthatithasapotentialimpactonallareasoflanguageteaching.ThusithasbecomethecentralpartofKrashen’stheory.

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

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

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