克拉申监测理论

KrashenDr.SwathiVanniarajanLLD270:SecondLanguageAcquisition5/21/2024Dr.SwathiVanniarajan,LLD270KrashenKrashen’sInputHypothesisModelKnownbyvariousnamesMonitorhypothesisInputmodelComprehensibleinputmodelNaturalmodelAllthesenamesrefertotheoneandthesamemodel5/21/2024Dr.SwathiVanniarajan,LLD270KrashenFivehypothesesAcquisition–learningdistinctionhypothesisNaturalsequence/orderhypothesisMonitorhypothesisComprehensibleinputhypothesisAffectivefilterhypothesis5/21/2024Dr.SwathiVanniarajan,LLD270KrashenAcquisition-LearningDistinctionHypothesis

Acquisition

LearningSubconscious–implicitlearningAdistinctprocess–canneverbecomelearningThewaychildrenlearnthelanguageMeaningfocusedInductiveNaturalisticsettingsConscious–explicitlearningAdistinctprocess–canneverbecomeacquisitionThewayadultslearnthelanguageGrammar(form)focusedDeductiveFormalsettings5/21/2024Dr.SwathiVanniarajan,LLD270KrashenCriticismsSubconscious–consciousisapsychologicalprocessItispossibletheyaretwoendpointsinacontinuum(forKrashen,learningcannotbecomeacquisitionandviceversa)ConfusionbetweenlearningsettingsandpsychologicalprocessesProblemindefiningwhataformalsettingisResearchshowsthatchildrenarenotthebestlanguagelearnersExperimentalverificationisimpossible5/21/2024Dr.SwathiVanniarajan,LLD270KrashenCurrentresearchopinionon

acquisition–learningdistinctionKrashenmaybecorrect–neurobiologicalfindingsinthelast3or4yearsindicatethattherearetwokindsofknowledge–declarative(what)andprocedural(how).Originallytheywereconsideredtobetwosidesofthesamecoin.TheyhavebeenshowntobetwoentirelydifferentprocessesItispossiblethatchildrenacquirelanguageprocedurallyfromthestartwhereasadultslearndeclarativeknowledgeandthentrytoconvertitintoproceduralknowledge.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenImplicationsofAcquisition-LearningDistinctionHypothesisContentbasedlanguageteaching–totalimmersionispreferable.ProvidemeaningfulcontextsforunderstandinglanguageProvidemeaningfulcommunicationactivitiessuchasinformationgapactivities.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenNatural(order)sequencehypothesisChildrenlearnlanguageinapredictablesequence.Itisimpossibletoalterthecourseofdevelopmentsincelanguageacquisition,beitL1orL2isaUGdrivenprocess.Grammarteachingisawasteoftime.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenCriticismsonnaturalsequencehypothesisNaturalsequenceisaproductofvariousfactorssuchasPerceptualsaliency(competitionmodel)Inputfrequency(connectionistandsocialinteractionistmodels)SyntacticcomplexityCognitivetransparencyArtifactofmethodsandinstrumentsusedNativelanguageinfluence5/21/2024Dr.SwathiVanniarajan,LLD270KrashenCriticismsonnaturalsequencehypothesis(contd.)Thesequencesarenotidenticalthoughsimilar–theitemsthatarelearntinL1arealsolearntearlierinL2AccuracyorderisnotacquisitionorderThemorphemesstudiedareonlyatinypartofthelanguageTotaldisregardforgrammarhadnegativeresultsinCanadianimmersionprogramsIthasbeenshownthatteachingcansomewhatalterthesequence(noticeability–attentionhypothesis)5/21/2024Dr.SwathiVanniarajan,LLD270KrashenImplicationsofnaturalorderhypothesisErrorsaredevelopmentalandareanaturalbyproductoflearning–toleratethem.Allowlearnerstomakeerrorsanddonotcorrectthem5/21/2024Dr.SwathiVanniarajan,LLD270KrashenMonitorhypothesisThreeconditions:KnowledgeofgrammarFocusongrammarAvailabilityoftime5/21/2024Dr.SwathiVanniarajan,LLD270KrashenMonitorhypothesisGrammarfocusedlearningleadstogrammarfocusedproductionChildrendonotmonitorsowhyshouldadults?Learninglanguageisdifferentfromlearningaboutlanguage.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenCriticismsonmonitorhypothesisChildrendomonitorChildrenarenotthebestlanguagelearners.Thehypothesisisnotfalsifiable.TotaldisregardforgrammarhadnegativeeffectsintheCanadianimmersionprograms.Noticeabilityhypothesis–monitoringmayinfactbegood.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenImplicationsofmonitorhypothesisModellanguageanddonotteachgrammarexplicitly.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenComprehensibleinputhypothesisVygotsky–Zoneofproximaldevelopment(ZPD)i+1(expanded,itmeans,thelevelofinterlanguageplus1levelbeyond)Comprehensionissufficientandthereisnonecessityforproduction(exposuretodatawillalongworkistheinnatistpositionbutKrashen’spositionisdifferentfromtheinnatistpositioninthesensethatwhatKrashenproposesisnotexposuretoanydatabuttodatathataresimpleandcomprehensible)5/21/2024Dr.SwathiVanniarajan,LLD270KrashenNo

attentionPhysicalfeaturesbasedcomprehension

FormbasedcomprehensionMeaningbasedcomprehension5/21/2024Dr.SwathiVanniarajan,LLD270KrashenComprehensibleinputhypothesis-criticismImpreciseterminology–impossibletocomeupwithoperationalizabledefinitions,thelevelofthelearner,1level,2levels,onelevelbeyond–whatarethey?IntuitivelyappealingbutimpossibletoverifyComprehensibleoutputisasimportantasinputisComprehensibleinputcannotbeacausalvariablesinceitisnotgiveninallcultures.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenImplicationsofinputhypothesisEmployteachertalkalongmothereseorforeignertalk5/21/2024Dr.SwathiVanniarajan,LLD270KrashenAffectivefilterhypothesis Learnerswhosufferfromanxietyorlackofmotivationornegativeattitudesomehowswitchofftheircomprehensionmechanismsandsoeveniftheyareprovidedcomprehensibleinput,theywillnotbeabletoprocesstheinput.Thereforealowaffectivefilterisimportant.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenHowdoesaffectivefilterwork?5/21/2024Dr.SwathiVanniarajan,LLD270KrashenThesignificanceofaffectivefilterhypothesisAccountsforindividualvariationAccountsforthedifferencesbetweenadultandchildlanguageacquisitionprocesses5/21/2024Dr.SwathiVanniarajan,LLD270KrashenCriticismsonaffectivefilterhypothesisAlittleanxietyisbetterthannoanxietyatall.Motivation,attitude,anxiety–thesemaynotbethecausebutmaybetheconsequenceAsimplecorrelation(causal-result)cannotbemadebetweentheaffectivevariablesandthelanguageacquisitionprocess5/21/2024Dr.SwathiVanniarajan,LLD270KrashenBrainscienceandaffectivefilterhypothesisBrainscientistsbelievethataffectivevariablesdoplayaroleinhumanlearningandthatcertainenzymesthatareproducedinthebodywhileweareanxiousdopreventusfromprocessingdata.5/21/2024Dr.SwathiVanniarajan,LLD270KrashenImplicationsofaffectivefilterhypothesisCreateanon-threateningteaching/learningatmosphereintheclassroom.Providearisk-safeenvironment.Studentsshouldnotworryaboutbeingcriticized.Capitalizeonwhatstudentsalreadyknow.5/21/2024Dr.SwathiVanniarajan,LLD270Krashen