Question

Which of the following is NOT a condition for effectively using the 'monitor' according to Krashen?

• A. The learner must know the specific grammar rule.
• B. The learner must have ample time to apply the rule.
• C. The learner must focus intensely on correctness and form.
• D. The learner must be in a high-stress, pressured environment.

Answer 1

Answer:

D. The learner must be in a high-stress, pressured environment.

Stephen Krashen's Monitor Model: Core Concepts

• Stephen Krashen is a renowned linguist and educational researcher who proposed the Monitor Model, a widely influential theory of second language acquisition (SLA).
• His theory consists of five interconnected hypotheses, which explain how individuals acquire and learn a second language.

The Monitor Hypothesis Explained

• The Monitor Hypothesis suggests that conscious learning (knowledge of grammatical rules, vocabulary acquired through explicit instruction) acts as an 'editor' or 'monitor' for the language output generated by subconscious acquisition.
• It allows learners to correct errors or improve the form of their utterances before or after production.

Conditions for Effective Monitor Use

• According to Krashen, the 'monitor' can be effectively used only under specific conditions. These are:
  • Time: The learner must have sufficient time to think about and apply the grammatical rules. This means it's more effective in planned speech or writing, rather than spontaneous conversation.
  • Focus on Form: The learner must be consciously attending to the form of their utterance, rather than just the meaning or content. They must be thinking about grammar rules.
  • Knowledge of Rules: The learner must actually know the relevant grammatical rules. Without this explicit knowledge, the monitor cannot function.

Why a High-Stress Environment is NOT a Condition

• The statement 'The learner must be in a high-stress, pressured environment' is NOT a condition for effective monitor use; in fact, it contradicts Krashen's broader theory.
• This relates directly to Krashen's Affective Filter Hypothesis. This hypothesis states that emotional variables (like anxiety, low motivation, or lack of self-confidence) can create a 'mental barrier' or 'affective filter' that prevents comprehensible input from reaching the learner's Language Acquisition Device.
• A high-stress, pressured environment would typically raise the affective filter, making it difficult for learners to acquire language naturally and subsequently making it harder for the monitor to operate effectively, as it relies on an underlying acquired system. Optimal language acquisition occurs in a low-anxiety, relaxed environment.

Other Key Krashen Hypotheses for Competitive Exams

• Acquisition-Learning Distinction Hypothesis: This is the cornerstone of Krashen's theory.
  • Acquisition is a subconscious process, similar to how children learn their first language – natural, informal, and focus is on communication.
  • Learning is a conscious process, involving explicit knowledge of rules and formal instruction.
• Natural Order Hypothesis: Suggests that language rules are acquired in a predictable order, regardless of the learner's background or the teaching methodology.
• Input Hypothesis (i+1): States that learners improve by receiving comprehensible input that is slightly beyond their current level of competence (i.e., 'i' is the current level, '+1' is the next step). This input must be understood, even if not all words are known.