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Monitor Hypothesis

The Monitor Hypothesis establishes the relationship between language learning and acquisition. It posits that learned rules function as an internal monitor that alters the output of the acquired language system before or after production. Optimal use of this monitor depends on having time and a focus on form, as well as knowing the rule. Individual differences exist, with some learners over-using the monitor and hesitating in speech, while others under-use it. The goal of teaching should be developing optimal monitor use that does not interfere with communication.

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Aviram Dash Avi
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607 views11 pages

Monitor Hypothesis

The Monitor Hypothesis establishes the relationship between language learning and acquisition. It posits that learned rules function as an internal monitor that alters the output of the acquired language system before or after production. Optimal use of this monitor depends on having time and a focus on form, as well as knowing the rule. Individual differences exist, with some learners over-using the monitor and hesitating in speech, while others under-use it. The goal of teaching should be developing optimal monitor use that does not interfere with communication.

Uploaded by

Aviram Dash Avi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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The Monitor Hypothesis

While the acquisition-learning distinction claims


that two separate processes coexist in
the adult, it does not state how they are used in
second language performance. The Monitor
Hypothesis posits that acquisition and learning
are used in very specific ways.
The Monitor Hypothesis
• Establishes the relationship between learning and
acquisition.
• Learning /learned system/ knowledge about rules of a
language functions as a monitor or editor.
• Learning makes changes in the form of our utterance
after it has been produced by the acquired system.
• Learning is thought to alter the output of the
acquired system before or after the utterance is
actually written or spoken.
The Monitor Hypothesis
Conditions for monitor use :

• Time :
• Focus on form :
• Know the rule :
The Monitor Hypothesis
Individual learner differences in terms of
monitor use
There may be three basic types of performer

 Monitor over user:


 Monitor under user :
 The optimal monitor user :
Monitor over user:
• These are people who attempt to Monitor all
the time. Monitor over users constantly check
their output with their conscious knowledge
of the second language. As a result, such
performers may speak hesitantly, often self-
correct in the middle of utterances, and are so
concerned with correctness that they cannot
speak with any real fluency.
Causes of monitor over use
1. Exposure to grammar-only- type instruction :
They have simply not had the chance to acquire
much of the second language, and may have no
choice but to be dependent on learning

2. Personality : These over users have had a chance to


acquire, and may actually have acquired a great deal of
the second language. They simply do not trust this
acquired competence and only feel secure when they
refer to their Monitor "just to be sure".
Monitor under user
• These are performers who have not learned,
or if they have learned, prefer not to use their
conscious knowledge, even when conditions
allow it. Under users are typically
uninfluenced by error correction, can self-
correct only by using a "feel" for correctness
(e.g. "it sounds right"), and rely completely on
the acquired system.
The optimal monitor user :
• Performers who use the monitor when it is
appropriate and when it does not interfere
with communication. Many optimal users will
not use grammar in ordinary conversation,
where it might interfere.
Relation between acquisition and learning
Implication
 To produce optimal monitor users should be the
goal of
teaching a second language

 Teachers should keep in mind that Fluency and


accuracy may be impeded because of monitor
under use or over use.
 Grammar all attitude should be flexible in
classroom.

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