The Monitor Model

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Recommended: Characteristics of second language learning

Acquisition – learning hypothesis
According to Gass (1997), Krashen points out that there are two independent processes that develop second language competence. These two processes are acquisition and learning. Acquisition is a subconscious process in which learners acquire the language similar to children acquiring their first language. In this process, learners are not aware of the fact of that they are acquiring the language, but they know that they are using it in communication. The other process in which learners can develop their second language competence is learning. Learning is a conscious process in which learners learn the language in formal settings. They first learn the language rules and then use them while learning (p. 80).
Moreover, McLaughlin (1987) states that Chomsky’s statement that “people learn language from pedagogical grammars by the use of their unconscious universal grammar” is similar to Krashen’s idea that both children and adult learners have access to LAD. This LAD enables them to understand the language by having access to input from the target language speakers. Krashen also claimed that acquisition-learning distinction is similar to Chomsky’s distinction between ‘cognize’ and ‘know.’ However, there is a difference between these two distinctions. ‘Acquisition’ only refers to subconscious processes, while ‘cognize’ can refer to both conscious and unconscious processes (p. 23).
Krashen claims that what is learned cannot be transferred to the acquired system. He also states that fluency is an evidence for subconscious processing that happens in the acquired system. However, Gass and Selinker (2001) argue that learners can use the target language effectively and fluently even if they study in for...

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...e instruction can influence both acquired and learned systems when all the Monitor conditions are met. It also claims that learners must be provided by correction in addition to instruction in order to benefit from the Monitor (pp. 272-273).
Evidence for Krashen’s Monitor hypothesis leads to different implications in teaching. Teachers should give learners enough time to think and retrieve the form they need. Teachers also have to be aware that not all the learners are the same. For example, some learners may need some more time to process the information if they are Monitor over-users.
Moreover, teachers need to create opportunities where learners develop their Monitor in low-pressure situations such as small group discussions and games. Teachers should also avoid over-correction, so they do not discourage learners from using the target language (Pearson, 2011).

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