The Monitor Model by Stephen Krashen:

A Powerful Tool for Learning English 

The acquisition gives you fluency in the language. Learning gives you accuracy.

-Stephen krashen
  • Acquisition-Learning Hypothesis
  • Affective Filter Hypothesis

Krashen’s second hypothesis highlights the importance of affective factors in the learning process. Anxiety, motivation, and attitude toward language learning can act as filters that affect students’ ability to acquire English. Therefore, creating a positive, motivating, and pressure-free learning environment can be key to maximizing the effectiveness of English language learning.

  • Natural Order Hypothesis

Krashen’s third hypothesis suggests that there is a natural order in the acquisition of English grammatical structures. This means that certain grammatical structures and vocabulary are acquired before others, following a predictable sequence based on frequency and utility in everyday use. By understanding this natural order, students can focus their efforts on learning the most basic and common structures first.

  • Comprehensible Input Hypothesis

Krashen’s fourth hypothesis emphasizes the importance of comprehensible input in the English language learning process. Input, i.e., exposure to the language through conversations, readings, and activities, should be both understandable and challenging. This means that students should understand most of the message but also face a certain level of difficulty to stimulate learning.

  • Monitor Hypothesis

Finally, Krashen’s fifth hypothesis speaks to the role of the monitor in English language learning. The monitor is the conscious system that students use to review and correct their language production. While useful for formal learning activities and error correction, Krashen suggests that its use in spontaneous communication should be limited, as it can interfere with fluency and naturalness in language.

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