Krashens-Monitor-Theory監(jiān)控理論課件

Krashen’sMonitorTheory1精選課件pptBackgroundInformationOneofthebestknowntheoriesofSLAinthe1970sandearly1980swasKrashen’sMonitorTheory.Itisacomprehensive,influentialandcontroversialtheoryandithasagreatlyinfluencedsecondlanguageteachingmethodnamedtheNaturalApproach.MonitorTheorybeganlifenotasatheoryofSLacquisition,butasamodelofSLperformance.(Krashen,1976)2精選課件pptContents

3.TheMonitorHypothesis4.TheInputHypothesis5.TheAffectiveFilterHypothesis6.AcritiqueofMT2.TheNaturalOrderHypothesis1.TheAcquisition–LearningHypothesis3精選課件ppt1.TheAcquisition-LearningHypothesis1.1TherearetwoindependentwaysoflearninganSL:Acquisitionreferstothesubconciousprocessusedbychildrendevelopingtheirfirstlanguage.Learningisaconsciousprocess,whichresultsinaseparatesystemofsimplegrammarrules,orknowledgeabouttheSL.

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Proceduralknowledge（程序性知識(shí)）Declarativeknowledge（陳述性性知識(shí)）Implicitknowledge（內(nèi)隱學(xué)習(xí)）Explicitknowledge（外顯學(xué)習(xí)）5精選課件ppt1.2InKrashen’sopioionlearningcannotturnintoacquistion.(ExamplebyGregg)a.Non-interfaceposition（無(wú)接口觀點(diǎn)）b.Theweakinterfaceposition（弱勢(shì)接口觀點(diǎn)）這種觀點(diǎn)是顯性知識(shí)和隱性知識(shí)兩者“能夠分開又相互合作”兩種知識(shí)可以在任何情況下合作c.Thestronginterfaceposition（強(qiáng)勢(shì)接口觀點(diǎn)）這種觀點(diǎn)認(rèn)為無(wú)論學(xué)習(xí)什么都是從技能或行為相關(guān)的（陳述）知識(shí)發(fā)展，最終達(dá)到程序性知識(shí)的自動(dòng)化。6精選課件ppt7精選課件ppt2.TheNaturalOrderHypothesis2.1Secondlanguagelearnersseemtoacquirethefeaturesofthetargetlanguageinpredictablesequence.Thatweacquiretherulesoflanguageinapredictableorder,somerulestendingtocomeearlyandotherslate.Theorderdoesnotappeartobedeterminedsolelybyformalsimplicityandthereisevidencethatitisindependentoftheorderinwhichrulesaretaughtinlanguageclasses.(Krashen1985;Larsen-Freeman2000)2.2AlearningsyllabusAnacquisitionsyllabus8精選課件pptBrown9精選課件pptKrashen198210精選課件ppt3.TheMonitorHypothesis3.1AccordingtoKrashen,theacquiredsystemactstoinitiatethesecondlanguagelearner’sutteranceandisresponsibleforfluencyandintuitivejudgementaboutthecorrectness.Whilethelearnedsystem,ontheotherhand,actsonlyasaneditoror“monitor”,makingminorchangesandpolishingwhattherequiredsystemhasproduced.Itmayhappenbeforeactuallyspeakorwrite,oritmayhappenlater.11精選課件ppt12精選課件ppt學(xué)習(xí)者用母語(yǔ)表達(dá)時(shí)可以脫口而出，不假思索；但是用第二語(yǔ)言表達(dá)時(shí)人們會(huì)經(jīng)常不自覺地留意自己的語(yǔ)言是夠正確。這種“注意”或“留心”其實(shí)就是“監(jiān)控”的過(guò)程。例如：當(dāng)英語(yǔ)學(xué)習(xí)者說(shuō)：“HewenttoBeijingyesterday”時(shí)，表達(dá)意思所需要的就是語(yǔ)言知識(shí)來(lái)自于“習(xí)得”系統(tǒng)，而“學(xué)習(xí)”中的知識(shí)所起到的作用是檢查“he”是不是合適的代詞，“went”的時(shí)態(tài)是否正確13精選課件ppt3.2

ThreeConditionsKrashenspecifiedthatthreeconditionsmustbesatisfiedinordertouseMonitorsuccessfully.(Krashen&Terrell1983;Ellis1999)a.Whenlearnersfocusmoreonbeing“correct”orfocusonform,ratherthanonwhattheyhavetosay.b.Whentheyhavesufficienttimetosearchtheirmemoryfortherelevantrules.c.Whentheyactuallyknowthoserules.14精選課件ppt3.3Threetypesofmonitorusersa.Monitorover-user(監(jiān)控過(guò)多者)Theyareperformerswhoareconstantlycheckingtheiroutputwiththeirconsciousknowledgeofthesecondlangugae.Asaresult,suchperformersmayspeakhesitantly,oftenself-correctinthemiddleoftheutteranceandaresoconcernedaboutcorrectnessthattheycannotspeakwithanyrealfluency.15精選課件pptb.Monitorunder-users(監(jiān)控不足者)Theyarepeoplewhohavenotlearned,prefernottousetheirconsciousknowledge,evenwhenconditionsallowit.Theselearnersdonotusuallyuseself-correct.Whentheydo,theydoitonlybyusinga“feel”forcorrectnessandrelycompleteonacquiredsystem.c.Theoptionalmonitor-user(監(jiān)控合理者)Theyarethosewhousethemonitorwhenitisappropriateandwhenitdoesinterferewithcommunication.Manyoptionalusersdonotusegrammarinordinarycommunication,whereitmightinterfere.Inwritingandplannedspeech,optionaluseswilltypicallymakewhatevercorrectionstheycanraisetheaccuracyoftheiroutput.16精選課件ppt4.TheInputHypothesis4.1AccordingtoKrashen(1985),theInputHypothesisattemptstoanswerwhatisperhapsthemostimportantquestioninSLAfield-howdoweacquirelanguage?-andgivesanswerthatithasapotentialimpactonallareasoflanguageteaching.ThusithasbecomethecentralpartofKrashen’stheory.

17精選課件ppt4.2TheInputHypothesisinvolvesfourmainissues:First,theinputhypothesisrelatestoacquisition,notlearning;Second,learnersacquirebyunderstandinglanguageabitbeyondtheircurrentlevelofcompetence.Thisisdonewiththehelpofthecontext.Cluesbasedonthesituationandthecontext,extralinguisticinformationandknowledgeoftheworldmakecomprehensionpossible.Third,theabilitytospeakfluentlycannotbetaughtdirectly,rather,it“emerge”independentlyintime,aftertheacquirerhasbuiltuplinguisticcompetencebyunderstandingtheinput

18精選課件pptFourth,thereisasufficientquantityofcomprehensibleinput,I+1willusuallyprovidedautomatically.Alearnercan“move”fromastagei(whichiisthelearner’slevelofcompetence)toastagei+1(wherei+1isthestageimmediatelyfollowingialongsomenaturalorder)byunderstandinglanguagecontainingi+1.(Ellis1999;Larsen-Freeman2000)19精選課件ppt5.TheAffectiveFilterHypothesis5.1Krashenbelievesthatlearnersneedtoreceivecomprehensibleinputforlanguageacquisition,thisisnotsufficient.Learnersalsoneedto“l(fā)etthatinputin”.Thisissocalledaffectivefilter,whichsupposedlydetermineshowreceptivetocomprehensibleinputalearnerisgoingtobe.ThishypothesiscapturestherelationshipbetweenvariableandtheprocessofSLAbysupposingthatacquiresvarywithrespecttothestrengthorleveloftheiraffectivefilters.20精選課件ppt21精選課件ppt5.2Threekindsofaffectivevariables

relatedtosecondlanguageacquistion:a.Motivation:leanerswithhighmotivationgenerallydobetter.b.Self-confidence:learnerswithself-confidenceandagoodself-imagetendtobemoresuccessful.c.Anxiety:lowpersonalanxietyandlowclassroomanxietyaremorebeneficialtosecondlanuguageacquistion.22精選課件pptAccordingtowhatwehavelearntoday,pleasegiveussomesuggestionsforlanguageteaching.23精選課件ppta.Asmuchcomprehensibleinputaspossiblemustbepresented.b.Whateverhelpscomprehensionisimportant.Visualaidsareuseful,asisexposuretoawiderangeofvocabularyratherthansyntacticstructure.c.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldallowedto“emerge”.d.Inordertolowertheaffectivefilter,studentsworkcenteronthemeaningcommunicationratherthantheform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.24精選課件ppt6.ACritiqueofMonitoringTheoryTheAcquisition-learningHypothesis:a.Itcannotbetestedinempiricalinvestigation.b.Thedefinitionofacquisitionandlearningarenotclear.c.“Acquisition”and“Learning”areseparate.TheMonitorModelHypothesis:a.Itisimpossibletoobserve.b.Howdoesonedeterminewhetheralearnerwasmonitoringoreditingbyfeel?c.Itdoesnotreallyexplainhowlearningtakesplace.25精選課件pptTheNaturalOrderHypothesis:a.Thesourceofevidenceforit.b.Theordercomesfrommorphemestudy.c.Itcanmisleadtheteacherwhohopenaivelytoh