The Natural Approach
The Monitor Model
Krashen’s Monitor Model is an example of the nativist theories. The model forms
the basis of the Natural Approach, which is a comprehension-based approach to
foreign and second language teaching. The model consists of five hypotheses The
explanations of the hypotheses below have been taken from an article titled “A
Promising Approach to Second Language Acquisition” (Kiymazarslan, 2000:72-82).
(1) The Acquisition-Learning Hypothesis
Krashen (1985), in his theory of second language acquisition (SLA) suggested
that adults have two different ways of developing competence in second
languages: Acquisition and learning. “There are two independent ways of
developing ability in second languages. ‘Acquisition’ is a subconscious process
identical in all important ways to the process children utilize in acquiring
their first language, ... [and] ‘learning’..., [which is] a conscious process
that results in 'knowing about' [the rules of] language” (Krashen 1985:1).
Krashen (1983) believes that the result of learning, learned competence (LC)
functions as a monitor or editor. That is, while AC is responsible for our
fluent production of sentences, LC makes correction on these sentences either
before or after their production. This kind of conscious grammar correction,
‘monitoring’, occurs most typically in a grammar exam where the learner has
enough time to focus on form and to make use of his conscious knowledge of
grammar rules (LC) as an aid to ‘acquired competence’. The way to develop
learned competence is fairly easy: analyzing the grammar rules consciously and
practising them through exercises. But what Acquisition / Learning Distinction
Hypothesis predicts is that learning the grammar rules of a foreign/second
language does not result in subconscious acquisition.
The implication of the acquisition-learning hypothesis is that we should balance
class time between acquisition activities and learning exercises.
(2) The Natural Order Hypothesis
According to the hypothesis, the acquisition of grammatical structures proceeds
in a predicted progression. Certain grammatical structures or morphemes are
acquired before others in first language acquisition and there is a similar
natural order in SLA. The implication of natural order is not that second or
foreign language teaching materials should be arranged in accordance with this
sequence but that acquisition is subconscious and free from conscious
intervention.
(3) The Input Hypothesis
This hypothesis relates to acquisition, not to learning. Krashen (1985:3) claims
that people acquire language best by understanding input that is a little beyond
their present level of competence. Consequently, Krashen believes that
‘comprehensible input’ (that is, i + 1) should be provided. The 'input' should
be relevant and 'not grammatically sequenced'. The foreign/second language
teacher should always send meaningful messages, which are roughly tuned, and
‘must’ create opportunities for students to access i+1 structures to understand
and express meaning. For instance, the teacher can lay more emphasis on
listening and reading comprehension activities.
(4) The Monitor Hypothesis
As mentioned before, adult second language learners have two means for
internalizing the target language. The first is ‘acquisition’ which is a
subconscious and intuitive process of constructing the system of a language. The
second means is a conscious learning process in which learners attend to form,
figure out rules and are generally aware of their own process. The ‘monitor’ is
an aspect of this second process. It edits and makes alterations or corrections
as they are consciously perceived. Krashen (1985:5) believes that ‘fluency’ in
second language performance is due to ‘what we have acquired’, not ‘what we have
learned’: Adults should do as much acquiring as possible for the purpose of
achieving communicative fluency. Therefore, the monitor should have only a minor
role in the process of gaining communicative competence. Similarly, Krashen
suggests three conditions for its use: (1) there must be enough time; (2) the
focus must be on form and not on meaning; (3) the learner must know the rule.
Students may monitor during written tasks (e.g., homework assignments) and
preplanned speech, or to some extent during speech. Learned knowledge enables
students to read and listen more so they acquire more.
(5) The Affective Filter Hypothesis
The learner's emotional state, according to Krashen (1985:7), is just like an
adjustable filter which freely passes or hinders input necessary to acquisition.
In other words, input must be achieved in low-anxiety contexts since acquirers
with a low affective filter receive more input and interact with confidence. The
filter is ‘affective’ because there are some factors which regulate its
strength. These factors are self-confidence, motivation and anxiety state. The
pedagogical goal in a foreign/second language class should thus not only include
comprehensible input but also create an atmosphere that fosters a low affective
filter.
Implications on teaching grammar:
Krashen and Terrell (1983) actually argue that concentrating on accurate grammar and pronunciation impedes students progress in the target language because it takes their focus away from developing comprehension skills. They continue by saying that since adults have many similarities with children in the language acquisition process, they cannot be forced to learn a grammatical structure before they are internally ready for it. If the theories of Krashen and Terrell and other linguists who have down played the effectiveness of grammar instruction are correct, then language teaching both in domestic and international settings would change dramatically
Krashen highlights that grammatical structures can be internalized if learners are situated in a particular context, in which they use the structures for communication purposes. It is the educator’s responsibility to create learning contexts and situations so that learners can use and communicate in the target language meaningfully.
He suggests that teaching grammar results in "learned" knowledge, which is only available for monitoring utterances that learners produce using their "acquired" knowledge, and, as such, is of very limited value. Krashen recommends instead that teachers concentrate on providing lots of comprehensible input so that learners can "acquire" a second language naturally like children acquiring their mother tongue. Innate proceses convert this input into output, in time.