STEPHEN KRASHEN'S MONITOR MODE

这是一篇关于STEPHEN KRASHEN'S MONITOR MODE的思维导图，主要内容包括：THE ACQUISITION-LEARNING（学习与习得假说），THE NATURAL ORDER HYPOTHESIS（自然习得顺序假说），THE INPUT HYPOTHESIS（输入假说），THE MONITOR HYPOTHESIS监控假说。

STEPHEN KRASHEN'S MONITOR MODE

• THE ACQUISITION-LEARNING（学习与习得假说）
  • Learning and acquisition hypothesis content
    • Acquisition and learning are two separate systems
    • Acquired knowledge and learned knowledge are two kinds of knowledge independent of each other.
    • Acquisition is salient, learning is auxiliary
    • The language acquired through learning cannot be the basis for the acquisition of the target language, nor can it be used to express ideas naturally
    • 两种知识获得的过程
      • 自然的交际一关注语言的意义一可理解的输入一习得的知识
      • 有意识的学习一关注语言的形式一语言规则一学得的知识
  • Comparison of acquisition and learning
    • Mutually independent
    • Characteristics of acquistion
      • Subconscious behavior
      • Learn a language naturally Know the grammar rules, master a certain vocabulary
      • Main, central
      • It produces speech automatically
      • The language is accurate, fluent and free
    • Characteristics of learning
      • Conscious action
      • Secondary, auxiliary
      • You need to know the grammar rules and master certain vocabulary
      • Correctable speech (monitoring hypothesis)
      • Grammatically accurate
  • The significance of acquisition and learning hypothesis
    • Distinguish between "acquisition" and "learning"
    • Emphasize the importance of language acquisition.
    • It's the basis of Krashen's theory.
  • The controversy over the acquisition and learning hypothesis
    • Krashen believes that acquisition and learning are two independent processes, which can be completely separated from learning according to the language environment
    • Krashen's theory of "acquisition" is based on the acquisition of children's mother tongue, and believes that adults acquire language unconsciously just as children acquire their mother tongue.
• THE NATURAL ORDER HYPOTHESIS（自然习得顺序假说）
  • The content of the natural order hypothesis
    • Learners may follow a certain order when learning formal grammar items in the second language, that is, the acquisition of grammatical structures is carried out in a predictable and fixed order. This fixed order is not affected by the order in which the language is taught.
    • Table of nine "natural order" of English morpheme acquisition
    • There is no need for a so-called grammar outline.
  • The significance of the natural order hypothesis
    • The research results of natural order can provide a reasonable reference for the syllabus arrangement of second language teaching.
  • Controversy over the natural order hypothesis
    • The natural order hypothesis is based on the study of the order of English morpheme acquisition, but the study of the order of English morpheme acquisition itself remains to be discussed in terms of theoretical assumptions and investigation methods
    • It is difficult to carry out experimental research
• THE INPUT HYPOTHESIS（输入假说）
  • The contents of the input hypothesis
    • Comprehensible input is a necessary and sufficient condition for acquisition.
    • Comprehensible input refers to input that is slightly above the learner's current language level
    • Language structure is also acquired in the natural process of language communication (meaning first and then structure).
    • If the language communication is successful and the input is understood and in sufficient quantities, the learner will automatically acquire i+ 1. If the content inhaled is reproduced many times, it may be integrated into the existing language ability.
  • The elements of the input hypothesis
    • Number of inputs: Language acquisition requires a large number of language inputs, and learners must be provided with a sufficient number of language inputs
    • Input method: Language materials should be naturally accepted in the language environment, paying attention to the rough adjustment of the meaning of the input port input conditions:
    • Quality of input: The language input that the learner is exposed to must be "understandable" and must contain an "i+1" structure
    • The learner must have low emotional anxiety and weak emotional barrier in order to receive input better
  • The significance of input hypothesis
    • It emphasizes the important role of "input" in the process of language acquisition, and explains the conditions of second language acquisition from the external environment.
    • The process of second language acquisition is described.
    • The basic idea of this hypothesis can be easily applied to the classroom and has important implications for second language teaching, such as increasing understandable and interesting language input in the classroom.
• THE MONITOR HYPOTHESIS监控假说
  • Check and control the output speech form
  • Classification of monitoring
    • overmonitoring
    • Reasonable monitoring
    • undermonitoring
  • Conditions for exercising monitoring
    • Plenty of time
    • Pay attention to language form
    • Know grammar rules
  • The significance of the surveillance hypothesis
    • The monitoring theory explains the disadvantages and shortcomings of the traditional grammar teaching method and provides theoretical support for the completion of communicative tasks for the purpose of second language learning.
• THE AFFECTIVE FILTER HYPOTHESIS情感过滤假说
  • The content of the affective filtering hypothesis
    • The blockage of language in the human brain is due to the filter effect of emotion on the input information, called "emotional filter".
    • "Emotion" refers to the learner's motivation, attitude, self-confidence and other factors. These factors are the main factors that lead to individual differences in learners' language acquisition.
    • Emotional filtering is a psychological process, and the "emotional filter" can control how receptive learners are to verbal input
    • The input must be "comprehensible input," and the input must be emotionally filtered to enter the brain and become the corpus of second language acquisition, that is, "inhalation."
    • Affective factors can affect learners' acquisition rate, but not their acquisition order
    • In the early stage of second language acquisition, adults make faster progress than children because of their rich experience and strong understanding ability, and they can accept more "understandable input". However, by the late stage of learning, children have lower emotional filters than adults, and they will learn better over time. However, adult emotional factors play a larger role, which may make the effect of acquisition worse.
  • The significance of the affective filter hypothesis
    • This paper provides a reasonable explanation for the phenomenon that input is greater than absorption in the process of second language teaching
    • It emphasizes the importance of emotional factors in second language acquisition, urges teachers to pay attention to learners' learning motivation and attitude, and strives to create a harmonious classroom, reduce students' anxiety, and cultivate students' initiative and enthusiasm.