At the end of this session you
should be able to:
1.
DEFINE THE MONITOR THEORY
2.
EVALUATE THE TENETS OF LANGUAGE
LEARNING
3.
ASSESS TEACHING STRATEGIES IN THE SECOND
LANGUAGE CLASSROOM
4.
CONSTRUCT AN EFFECTIVE TEACHINGLEARNING SCENARIO.
What is the monitor theory?

THE THEORY IS BASED ON THE PREMISE THAT
THERE ARE TWO LEVELS FOR ADULT SECOND
LANGUAGE PERFORMANCE:
- LANGUAGE ACQUISITION (SUBCONSCIOUS)
- LANGUAGE LEARNING (CONSCIOUS)
What is the monitor theory?
Cont.

CONSCIOUS LEARNING IS AVAILABLE TO THE
STUDENT AS A ‘MONITOR’ OF WHAT IS PICKED
UP (SUBCONSCIOUS).

FORMAL KNOWLEDGE CAN BE USED TO ALTER
THE OUTPUT OF THE ACQUIRED SYSTEM.

CONSCIOUS, FORMAL LEARNING ACTS AS THE
MONITOR FOR LANGUAGE PERFORMANCE.
Other second language teaching
models
G R A M M A R T R A N S L A T I O N A P P R O A C H
C O G N I T I V E C O D E A P P R O A C H
C O M M U N I T Y L A N G U A G E
C O M M U N I C A T I V E / N A T U R A L
APPROACH
PART B
THEORETICAL
FRAMEWORK OF THE
MONITOR THEORY
1. Learner variation in monitor
use
THERE ARE THREE TYPES OF LANGUAGE
LEARNERS DEPENDING ON THEIR USE OF
THE MONITOR. THAT IS, THE EXTENT TO
WHICH THEY UTILIZE FORMAL, CONSCIOUS
GRAMMAR AND STRUCTURE IN LANGUAGE
PERFORMANCE.
Communicates
well in both
monitor free
and edited
situations,
applying the
monitor when
necessary to
focus on form
Normal
Refers to
conscious
grammar all the
time when using
the second
language. May
become an expert
in grammar but
never speaks it.
The overuser
Never seems to
use the monitor
to any extent.
They rarely
utilize
conscious
linguistic
knowledge.
The underuser
2. Attitude and aptitude
THESE ARE THE
MOTIVATORS FOR
LEARNING AND AFFECT
LANGUAGE ACQUISITION IN
VARIOUS WAYS
Language
aptitude,
which is an
individual’s
cognitive
ability to
learn, can be
measured by
standardized
tests.
APTITUDE
There is a
desire to be a
part of the
community.
The presence of
integrative
motivation
encourages the
learner to
interact with
speakers out of
sheer interest.
ATTITUDE
Integrative motivation
There is a
desire to learn
the second
language for
practical
reasons, such
as career
advancement
and
remuneration.
Instrumental motivation
The desire to
interact and
empathize
with others.
To be able to
put oneself in
another’s
shoes.
Empathy
3. Learning environments

FORMAL/ ARTIFICIAL ENVIRONMENTS

INFORMAL/ NATURAL ENVIRONMENTS
4. Conscious language learning
DOES THE BRAIN PLAY A PART
IN LANGUAGE LEARNING?
-Adult second
language acquirers
show a ‘natural
order’ for
grammatical
morphemes similar
to how children
acquire language.
-This ‘natural order’
is disturbed when
performance ‘is
monitored’ through
formal learning.
LATERIZATION AND THE
‘NATURAL ORDER’
•It was believed
that cerebral
dominance was
completed by
puberty.
•Formal
operations tend
to develop in
relation to formal
learning which
enhances the use
of the monitor.
CEREBRAL DOMINANCE
This is a
common aspect
of language
learning.
Limitations
include the fact
that it is often
difficult to find a
spot in a
conversation for
a prescribed
routine or
pattern.
ROUTINES AND PATTERNS
5. Relating theory to practice
ACQUISITION AND
LEARNING
Second language teaching strategies
Acquisition
Learning
1. Intake
 Meaningful/
communicative exercises
 Extensive reading
 Natural method
 Group work
 Total physical response
2. Fluency
 Communicative strategies
 Role play, games, etc.
 Rule learning
 Structure of language
Implications for second
language teaching and learning
P A T T E R N I M M E R S I O N S I T U A T I O N S I N T H E S E C O N D
LANGUAGE CLASSROOM AS MUCH AS POSSIBLE. THIS
ALLOWS LEARNERS TO ACQUIRE LANGUAGE IN MORE
NATURAL, RATHER THAN ARTIFICIAL, CONTEXTS.
 LIMIT ‘TEACHER TALK’. INSTEAD PROMOTE ACTIVITIES
THAT ALLOW STUDENTS TO INTERACT WITH EACH OTHER
IN MEANINGFUL WAYS.
Cont.
Implications for second language
teaching and learning
E X P O S E L E A R N E R S T O D I F F E R E N T D I S C O U R S E T Y P E S
BY FOCUSING LANGUAGE LEARNING ON DOING THINGS
THROUGH LANGUAGE INSTEAD OF REPORTING AND
DESCRIBING.
P R O V I D E I N - C L A S S A C T I V I T I E S T H A T O F F E R
PRACTICE IN VARIOUS COMMUNICATIVE FUNCTIONS.
Questions? Thoughts?
Comments?