The 

Monitor hypothesis explains the relationship between acquisition and

learning and defines the influence of the latter on the former. The monitoring
function is the practical result of the learned grammar. According to Krashen,
the acquisition system is the utterance initiator, while the learning system
performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a
planning, editing and correcting function when three specific conditions are
met:
● The second language learner has sufficient time at their disposal.
● They focus on form or think about correctness.
● They know the rule.
It appears that the role of conscious learning is somewhat limited in second
language performance. According to Krashen, the role of the monitor is
minor, being used only to correct deviations from "normal" speech and to give
speech a more 'polished' appearance.
Krashen also suggests that there is individual variation among language
learners with regard to 'monitor' use. He distinguishes those learners that use
the 'monitor' all the time (over-users); those learners who have not learned or
who prefer not to use their conscious knowledge (under-users); and those
learners that use the 'monitor' appropriately (optimal users). An evaluation of
the person's psychological profile can help to determine to what group they
belong. Usually extroverts are under-users, while introverts and perfectionists
are over-users. Lack of self-confidence is frequently related to the over-use of
the "monitor".
https://www.sk.com.br/sk-krash-english.html#:~:text=Acquisition%20requires%20meaningful
%20interaction%20in,they%20are%20conveying%20and%20understanding.

The Monitor hypothesis As an SL teacher it will always be a challenge to

This hypothesis further explains how acquisition strike a balance between encouraging accuracy
and learning are used; the acquisition system, and fluency in your students. This balance will
initiates an utterance and the learning system depend on numerous variables including the
‘monitors’ the utterance to inspect and correct language level of the students, the context of
errors.  Krashen states that monitoring can make language use and the personal goals of each
some contribution to the accuracy of an student.  This balance is also known
utterance but its use should be limited.  He as Communicative competency. 
suggests that the ‘monitor’ can sometimes act as
a barrier as it forces the learner to slow down
and focus more on accuracy as opposed to
fluency.
https://bestofbilash.ualberta.ca/krashen.html#:~:text=The%20Monitor%20hypothesis,-This
%20hypothesis%20further&text=Krashen%20states%20that%20monitoring%20can,accuracy
%20as%20opposed%20to%20fluency.

The monitor hypothesis asserts that a learner’s learned system acts as a

monitor to what they are producing.
In other words, while only the acquired system is able to produce spontaneous
speech, the learned system is used to check what is being spoken.

Before the learner produces an utterance, he or she internally scans it for

errors, and uses the learned system to make corrections.

Self-correction occurs when the learner uses the Monitor to correct a sentence
after it is uttered.

According to the hypothesis, such self-monitoring and self-correction are the

only functions of conscious language learning.

The Monitor model then predicts faster initial progress by adults than children,
as adults use this ‘monitor’ when producing L2 (target language) utterances
before having acquired the ability for natural performance, and adult learners
will input more into conversations earlier than children.

3 Conditions to Use the Monitor Hypothesis

According to the Monitor Hypothesis by Krashen, for the Monitor to be

successfully used, three conditions must be met:

● The acquirer/learner must know the rule: This is a very difficult

condition to meet because it means that the speaker must have had
explicit instruction on the language form that he or she is trying to
produce.
● The acquirer must be focused on correctness: He or she must be
thinking about form, and it is difficult to focus on meaning and form at the
same time.
● The acquirer/learner must have time to use the monitor: Using the
monitor requires the speaker to slow down and focus on form.

Monitor Hypothesis: 3 Types of Users

Monitor Over-Users: These language learners are too concerned and focused

on correctness that they can’t speak with any real fluency. Some characteristics
of monitor over-users are:

1. They know many of the rules of the English language

2. They are not able to communicate in speech
3. Their written English might be quite accurate
4. They don’t have speaking fluency because they are too concerned with
being grammatically correct
5. When speaking, these language learners make many pauses, repetitions
and speech repair.
Monitor Under-Users: These language learners are not focused on
correctness because they have not consciously learned the rules or because
they have decided not to use their conscious knowledge of the target
language. Some characteristics of monitor under-users are:

1. They don’t use the monitor under any conditions even when they have
the opportunity
2. They don’t use conscious linguistic knowledge in their speaking
performance
3. These learners aren’t able to correct their own errors in written English
4. These students might not like grammar
5. They believe that grammar rules are important but hardly use when they
speak
6. These learners tend to rely on instinct to spot errors in their second
language performance
7. These students are not embarrased to make mistakes
Optimal Monitor -Users: These language learner are able to keep a balance
between self-correction and fluency so error correction is not an obstacle in
their quest of communication. These learners use their knowledge appropiately.
Some of the characteristics of these users are:

1. They have fluency and accuracy when they speak or write.

2. These learners are able to correct errors and mistakes in their own
language performance.
3. They know the rules and use them when they communicate
Monitor Hypothesis: Difficulties Using the Monitor

There are many difficulties with the use of the monitor, making the monitor
rather weak as a language tool.

● Knowing the rule: this is a difficult condition to meet, because even the

best students do not learn every rule that is taught, cannot remember
every rule they have learned, and can’t always correctly apply the rules
they do remember. Furthermore, every rule of a language is not always
included in a text nor taught by the teacher
● Having time to use the monitor: there is a price that is paid for the use
of the monitor- the speaker is then focused on form rather than meaning,
resulting in the production and exchange of less information, thus
slowing the flow of conversation. Some speakers over-monitor to the
point that the conversation is painfully slow and sometimes difficult to
listen to.
● The rules of language make up only a small portion of our language
competence: Acquisition does not provide 100% language competence.
There is often a small portion of grammar, punctuation, and spelling that
even the most proficient native speakers may not acquire. While it is
important to learn these aspects of language, since writing is the only
form that requires 100% competence, these aspects of language make
up only a small portion of our language competence.
https://englishpost.org/monitor-hypothesis/#:~:text=The%20monitor%20hypothesis
%20asserts%20that,check%20what%20is%20being%20spoken.