UNIVERSITY OF THE CORDILLERAS

COLLEGE OF TEACHER EDUCATION

PRINCIPLE AND THEORIES OF LANGUAGE ACQUISITION
ENGL ED 107

Individual variation in Monitor Use

The Input Hypothesis
The affective filter hypothesis

GROUP 3:
ANANAYO, Ezrah Allyssa
BUSTARDE, Jherssievelle Prexy
FLORES, Kerem Happuch
PASCUAL, Rinafe
SANTUA, Angelu
SEVILLA, Maria Victoria Isabell
TIAPONG, Arbel
VIDAD, Ashley
 I. Individual Variation In Monitor Use

Three Types of Learners in Monitor Use .

1. Monitor Over-Users
- These learners, known as monitor over-users, often hesitate and correct
themselves during their speech. According to Krashen (2014), these
individuals are typically introverted and perfectionistic, as they are overly
cautious and concerned with following grammar rules accurately in their
speaking.

2. Monitor Under-User
- Krashen (1981) states that the monitor under-user does not seem to rely on
conscious grammar or does not seem to use a monitor at all even when
conditions encourage it. This is a condition in which the performers depend
only on the acquired system. “The under-user typically judges grammatically
“by grammar” (p.16). Under-users depend only on the way it sounds. Such
performers do no not self-correct and they just use their feelings to be correct.
Krashen categorises those performers as extroverts.

3. Optimal Monitor
- The optimal use of a monitor is when individuals edit their second language
output to ensure clear communication. According to Krashen, successful
monitor users prioritise communication over strict adherence to grammar
rules. These individuals are able to self-correct any mistakes in their second
language speech without hesitation.

II. The Input Hypothesis

Stephen Krashen's Input Hypothesis suggests that the only way we can acquire
language is by receiving comprehensible input. That is, we have to receive input
that is just beyond our competence but not beyond our understanding.

Three important concepts of the Input Hypothesis:

A. Comprehensible Input
 - Instructional material that is slightly above the learner's current level of
understanding, so that it is not too difficult to parse.

B. Level i+1

- It basically says that learning is most effective when you meet the
learners’ current level (i) and add one level of difficulty(1), like the next
rung on a ladder.

C. Silent Period

- The stage wherein a speaker is unwilling or unable to communicate

orally, even though they understand much of what is going on around
them, therefore they should be provided with time to listen to others
talk, digest what they hear, and observe their fellow classmates’
interactions with each other.

Krashen makes the following claims:

1. Learners' progress along a natural order by understanding input that

contains structure a little bit beyond their current level of competence.

2. Although comprehensible input is necessary for acquisition to

take place, it is not sufficient, because learners also need to be
disposed effectively to "let in" the input that they comprehend.

3. Input becomes comprehensible as a result of simplification and

with the help of contextual and extralinguistic clues.

4. Speaking is the result of acquisition, not its cause. If the learner

receives a sufficient amount of comprehensible input, speech will
"emerge" on its own. Learners' production does not contribute directly to
acquisition.

5. If input is understood and there is enough of it, the necessary

grammar is provided automatically.

● Reading vs. Writing

Krashen's Input Hypothesis states that reading becomes input for writing skill of a
language. In order to apprehend the usages of structures and conditionals for
writing, reading works significantly as a linguistic input.
Note: pleasure reading as input hypothesis emphasizes the absence of force in
acquisition

● Listening vs. Speaking

To Krashen's Input Hypothesis, the speaking skill of a language gets comprehensible

input through listening to the linguistic content of the target second language.

III. Affective Filter Hypothesis by Krashen

The Affective Filter Hypothesis basically explains that language cannot be learned if
a learner is blocking the learning process. In other words, a learner can be mentally
prepared to learn, or they might be hindering this process in some way. The Affective
Filter Hypothesis in the field of second language acquisition, emphasises the
influence of emotional factors on language learning. According to this hypothesis,
learners' emotions, such as motivation, anxiety, and self-confidence, can act as a
filter that either facilitates or impedes language acquisition. Understanding and
addressing these emotional factors are crucial for creating an optimal learning
environment conducive to language learning success.

Key Concepts:

A learner can have a high affective filter or a low affective filter:

➔ The higher the filter, the more likely language learning will be impeded;

Also, the students might be;

- Experiencing stress.
- Feeling anxious and self-conscious
- Reluctant to participate and seek out opportunities to collaborate.
- Bored and disinterested if modifications are not being made

➔ The lower the filter, the more likely that language learning will take place.

Also, the students might be;

- Risk-takers as they manipulate language.

 - Safe in making mistakes without judgments and constant corrections.
- Feel empowered to interact with their peers and seek out models of
language.
- Feel safe in answering questions and sharing their ideas with their peers
and teachers.

Motivation:

➔ Intrinsic motivation: Personal interest or enjoyment derived from learning the

language.
➔ Extrinsic motivation: External rewards or incentives, such as grades or praise,
that encourage language learning.

Anxiety:

High levels of anxiety can hinder language acquisition by causing learners to

feel overwhelmed, self-conscious, or afraid of making mistakes.

Self-confidence:

Learners' belief in their ability to learn a new language influences their

willingness to take risks and participate actively in language learning
activities. Building learners' self-confidence through positive reinforcement
and providing opportunities for success is essential for lowering the affective
filter.

Implications for Language Teaching:

​ Create a Supportive Environment:

● Build rapport with students and foster a sense of community in the
classroom.
● Provide constructive feedback and encourage a growth mindset to
promote a positive learning atmosphere.
​
​ Incorporate Meaningful and Engaging Activities:
● Use real-life contexts and authentic materials to make language
learning relevant and engaging.
● Incorporate interactive tasks and collaborative activities to enhance
learners' motivation and participation.
​
 ​ Address Emotional Needs:
● Be mindful of learners' emotional needs and provide support and
encouragement as needed.
● Recognize and validate learners' efforts, and create a safe space for
making mistakes and taking risks.

Conclusion:
The way we learn or acquire a language is really a kind of magic which is why
no research or no assumptions yet have been hundred percent proven as fact
about this issue just like Krashen’s hypothesis. Nonetheless, as pre-service language
teachers it is still important for us to know these claims, may we agree or not, as this
may not be hundred percent true, there is still part of it that may help us in building a
foundation in developing an effective strategy to use to our students in the near
future.
References:
A Critical Evaluation of Stephen Krashen‟s Input Hypothesis in Second Language

Learning and Teaching. (2020). https://jnu.ac.bd/journal/assets/pdf/10_2_308.pdf

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ce=4&isAllowed=y

THE INPUT HYPOTHESIS AND SECOND-LANGUAGE ACQUISITION THEORY. (n.d.).

dergipark.org.tr. https://dergipark.org.tr/tr/download/article-file/188335

Western, P. (n.d.). What is the i+1 Principle? I Oxford Open Learning. Oxford Open

Learning. https://www.ool.co.uk/blog/what-is-the-i1-principle

Janu, G. N. P. (2020). INDIVIDUAL VARIATIONS IN MONITOR HYPOTHESIS OF MICRO

TEACHING STUDENTS. UC JOURNAL: ELT, Linguistics and Literature Journal, 1(2),

115–134. https://doi.org/10.24071/uc.v1i2.2958

Education, S. (2020, September 22). What Is the Affective Filter, and Why Is it Important in

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https://seidlitzblog.org/2020/09/22/what-is-the-affective-filter-and-why-is-it-import

ant-in-the-classroom/

Nmcteam. (2023, November 16). Lowering the affective filter for English language

learners facilitates successful language acquisition. Collaborative Classroom.

https://www.collaborativeclassroom.org/blog/lowering-affective-filter-facilitates-l

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Unknown. (n.d.). Individual variation in the use of the monitor.

https://guzen11.blogspot.com/2014/05/individual-variation-in-use-of-monitor_590

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