Comprehension Questions
1. According to Krashen, there are two ways for adult second language learners to develop knowledge of a second language. What are those and how are those two different?
2. Under which system, 'Monitor' acts? What is the purpose of monitor and when does this happen?
3. According to Krashen, what is the only way to acquire language and which level of it is appropriate for the learners to develop language?
Discussion Question
4. Within the framework of the affective filter, how can you explain imbalance of success in language learning among learners? As a ESL/EFL teacher, how can we make envrionment not to be up the learners' affective filter?
If you have any questions or unclear points regarding my questions, please don't hesitate to contact me via email, kimbk0326@gmail.com. :-)
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ReplyDeleteComprehension Questions
ReplyDelete1. Those are 'acquisition' and 'learning' for adult learners to develop knowledge of a second language. The biggest difference is 'acquisition' happens without conscious attention to language form such as the children picking up their first language, on the contrary we are 'learning' with conscious and attention to form and rule.
2.'Monitor' is activating under the learned system in order to change and polish what the acquired system produced. 'Monitor' happens when the learner (who is concerning about the correctness than fluency) is already aware of the rules and has sufficient time to search the memory for the relevant rules.
3. He asserts comprehensible input is the only way to acquire language, and this comprehensible input could occur just beyond the learner's current level of competence in the language (i+1)
DQ : Actually there are various learners who have various levels of affective filters each. Therefore I think T should mange the class considering various kinds of Ss’ affective filter for instance T could ask lowered affective student an individual question. To lower the affective filter, T has to rid negative emotional factors such as anxiety, self-consciousness, boredom, annoyance, alienation of the Ss, that could be changing the way of assessment, using authentic materials especially Ss are engaged, performing enough preview to activate Ss schemata, building good relationship with Ss, etc. I will work more on this.
As a HL –These are the seven keywords which I found while I was reading.
1) Acquisition happens as we are exposed to understandable samples of second language such as children pick up their first language.
2) Learning happens through the conscious process of study and attention to form and rule learning.
3) Acquired system is responsible for fluency and intuitive judgments about correctness and related to initiating the speaker’s utterances.
4) Learning system acts as an editor or monitor what the acquired system has produced.
5) Monitor is activating when the learner who is concerning about the correctness is already aware of the rules and has sufficient time to search the memory for the relevant rules.
6) Comprehensible input is the input contains forms and structures beyond the learner’s current level of language competence (i+1).
7) Affective filter is an imaginary barrier which prevents learners from acquiring language from the available input.
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ReplyDelete1. Acquisition and learning are two ways for adult second language learners to develop knowledge of a second language. Acquisition is more important process and is no conscious attention to language form like children pick up their first language. On the other hand, learning is a conscious process of study and attention to form and rule learning.
ReplyDelete2. “Monitor” acts only in learned system. The purpose of monitor is changing and polishing what the acquired system has produced. It happen that learners focused on “correction” than on what they have to say, when learners have enough time to search their memory for the related rules and when learners actually know those rules.
3. Krashen claims that exposure to comprehensible input is the only way to acquire language and just beyond the learner’s current level of competence in the language is appropriate for the learners to develop language.
-DQ:Learners acquire second language depending on learner’s state of mind or disposition within the framework of the affective filter. I think that teachers need to analyze their learners(students) before and after class. For example, as we learned that there are individual differences such as motivation, learner aims and purpose, personality, age among learners, teachers need to prepare lessons as helper or assistant for them not knowledge transmitter.
-As summarizer,summarize the main points of the reading.
Stephen Krashen originally called the ‘monitor model’ which has five ‘hypotheses’, the acquisition-learning hypothesis, the monitor hypothesis, the input hypothesis and the affective filter hypothesis. The acquisition-learning hypothesis are two ways for adult second language learners to develop knowledge of a second language. ‘Acquisition’ is no conscious attention to language form like children pick up their first language. On the other hand, ‘learning’ is a conscious process of study and attention to form and rule learning. Learners use it in learned system in the monitor hypothesis. It happen that learners focused on “correction” than on what they have to say, when learners have enough time to search their memory for the related rules and when learners actually know those rules. The input hypothesis that leaners acquire language in only one way by exposure to comprehensible input. The affective filter hypothesis that is an imaginary barrier which prevents leaners from acquiring language from the available input.
1) There are two ways for adult learners; ‘acquisition’ and ‘learning’. Acquisition is related with unconscious process to language form. On the other hand, Learning is with the conscious process to the language form.
ReplyDelete2) “Monitor” is the way how to polish what the acquired system has produced. It occurs when learners felt that they are being corrected and they have sufficient time to check their language.
3) Comprehensible Input (i+1) is only one way to acquire languages. This comprehensible Input contains forms and structures just beyond the learner’s current level of competence.
4) As an EFL teacher, teachers try not to give negative feedback to students directly. In English class, students are afraid of losing their face when they speak English. So, teachers try to give positive feedback as much as they can. Also, they have to make a pleasant atmosphere.
5) As an applier, Krashen’s ideas are quite useful when we teach our students. For example, making an enjoyable classroom is a prerequisite factor when we teach students. And then we need to lower students’ affective filter for students not to hesitate to speak English. Making Student to feel confidence plays an important role when they start to learn L2 languages. Also, in terms of Comprehensible input, teachers should consider their level of English and plan their lesson a little bit beyond of their current state. It helps students not to feel bored and get distracted in class.