The Monitor hypothesis
This hypothesis further explains how acquisition and learning are used; the acquisition system, initiates an utterance and the learning system ?monitors? the utterance to inspect and correct errors. Krashen states that monitoring can make some contribution to the accuracy of an utterance but its use should be limited. He 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.
As an SL teacher it will always be a challenge to strike a balance between encouraging accuracy and fluency in your students. This balance will depend on numerous variables including the language level of the students, the context of language use and the personal goals of each student. This balance is also known as Communicative competency.
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.
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