LZM2 TASK 1 Language Acquisition Theory |
Verified | Latest Update 2025 Complete Solution
PartTA:TMonitorTModel
StephenTKrashen’sTMonitorTModelTstatesTthatTlanguageTacquisitionToccursTnaturally,Ta
ndTexplicitTteachingTplaysTaTlimitedTrole.TLearningTaTnewTlanguageTnaturally,TlikeTtheTfirstTla
nguageTtaught,TisTmoreTeffectiveTthanTteachingTrulesTandTgrammar.TItTbecomesTdifficultTforTst
udentsTtoTlearnTaTnewTlanguageTwhenTtheyTareTbeingTcorrectedTforTtheirTgrammaticalTerrors.T
StudentsTshouldTlearnTaTmoreTstraightforwardTlanguageTbeforeTbeingTexposedTtoTchallenges,T
whichTcanTmakeTthemTloseTmotivation.
StephenTKrashen’sTMonitorTModelTcanThelpTfacilitateTlanguageTacquisitionTinTtheTcla
ssroomTbyTemphasizingTtheTnaturalTwayTtoTlearnTaTnewTlanguage,TcreatingTanTenvironmentTt
hatTencouragesTstudentsTtoTwantTtoTknow,TfocusesTonTcommunicationTratherTthanTgrammar,T
andTencouragesTengagement.TAsTbabies,TweThaveTallTsubconsciouslyTacquiredTaTlanguageTnat
urally,TnotTbyTrulesTandTgrammar.TStudentsTlearningTEnglishThaveTalreadyTdevelopedTaTlang
uage,TifTnotTmore.TStudentsTareTusingTtheirTpreviouslyTknownTlanguageTandTtheirTnew,Textra
-
linguisticTknowledgeTtoTlearnTEnglish.TTheyTareTusingTtheTcontext.T“KrashenTarguesTthatTwe
TacquireTlanguageTandTdevelopTliteracyTbyTunderstandingTmessages,TnotTbyTconsciouslyTlearn
ingTaboutTlanguageTandTnotTbyTmemorizingTgrammarTrulesTandTvocabulary.”T(Wright,T2019)
TTheTMonitorTModelTfocusesTonTnaturallyTbuildingTtheTlanguageTratherTthanTgrammar,Twhich
TwillThelpTfacilitateTanTenvironmentTinTwhichTstudentsTwantTtoTlearn.TStephenTKrashen’sTMo
nitorTModelTisTaTmoreTnaturalTandTengagingTapproach.TItTconnectsTwithTtheTwayTstudentsTna
turallyTlearnTtheirTfirstTlanguage.
PartTA1:TAffectiveTFilterTandTComprehensibleTInput
StephenTKrashen’sTaffectiveTfilterThypothesisTcontrolsThowTmuchT“comprehensibleTinp
, ut”TgetsTtoTaTlearner.T(Wright,T2019)TStudentsTwithTaTlowTfilterThaveTlowTanxietyTandTareTmo
tivatedTto
Verified | Latest Update 2025 Complete Solution
PartTA:TMonitorTModel
StephenTKrashen’sTMonitorTModelTstatesTthatTlanguageTacquisitionToccursTnaturally,Ta
ndTexplicitTteachingTplaysTaTlimitedTrole.TLearningTaTnewTlanguageTnaturally,TlikeTtheTfirstTla
nguageTtaught,TisTmoreTeffectiveTthanTteachingTrulesTandTgrammar.TItTbecomesTdifficultTforTst
udentsTtoTlearnTaTnewTlanguageTwhenTtheyTareTbeingTcorrectedTforTtheirTgrammaticalTerrors.T
StudentsTshouldTlearnTaTmoreTstraightforwardTlanguageTbeforeTbeingTexposedTtoTchallenges,T
whichTcanTmakeTthemTloseTmotivation.
StephenTKrashen’sTMonitorTModelTcanThelpTfacilitateTlanguageTacquisitionTinTtheTcla
ssroomTbyTemphasizingTtheTnaturalTwayTtoTlearnTaTnewTlanguage,TcreatingTanTenvironmentTt
hatTencouragesTstudentsTtoTwantTtoTknow,TfocusesTonTcommunicationTratherTthanTgrammar,T
andTencouragesTengagement.TAsTbabies,TweThaveTallTsubconsciouslyTacquiredTaTlanguageTnat
urally,TnotTbyTrulesTandTgrammar.TStudentsTlearningTEnglishThaveTalreadyTdevelopedTaTlang
uage,TifTnotTmore.TStudentsTareTusingTtheirTpreviouslyTknownTlanguageTandTtheirTnew,Textra
-
linguisticTknowledgeTtoTlearnTEnglish.TTheyTareTusingTtheTcontext.T“KrashenTarguesTthatTwe
TacquireTlanguageTandTdevelopTliteracyTbyTunderstandingTmessages,TnotTbyTconsciouslyTlearn
ingTaboutTlanguageTandTnotTbyTmemorizingTgrammarTrulesTandTvocabulary.”T(Wright,T2019)
TTheTMonitorTModelTfocusesTonTnaturallyTbuildingTtheTlanguageTratherTthanTgrammar,Twhich
TwillThelpTfacilitateTanTenvironmentTinTwhichTstudentsTwantTtoTlearn.TStephenTKrashen’sTMo
nitorTModelTisTaTmoreTnaturalTandTengagingTapproach.TItTconnectsTwithTtheTwayTstudentsTna
turallyTlearnTtheirTfirstTlanguage.
PartTA1:TAffectiveTFilterTandTComprehensibleTInput
StephenTKrashen’sTaffectiveTfilterThypothesisTcontrolsThowTmuchT“comprehensibleTinp
, ut”TgetsTtoTaTlearner.T(Wright,T2019)TStudentsTwithTaTlowTfilterThaveTlowTanxietyTandTareTmo
tivatedTto
