Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model

Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Model

Mzamani J Maluleke1*, Aleck Mapindani2

1University of Venda. 2Greater Zimbabwe University

The monitor model, being one of its kind postulating the rigorous process taken by learners of second language, has since its inception in 1977, stirred sterile debates the globe over. Since then, Krashen has been rethinking and expanding his hypothetical acquisition notions, improve the applicability of his theory. The model has not been becoming, and it therefore faces disapproval on the basis of its failure to be tested empirically and, at some points, its contrast to Krashen’s earlier perceptions on both first and second language acquisition. In this paper, the writers deliberate upon Krashen’s monitor model, its tenets as well as the various ways in which it impacts, either negatively or positively upon educational teaching and learning.

Keywords: Acquisition; Rigorous process; Stephen Krashen; Monitor model; Hypothetical acquisition; Language Acquisition Device

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How to cite this article:
Mzamani J Maluleke, Aleck Mapindani. Second Language Acquisition and Learning: Rethinking the Pedagogical Applicability of Stephen Krashen’s Monitor Mode. International Journal of Social Research, 2020; 4:50. DOI: 10.28933/ijsr-2020-09-0805


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