I'm laughing very loudly right now, thanks to you! Really, it's thanks to auto-correction..... My last name is spelled a little differently....... :D very funny! As an aside: I do like the rock band Pearl Jam very much, if that helps! :D Anyway, I'm glad you liked the presentation.
My understanding of krashen's theories has been clear; however, it has become perfectly clear after watching your ppt presentation. It really hit the nail on the head! Kindly keep your efforts up.
Great to hear! Come back anytime to see if there are any other video lectures that can help. Best wishes with your course of study and future career :)
I'm happy my explanation helped you to understand them more and that the confusion is gone! They form the foundation of many newer ideas, so having a solid understanding of these five hypotheses will help you in your upcoming studies. Don't give up-- the hard work is worth it.
Thank you for watching it, Antoon. I like to hear that you are always seeking to improve your teaching so that your students can learn more deeply. That is a sign of an excellent teacher -- congratulations!
Thanks for your kind comments. Teaching is constantly evolving thanks to researchers such as Stephen Krashen and so a chance for us to continually be creative.
Thank you so much for offering useful explanantion about the english education area!Since I am a university student in Korea who is studying Learning Theory to enter the graduate university, your explanation is much eaiser than my online teacher! Thank you so much^^! I look forward to watching another presentation as fast as possible !
이지경 감사합니다 .... I appreciate your kind words. I lived and worked in South Korea for 5 years and have many happy memories of my time there. Good luck with your studies!
You're welcome! I hope that you understand Krashen's s a little better now and that you can apply the ideas in the hypotheses when assessing and planning lessons for your ESOLs. :)
Thank you for watching! I agree that Krashen's ideas are extremely important when building a foundation that informs your teaching and even your own language learning.
Great to hear, Keren! I hope you cite my work in the Sources/Bibliography section of your paper. The correct citation according to APA is : Acevedo, M. (2013). Stephen Krashen's 5 Hypotheses of Second Language Acquisition [video file]. Retrieved from th-cam.com/video/jobpF4c-1NI/w-d-xo.html&lc=z22owrlr2vjodhh4h04t1aokgjpnsate5elrw1gpoknlbk0h00410 .
Thank you so much Mary high quality voice I've ever heard, I'm at South Africa , I have a presentation on Natural Order hypothesis I hope it turns out well.
Thank you, Victor -- I'm glad you found it helpful :) I made another one that's less theoretical and more practical application. Check it out: th-cam.com/video/wd_WdRaMnK8/w-d-xo.html
Chris-Anthony I'm glad you noticed that! and I hope that it came in useful for your studies-- I know what time of year it is: exams!!! best wishes for much success ☺
Thank you so much Mary!! This was really helpful I'm supposed to write an essay about Stephen's theory for tomorrow!! Fingers crossed that it will turn out okay!
Krashen's Monitor Model is important to consider when designing a classroom and when implementing a curriculum because educators must be acutely aware of how our proposed curriculum will effect our English Language Learners. To learn more about this subject I would suggest watching the following video. th-cam.com/video/I2r6zBgGfjY/w-d-xo.html
I was shamefully uninformed of Krashen's notion of "affective filter". But there appears to be an intriguing convergence point between the concept and a research topic I am planning to pursue. Has there been any serious effort into determining the extent of the role played by those "affective variables" in Language acquisition? Incidentally, cheers for your "ambient" presentation in 2013 Master Mary! A comment from the future :)
Thank you for the compliment, @Hwibok Lee! The Hypotheses I summarized here are the original ideas of Stephen Krashen. He has since posited further ideas regarding his original ones, and others have, too. Try listening to his channel: th-cam.com/users/skrashenvideos You can also search TH-cam for interviews with him to get his most updated ideas. I'm glad you listened to my summary; without understanding these basics, you would not really understand his newest ideas. Good job!
I like how Krashen breaks down SLA into 5 different issues, each one from a different point of view. SLA is so complex-- for me, this "breaking down" that Krashen does helps me (as the teacher and/or as the learner) have a sense of control over learning and acquiring a second language. I can think about what is going on in a more focused way. Thanks for watching the video @Ahmed
You reference here a 1982 resource. In a recent video on TH-cam Krashen explains that aspects of his earlier theory had to be revised, so how current is your explanation here?
Tobias Brown Great point -- My goal with this lecture is to provide a foundational knowledge of the *original* 5 hypotheses (so the fast answer to your question is that my explanation is about the ideas presented in the early 1980s, as the video states). You're right -- everyone is constantly learning, even the men and women who propose these Second Language Acquisition theories and hypotheses. We all also recognize that no one theorist is going to have the "end-all" answer, ever. This is why it is important to learn about a wide variety of research (from various points of view: Experience, Attention, First Language, Social/Cutlural and so on). When my students ask for updates I tell them to go straight to the source. With a solid understanding of the original idea, you should be able to understand any revisions. You did the right thing by watching Krashen's own videos to find out how he has changed his own ideas. For students who prefer reading over listening, Krashen maintains his own website where you can access his articles. Thanks!
Stephen Krashen differentiates between "acquisition" and "learning" -- for him, these two words are not interchangeable synonyms. To understand all 5 hypotheses, you have to know that he thinks they are different, and you have to know what he means by each word. To know his definitions, listen to the presentation again -- you only need to review Krashen's first hypothesis. That one (called Acquisition vs. Learning) is dedicated to defining each word.
I really admire Krashen's hypothesis especially the affective filter hypothesis,however, I can't stop thinking about how can any student achieve a low affective filter? and do students really learn nothing or learn just a little when their affective filter is high? Could you please tell me where can I find good answers for these questions? and finally, thank you Mary for the great video
+Rosa M Hi Rosa! Good questions-- and that low affective filter IS achievable! Most of it depends on you, the teacher. Are you making the classroom atmosphere as comfortable as possible? Are you doing things and saying things that make your ELLs know that they are valued and liked, and that when they take risks they won't be made fun of or discouraged in any way? An ELL herself can work on lowering her own Affective Filter by using the learning strategy called "self-talk," which is basically talking to yourself and saying positive things like, "I can do this." And I think you make a good point-- it is possible for a student to learn a little of his or her second language when the Affective Filter is high; it just depends on how high. If it is very high, then, yes, the possibility remains that nothing at all is learned-- what a terrible and terrifying learning experience that would be, though! Whoever that student had as a teacher should not be a teacher. I tell my students to think of the Affective Filter as a car window. When the window is all the way up, you can't really hear anything from the outside-- nothing is getting in. If it's down a little, a little noise can get in. If it's down all the way, you can talk to someone, you can pass objects from inside the car to the outside-- there's a lot of activity and exchange. That's how it works with the Affective Filter.
Thank you for the presentation. It is mostly accurate. However, there are some mischaraterizations of Krashen's theories that I hope you correct in future videos. For example, your criticism of your Korean teacher did not have the students interacting with each other more is not a criticism that Krashen would make. First, early speaking is of little, if any benefit. Second, the "input" is not authentic. It is poor quality input from a fellow language learner. And in the acquisition vs. learning hypothesis, you state that acquistion is through real meaningful activities and interaction with other people. First, Krashen feels very little is acquired through interaction with other people. Reading and listening are the only ways to acquire language according to Krashen. Swain is the researcher who believes that interaction is important, not only acquistion. And by using the word "people" in your definition you exclude books, videos, movies, etc. But "people" would presumably include fellow beginning language learners. Krashen feels that little would be acquired through the very definition that you use to characterize his hypothesis. You are stating something very different than his hypothesis. Perhaps there is a lot to be acquired by language learners in interaction as Swain states. But you cannot attribute that to Krashen, who stands for the opposite proposition.
Thank you for this information. I would add: i+1: If acquisition occurs (i.e. receiving messages they can understand), we call it "comprehensible input". It was very easy for me to follow you, keep going on. But: I liked your presentation but I noticed the quaility of your voice is not that good. If I was you I would buy an other microphone. Greets from Germany :)
SuperTtKiller Thanks for the feedback from Germany! I know what you mean about the voice quality on this one and just a few of the others. I recorded my voice as a Power Point, and it turned out fine. When I converted it to the Windows Media Video, it seemed to turn tinny, or take on a metallic quality. Something to do with the conversion process, I guess (as opposed to the mic). Thanks for adding in the notes about Comprehensible Input, too, for my subscribers to read. It's great to have comments that we all can learn from! Ich wünsche ihnen einen wunderbaren Tag! :)
Oh, don't you just love those website designers who like to keep us on our toes?! UGH. I've found -----> www.sdkrashen.com/content/books/principles_and_practice.pdf and ------> www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf which both work for me as of today, 12/4/16. Those will probably change in a year or two!! :P Thanks, Gary.
Sorry, Sharon, but I don't know. Contact your state's Department of Education to find out. These hypotheses are classic TESOL, so there's a good chance that it would be on a K-12 TESOL Certificate exam.
Hi Shaine-- no, the monitor in the monitor hypothesis refers to the ability of the person studying and acquiring a second language to think about what he is saying or writing (output skills) and correct his own mistakes and eventually his own errors. So the monitor is being able to be your own editor.
So it pertains to a person? I will report this in one of my subjects maam and Im being confused about it. Especially I have seen another reference saying that it is a device
Sure, Shaine. An example is when an English Language Learner writes a sentence in English, notices an error by himself, and fixes it by himself. The key is "by himself" -- the teacher did not point out the error and the teacher did not fix the error. Another example is when an English Language Learner says something, hears herself make an error, knows it is an error, and fixes it (by saying it again but correctly this time) by herself. The Monitor can only be used with "output"-- language we produce, so this is writing and speaking.
Yes, and I think I made that clear both on the slide that is shown at 12:48 or so as well as in my lecture discussion of the slide and of the hypothesis. "i" stands for simply "input," or what the ELL takes in by reading or listening. "i+1" is "comprehensible input" -- making sure that the reading and listening opportunities we provide can be successfully understood by our language learners. I actually brainstorm and present many ways to make input comprehensible in another lecture here on my TH-cam channel -- please look for it, +SoukaïnaElHassani , so that you can put this hypothesis into action in your classroom. It's called "Making Input Comprehensible: Putting Krashen's Hypothesis to Work" and it's located at th-cam.com/video/wd_WdRaMnK8/w-d-xo.html Speaking of i+1: researchers like Krashen invite us TESOLs to challenge our second language students with language just slightly above their current proficiency level. It is this challenge that helps the language learners to move from one proficiency level (or language class-- beginner, intermediate, or advanced) to the next, so it is extremely important for us to provide "i+1" and utilize the teaching strategies that I suggest (and that you and others come up with) in my other presentation on this topic (mentioned above). Thanks for watching and for participating in the conversation! :)
+Open Box I know that's a lot of information! BUT remember the beauty of a video is that you can control it-- watch it in small chunks. Good luck with your efforts!
He has contributed a lot to the field of applied linguistics but his theory is not as well accepted as the video suggests. In fact, it has attracted more criticism than many other theories.
Yes, Ali, thinkers are always going to come up with ideas, and to advance our learning about how people learn second and foreign languages, the ideas will always be examined and picked apart so weaknesses can be found. No one theory is perfect or says it all. One thing I always stress with my students is that we need to take an eclectic approach: put into practice the strengths of all theories and just forget the weaknesses. For example, we now value "cognitive" approaches and dismiss "behavioral" approaches, but there is still some value to what Skinner and Lado have discovered and found about language acquisition. In my everyday teaching, I have found some of the ideas expressed in the Contrastive Analysis Hypothesis very helpful even after all these decades. I still stand by my statement, though, that Stephen Krashen is a very well-respected SLA theorist and his hypotheses have strongly influenced-- in positive ways-- education and ESL teaching and learning. In that way, he remains one of the field's "rock stars."
Thanks for this Ms Avocado very good summation.
I'm laughing very loudly right now, thanks to you! Really, it's thanks to auto-correction..... My last name is spelled a little differently....... :D very funny! As an aside: I do like the rock band Pearl Jam very much, if that helps! :D Anyway, I'm glad you liked the presentation.
@@MaryAcevedoTESOL My boyfriend and I are laughing now, 4 years later. Thank you, I will have my MA exam next Monday and your video is very helpful.
My understanding of krashen's theories has been clear; however, it has become perfectly clear after watching your ppt presentation. It really hit the nail on the head! Kindly keep your efforts up.
I really appreciate your kind words!
Thank you so much. This video is the most comprehensive summary of Krashen's Monitor model in TH-cam.
Wow, that's quite a compliment -- Thanks!
Now the hypotheses are all clear and meaningful to me. Thank you so much from my deep heart.
Fantastic! Glad to help!
Thank you! You've done a great job of summarizing Krashen's 5 Hypotheses! Your presentation was very helpful!
Great to hear! Come back anytime to see if there are any other video lectures that can help. Best wishes with your course of study and future career :)
Thank you so much Ms. Acevedo. It is really useful and helpful video about these hypotheses by Krashen.
heyehyehey what's happening youtube
Krashen's ideas are so important to understand. I'm glad I was able to help you get there!
THANK YOU SO MUCH MARY ACEVEDO, YOU REALLY HELPED ME A LOT!!!!!!!!!!!!!!!!!!!!! BLESSINGS UPON YOU
That's great to hear, Luise! it's my pleasure to help. Best wishes in your exams and work!
Thank you so much for explaining the 5 hypothesis , I was really confused , this was very helpful
Much love from Morocco 🌷
I'm happy my explanation helped you to understand them more and that the confusion is gone! They form the foundation of many newer ideas, so having a solid understanding of these five hypotheses will help you in your upcoming studies. Don't give up-- the hard work is worth it.
Thank you for summarizing this clever man's work. Very helpful for me to give students more beneficial practice.
Thank you for watching it, Antoon. I like to hear that you are always seeking to improve your teaching so that your students can learn more deeply. That is a sign of an excellent teacher -- congratulations!
Thanks for your kind comments. Teaching is constantly evolving thanks to researchers such as Stephen Krashen and so a chance for us to continually be creative.
Thank u for your beautiful explanation with details. Really grateful to u. Respect from Bangladesh.
I'm so happy you found it useful, @Mousumi! Get a great education so you can give back!
Thank you so much Ma'am. I was able to present my report well because of your video.
Great job! Your hard work is worth the struggle to understand these phenomena!
Thank you very much for this video.
Your explanation is crystal clear.
You're welcome, Mohammed! I hope that some of the other videos will be a help, too, if you need them.
Mary Acevedo They will. I'm sure.
Thank you, Mrs.Mary !
this video offered me a great help in revising my studies. thank you for uploading!
Great news, Tira! I'm so glad it helped. Best wishes with the rest of your studies!
Thank you so much for offering useful explanantion about the english education area!Since I am a university student in Korea who is studying Learning Theory to enter the graduate university, your explanation is much eaiser than my online teacher! Thank you so much^^! I look forward to watching another presentation as fast as possible !
이지경 감사합니다 .... I appreciate your kind words. I lived and worked in South Korea for 5 years and have many happy memories of my time there. Good luck with your studies!
Thank you! You've done a great job of summarizing Krashen's 5 Hypotheses!
Thanks for the compliment :) I hope you're able to put into practice some of what you learned from Krashen!
Many thanks to you Mary , this video is useful.
Thank you, Mr. El-Bahlouly. I hope the others can be just as useful!
Thank you so much for this. Much love from Morocco.
You're welcome! I would love to go to Morocco! Lucky you!
Hey, thank you a lot for sharing these slides with us! You are a hero ! You helped me a lot with my homework! ❤❤❤💖💖💖
HOORAY! So awesome to hear! I hope you get a good grade on your assignment!
Very helpful, clear and concise. Thanks a million!
You're welcome~~ glad i could help!
great. when I was confused with this you made it clear and thank you so much ma'm
You are welcome 😊
Thanks a lot Mary! this has been really useful for me. Greetings from Peru!
+lau villagra Great to know that this lecture helped you in some way! Peace and smiles sent back to Peru!
Thank you so much for the information provided in this video!
You're welcome! I hope that you understand Krashen's s a little better now and that you can apply the ideas in the hypotheses when assessing and planning lessons for your ESOLs. :)
Doing the Delta... thank you, this is really helpful!
Great to hear -- good luck & enjoy your career!!
You are a life saver. Thank you so much
I bet you have a psycholinguistic exam in Algeria 🤧🤧
@@lamassiva9972 hahahahaha yep. U'r damn right 😪
@@lamassiva9972 how did u know I'm from Algeria tho 😆
YAY! Glad to help! And I hope you both performed well on your exams.
@@salmachemloul4126 cuz I am too ! And I was going threw the same thing 😂
Great Present Mary
Thank you! I'm glad you learned from it!
Thanks for the presentation. I attend a class about second language learning. It helps me to understand this subject. :)
+audrey gabriella titaley I'm glad to hear it! Best wishes for a great semester!
Thank you Mary Acevedo
this is really deserves more attention
Thank you for watching! I agree that Krashen's ideas are extremely important when building a foundation that informs your teaching and even your own language learning.
Very nice explanation
Thanks for watching!
I believe that we are lucky to live in Krashen's era!!
His explanations really do help us teach better!
Thank you so much 💙
From Algeria 🇩🇿
Wow! Algeria! Thank you for watching!
@@MaryAcevedoTESOL welcome 😊 i have a exam of linguistics next week . This has been really useful 💙
Thank you. Its indeed a big help for my report.
Great to hear, Keren! I hope you cite my work in the Sources/Bibliography section of your paper. The correct citation according to APA is :
Acevedo, M. (2013). Stephen Krashen's 5 Hypotheses of Second Language Acquisition [video file]. Retrieved from th-cam.com/video/jobpF4c-1NI/w-d-xo.html&lc=z22owrlr2vjodhh4h04t1aokgjpnsate5elrw1gpoknlbk0h00410 .
Thank you so much Mary high quality voice I've ever heard, I'm at South Africa , I have a presentation on Natural Order hypothesis I hope it turns out well.
Fantastic, Thina! I hope your presentation went well! Exciting times as you prepare to teach. Thanks for using me as a resource :)
Thank you so much! Been a GREAT help!
+Syed Hassan Good luck with your studies!
Thank you so so much! Really helped me with my exams! :)
Awesome! I hope you did well, and I hope you have a happy, fulfilling career! :D
Excellent presentation
Thank you, Victor -- I'm glad you found it helpful :) I made another one that's less theoretical and more practical application. Check it out: th-cam.com/video/wd_WdRaMnK8/w-d-xo.html
Thank you 👍
Great presentation!
Explain very well using relatable everyday examples :)
Chris-Anthony I'm glad you noticed that! and I hope that it came in useful for your studies-- I know what time of year it is: exams!!! best wishes for much success ☺
Thank you so much Mary!! This was really helpful I'm supposed to write an essay about Stephen's theory for tomorrow!! Fingers crossed that it will turn out okay!
How did you do, AnaClara?
WE NEED ANSWERS, HOW DID YOU DO?!
@@emre_d_luffy hey updates on my essay: I got an A 😍 and I am now graduated!
@@TheClare321 CONGRATULATIONS!!!!!!!!!!!!!!!!!!!!!!
Thanx Mary
+OSA JAm Thanks for watching!
amazing job. thank you
+Bruce Ratliff (Buddha) Sweet! Thanks!
It is really needed
I'm glad it was helpful, Shahab. I hope you learn a lot -- and enjoy -- this semester!
Krashen's Monitor Model is important to consider when designing a classroom and when implementing a curriculum because educators must be acutely aware of how our proposed curriculum will effect our English Language Learners. To learn more about this subject I would suggest watching the following video. th-cam.com/video/I2r6zBgGfjY/w-d-xo.html
Thanks for helping to build a community of professionals sharing, Mathew!
I was shamefully uninformed of Krashen's notion of "affective filter". But there appears to be an intriguing convergence point between the concept and a research topic I am planning to pursue. Has there been any serious effort into determining the extent of the role played by those "affective variables" in Language acquisition? Incidentally, cheers for your "ambient" presentation in 2013 Master Mary! A comment from the future :)
Thank you for the compliment, @Hwibok Lee! The Hypotheses I summarized here are the original ideas of Stephen Krashen. He has since posited further ideas regarding his original ones, and others have, too. Try listening to his channel: th-cam.com/users/skrashenvideos You can also search TH-cam for interviews with him to get his most updated ideas. I'm glad you listened to my summary; without understanding these basics, you would not really understand his newest ideas. Good job!
@@MaryAcevedoTESOL Thank you very much for your kind feedback and encouragement! I have learned so much from it! :)
Great!!!
Brilliant!
:D
It is very interesting issue of second language Acquisition
I like how Krashen breaks down SLA into 5 different issues, each one from a different point of view. SLA is so complex-- for me, this "breaking down" that Krashen does helps me (as the teacher and/or as the learner) have a sense of control over learning and acquiring a second language. I can think about what is going on in a more focused way. Thanks for watching the video @Ahmed
You reference here a 1982 resource. In a recent video on TH-cam Krashen explains that aspects of his earlier theory had to be revised, so how current is your explanation here?
Tobias Brown Great point -- My goal with this lecture is to provide a foundational knowledge of the *original* 5 hypotheses (so the fast answer to your question is that my explanation is about the ideas presented in the early 1980s, as the video states). You're right -- everyone is constantly learning, even the men and women who propose these Second Language Acquisition theories and hypotheses. We all also recognize that no one theorist is going to have the "end-all" answer, ever. This is why it is important to learn about a wide variety of research (from various points of view: Experience, Attention, First Language, Social/Cutlural and so on).
When my students ask for updates I tell them to go straight to the source. With a solid understanding of the original idea, you should be able to understand any revisions. You did the right thing by watching Krashen's own videos to find out how he has changed his own ideas. For students who prefer reading over listening, Krashen maintains his own website where you can access his articles.
Thanks!
Thanks! This is awesome!
I'm glad you found it useful, Juan!
Thank you very much for the explanation (Explication - jajaja I am using my monitor now :) )
Great comment!!!!
i loved your presentation, but what do you mean when you say the input hypothesis only focuses on language acquisition not learning?
Stephen Krashen differentiates between "acquisition" and "learning" -- for him, these two words are not interchangeable synonyms. To understand all 5 hypotheses, you have to know that he thinks they are different, and you have to know what he means by each word. To know his definitions, listen to the presentation again -- you only need to review Krashen's first hypothesis. That one (called Acquisition vs. Learning) is dedicated to defining each word.
thankyou
You're welcome, @Pavani! Have a great semester!
I really admire Krashen's hypothesis especially the affective filter hypothesis,however, I can't stop thinking about how can any student achieve a low affective filter? and do students really learn nothing or learn just a little when their affective filter is high? Could you please tell me where can I find good answers for these questions?
and finally, thank you Mary for the great video
+Rosa M Hi Rosa! Good questions-- and that low affective filter IS achievable! Most of it depends on you, the teacher. Are you making the classroom atmosphere as comfortable as possible? Are you doing things and saying things that make your ELLs know that they are valued and liked, and that when they take risks they won't be made fun of or discouraged in any way? An ELL herself can work on lowering her own Affective Filter by using the learning strategy called "self-talk," which is basically talking to yourself and saying positive things like, "I can do this."
And I think you make a good point-- it is possible for a student to learn a little of his or her second language when the Affective Filter is high; it just depends on how high. If it is very high, then, yes, the possibility remains that nothing at all is learned-- what a terrible and terrifying learning experience that would be, though! Whoever that student had as a teacher should not be a teacher.
I tell my students to think of the Affective Filter as a car window. When the window is all the way up, you can't really hear anything from the outside-- nothing is getting in. If it's down a little, a little noise can get in. If it's down all the way, you can talk to someone, you can pass objects from inside the car to the outside-- there's a lot of activity and exchange. That's how it works with the Affective Filter.
Thank you for the presentation. It is mostly accurate. However, there are some mischaraterizations of Krashen's theories that I hope you correct in future videos. For example, your criticism of your Korean teacher did not have the students interacting with each other more is not a criticism that Krashen would make. First, early speaking is of little, if any benefit. Second, the "input" is not authentic. It is poor quality input from a fellow language learner.
And in the acquisition vs. learning hypothesis, you state that acquistion is through real meaningful activities and interaction with other people. First, Krashen feels very little is acquired through interaction with other people. Reading and listening are the only ways to acquire language according to Krashen. Swain is the researcher who believes that interaction is important, not only acquistion. And by using the word "people" in your definition you exclude books, videos, movies, etc. But "people" would presumably include fellow beginning language learners. Krashen feels that little would be acquired through the very definition that you use to characterize his hypothesis. You are stating something very different than his hypothesis. Perhaps there is a lot to be acquired by language learners in interaction as Swain states. But you cannot attribute that to Krashen, who stands for the opposite proposition.
Thank u man
Thank you for watching and sharing!
M Caner I liked these videos may be you want to add your favourite list :)
Thank you!
Thank you for this information.
I would add:
i+1:
If acquisition occurs (i.e. receiving messages they can understand), we call it "comprehensible input".
It was very easy for me to follow you, keep going on.
But:
I liked your presentation but I noticed the quaility of your voice is not that good. If I was you I would buy an other microphone.
Greets from Germany :)
SuperTtKiller Thanks for the feedback from Germany! I know what you mean about the voice quality on this one and just a few of the others. I recorded my voice as a Power Point, and it turned out fine. When I converted it to the Windows Media Video, it seemed to turn tinny, or take on a metallic quality. Something to do with the conversion process, I guess (as opposed to the mic).
Thanks for adding in the notes about Comprehensible Input, too, for my subscribers to read. It's great to have comments that we all can learn from! Ich wünsche ihnen einen wunderbaren Tag! :)
NICE JOB...NICE VOICE
Thanks, and thanks, David!
The first link at the end doesn't work - would you be able to provide an updated link for Krashen's site? Thanks!
Oh, don't you just love those website designers who like to keep us on our toes?! UGH. I've found
-----> www.sdkrashen.com/content/books/principles_and_practice.pdf
and
------> www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf
which both work for me as of today, 12/4/16. Those will probably change in a year or two!! :P Thanks, Gary.
lol - Thank you!
big difference between unconscious and subconscious
Yes, there is.
Is this on the LOTE 613 Texas Exam?
Sorry, Sharon, but I don't know. Contact your state's Department of Education to find out. These hypotheses are classic TESOL, so there's a good chance that it would be on a K-12 TESOL Certificate exam.
Luvly jubbly!😁👍
too funny!
On my way to kill it on the exam
Is the monitor in monitor hypothesis refers to the verb monitor?
Hi Shaine-- no, the monitor in the monitor hypothesis refers to the ability of the person studying and acquiring a second language to think about what he is saying or writing (output skills) and correct his own mistakes and eventually his own errors. So the monitor is being able to be your own editor.
So it pertains to a person? I will report this in one of my subjects maam and Im being confused about it. Especially I have seen another reference saying that it is a device
Can I ask for an example Ma'am? By the way, thank you so much for replying. I didnt expect
Sure, Shaine. An example is when an English Language Learner writes a sentence in English, notices an error by himself, and fixes it by himself. The key is "by himself" -- the teacher did not point out the error and the teacher did not fix the error. Another example is when an English Language Learner says something, hears herself make an error, knows it is an error, and fixes it (by saying it again but correctly this time) by herself. The Monitor can only be used with "output"-- language we produce, so this is writing and speaking.
Maam can I know about the three Conditions of monitor hypothesis? Im being confused about these three
comprehensible input is "i+1" not "i"
Yes, and I think I made that clear both on the slide that is shown at 12:48 or so as well as in my lecture discussion of the slide and of the hypothesis. "i" stands for simply "input," or what the ELL takes in by reading or listening. "i+1" is "comprehensible input" -- making sure that the reading and listening opportunities we provide can be successfully understood by our language learners. I actually brainstorm and present many ways to make input comprehensible in another lecture here on my TH-cam channel -- please look for it, +SoukaïnaElHassani , so that you can put this hypothesis into action in your classroom. It's called "Making Input Comprehensible: Putting Krashen's Hypothesis to Work" and it's located at th-cam.com/video/wd_WdRaMnK8/w-d-xo.html
Speaking of i+1: researchers like Krashen invite us TESOLs to challenge our second language students with language just slightly above their current proficiency level. It is this challenge that helps the language learners to move from one proficiency level (or language class-- beginner, intermediate, or advanced) to the next, so it is extremely important for us to provide "i+1" and utilize the teaching strategies that I suggest (and that you and others come up with) in my other presentation on this topic (mentioned above).
Thanks for watching and for participating in the conversation! :)
U KILL ME
+Open Box I know that's a lot of information! BUT remember the beauty of a video is that you can control it-- watch it in small chunks. Good luck with your efforts!
s5 g3 i see u 😁...
He has contributed a lot to the field of applied linguistics but his theory is not as well accepted as the video suggests. In fact, it has attracted more criticism than many other theories.
Yes, Ali, thinkers are always going to come up with ideas, and to advance our learning about how people learn second and foreign languages, the ideas will always be examined and picked apart so weaknesses can be found. No one theory is perfect or says it all. One thing I always stress with my students is that we need to take an eclectic approach: put into practice the strengths of all theories and just forget the weaknesses. For example, we now value "cognitive" approaches and dismiss "behavioral" approaches, but there is still some value to what Skinner and Lado have discovered and found about language acquisition. In my everyday teaching, I have found some of the ideas expressed in the Contrastive Analysis Hypothesis very helpful even after all these decades. I still stand by my statement, though, that Stephen Krashen is a very well-respected SLA theorist and his hypotheses have strongly influenced-- in positive ways-- education and ESL teaching and learning. In that way, he remains one of the field's "rock stars."
Nice ma'am 🙏🙏🙏🙏🙏🙏🙏
From India
Jay Shri Krishna