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1、TheMonitorModelSongXuejiaoIntroductionTheFiveHypothesesCausativeVariablesTakenintoAccountintheMonitorModelEvaluationIntroductionStephenKrashenisprofessoremeritusattheUniversityofSouthernCalifornia,whomovedfromthelinguisticsdepartmenttothefacultyoftheSchoolofEducationin1994.Introd
2、uctionHeisalinguist,educationalresearcher,andactivist.Dr.Krashenhaspublishedmorethan350papersandbooks,contributingtothefieldsofsecondlanguageacquisition(SLA),bilingualeducation,andreading.Heiscreditedwithintroducingvariousinfluentialconceptsandtermsinthestudyofsecondlanguageacqui
3、sition,includingtheacquisition-learninghypothesis,theinputhypothesis,themonitorhypothesis,theaffectivefilter,andthenaturalorderhypothesis.Introduction斯蒂芬•克拉申(StephenKrashen)1941年出生于美国芝加哥，现为美国南加州大学荣休教授，他毕生致力于第二语言获得的研究，这为他赢得了世界了性声誉。克拉申在20世纪中叶以来提出的第二语言学习得的“输入假说模式”，这是近几十年来影响广泛、解释全面又很
4、具争议性的理论。TheFiveHypotheses任何科学理论都是由一系列的假设组成的TheFiveHypothesesTheFiveHypotheses早在1970年代初克拉申就提出了“监控模式”(TheMonitorModel),该模式以“监控假说（TheMonitorHypothesis）”为核心;80年代中叶,克拉申对之进一步扩充修订,转为以“输入假说”(Theinputhypothesis)为中心,形成了“输入假说模式”。TheFiveHypothesesTheacquisition-learninghypothesisThe‘acquisit
5、ion-learning’distinctionhasalreadybeenconsideredinChaper9(theroleofformalinstruction).ThedistinctionliesattheheartofKrashen’stheory.ItisapplicabletotheprocessofinternalizingnewL2knowledge,tostoringthisknowledge,andalsotousingitinactualperformance..TheFiveHypotheses‘Acquisition’oc
6、curssubconsciouslyasaresultofparticipatinginnaturalcommunicationwherethefocusisonmeaning.Instorage,‘acquired’knowledgeislocatedinthelefthemisphereofthebrain(inmostusers)inthelanguageareas;itisavailableforautomaticprocessing.‘Learning’occursasaresultofconsciousstudyoftheformalprop
7、ertiesofthelanguage.‘Learnt’knowledgeismetalinguisticinnature.Itisalsostoredinthelefthemisphere,butnotnecessarilyinthelanguageareas;itisavailableonlyforcontrolledprocessing.The‘acquisition-learning’distinctionTheFiveHypothesesInperformance,‘acquired’knowledgeservesasthemajorsourc
8、eforinitiatingboththecomprehensionandutt
