The Role of Grammar,

or Putting Grammar in its

Place
CHAPTER IV
EXIT PLAY

MORE INFO. HOW TO PLAY

GROUP II

10
Discussant
INTRODUCTION
 Stephen Krashen
• born May 14, 1941
• professor emeritus at the
University of Southern California
• He is a linguist, educational
researcher, and political activist)
• received a PhD. in Linguistics
from the University of
California, Los Angeles in 1972
• He has among papers (peer-reviewed
and not) and books, more than 486
publications, contributing to the
fields of second-language
acquisition, bilingual education, and
reading
A.Learning Does Not
Become Acquisition
CONSCIOUS LEARNING
- acts as an editor
- acts as a monitor
INTERNALIZATION
- process of converting
learned rules into
acquired rules.
1.We often see
acquisition in cases
where learning
never occurred.
2. We also see
learning that never
seems to become
acquisition.
3. Even the best
learners master only a
small subset of the
rules of a language.
B. The Place of Grammar
 Grammar
- according to Krashen, it is a synonym for
conscious learning
 
- can be used with some profit as a Monitor
- can be used as subject-matter, or for "language
appreciation" (sometimes called "linguistics")
1.Grammar For Monitor Use: When The Monitor Is Used

MONITOR MODEL
- proposed by Stephen Krashen
- 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.
1.Grammar For Monitor Use: When The Monitor Is Used

MONITOR MODEL
- It corrects your language performance
and pressures one to “communicate
correctly and not just convey meaning”
(such as a language teacher who corrects
you when you make a grammatical
mistake)
2. What Can Be Monitored
2. What Can Be Monitored
2. What Can Be Monitored
2. What Can Be Monitored
2. What Can Be Monitored
2. What Can Be Monitored
 MONITOR
- the performer who does all self-
UNDER-USER
correction by "feel" and has no
control of conscious grammar
- learners who prefer not to use
their conscious knowledge
 INCOMPETENT MONITOR USER /
MONITOR OVER-USERS
- the performer who thinks (s)he
knows the rules but has them (or at
least many of them) wrong
- learners who attempt “monitor” all
the time
(a).Incompetent Monitor use
Example:
Buy a house in an hour
(b). Rule learnability
Learnability
- is a quality that allows users to
quickly become familiar with them
and able to make good use of all
their features and capabilities.
Linguistic
Simplicity
- this recommends that the learner prefers
hypotheses which allows for the simplest
encoding of the data
- favors the grammar that provides the
shortest encoding of the data
(c). Some evidence
CARELESS
ERRORS
- errors that involve rules that the students had
formally studied and that they could self-correct,
given time and when focused on form. In our
terms, these are rules that have been learned
but have not been acquired. They are, in all
cases, what appear to be late-acquired and
for example, she like dogs (IS THIS CORRECT?)

Other examples:
❖ third person singular ending on
regular verbs
❖ use of "much" and "many" with
count and mass nouns
❖ irregular past
❖ third person singular /s/
"when the learner's attention is
drawn to the fact that he has
made a mistake, he is usually able
to correct it"
(d).Consequences of
teaching "hard"
rules
Felix (1980) shows us what
happens when students are asked
to learn rules that are too difficult for
them, rules that are not only difficult
to learn but that are also not yet
acquired.
(1) It's no my cow.
(2) Doesn't she eat apples.
 I. The negative marker goes outside the sentence, as in:
no wipe finger
II. The negative marker is placed between the subject and verb, as in:
He no bite you
III. Post auxiliary negation is acquired; the marker now appears after the
auxiliary verb, as in:

That was not me

C. The Effects of Learning:
Accuracy of Self-correction
How much can the second
language performer improve
accuracy by consulting the
conscious grammar?
 SELF-CORRECTION
— an activity that includes
detecting errors on test
— is the most valid object of study
in investigating Monitor strength
FACTORS AFFECTING
SELF-CORRECTION
ACCURACY
1. There is individual
variation with respect to
self-correction efficiency.
2. We might expect variation
depending on which aspects
of output the performer
attempts to correct.
3. Self-correction efficiency will
also vary according to the
conditions under which it is done.
1. "Free Speech", Or Natural Conversation

2. "Careful" Speaking Or Writing

3. The student is informed that an error exists, but does not know
where the error is or what rule has been broken

4. Corresponds to composition correction in which the teacher

underlines the errors
5. The more effect of the conscious Monitor is predicted, and the
greater the likelihood of "unnatural" order for errors
Self-correction studies do not provide us,
therefore, with an exact picture, but the
results are quite useful to the teacher
interested in the overall efficiency of self-
correction, and they probably give us an
approximation of the efficiency of conscious
learning and Monitoring.
 The Role of Grammar,
or Putting Grammar in its
Place
CHAPTER IV
EXIT PLAY

MORE INFO. HOW TO PLAY

THE DATA
THE DATA

1: Schlue (1977).
2a, 2b: Fathman (1980).
3: Schlue (1977).
4: Houck et al. (1978a).
5: White (1977).
6: Krashen and Pon
(1975).
D. Other Effects of Conscious Rules
Use of the conscious grammar, we
have maintained, is limited to easily
learned, late acquired rules, simple
morphological addition that do not
make an overwhelming
contribution to communicating the
speaker or writer’s message.
“Advanced” second language acquirers,
especially those who have been in the
country where the target language is
spoken for a few years, may have
acquired a great deal, but not all of the
second language, enough to meet
communicative need, but still short of
the native speaker standard.
E. Presentation of Rules
DEDUCTIVE — rules
should be given "directly"
INDUCTIVE — students
should be asked to figure
out the rules for themselves
 1. THE DEDUCTIVE-INDUCTIVE ISSUE
Table 4.6 Acquisition and inductive learning: similarities and differences
GRAMMATICAL
SEQUENCING
— Method determining a
sequence of sentence patterns
from simple to complex
according to grammatical
criteria alone, then arrange
 2. SEQUENCING AND LEARNING
Rules to be learned should thus meet these three requirements:

1. Learnable
2. Portable
3. Not yet acquired
F. Notes on Error Correction
 Henrickson (1978) lists the "five fundamental questions"
and reviews the literature that addresses them:

1. Should errors be corrected?

2. When should errors be corrected?

3. Which errors should be corrected?

 Hendrickson reviews three hypotheses and accepts them
all as plausible.
(1) We should correct "global" errors, errors that interfere
with communication or impede the intelligibility of a
message (Burt and Kiparsky, 1972). Such errors deserve
top priority in correction.
(2) Errors that are the most stigmatized, that cause the
most unfavorable reactions, are the most important to
correct.
(3) Errors that occur most frequently should be given top
priority.
4. How should errors be corrected?
Hendrickson reviews several methods of error correction, including the two
most widely used:

(1) providing the correct form ("direct"

correction).
(2) the discovery (inductive)
approach.
Second language acquisition theory predicts that error correction will show
positive results only if the following conditions are met:

(1) Errors corrected are limited to

learnable and portable rules.
(2) Errors are corrected under conditions
that allow Monitor use. This will give the
learner time to reconsider the rule that
was violated.
Second language acquisition theory predicts that error correction will show
positive results only if the following conditions are met:

(3) Measures evaluating the efficacy of error correction

are administered under conditions that allow Monitor
use, to allow the learner time to refer to his or her
conscious knowledge.
(4) Subjects are "Monitor-users" (i.e. they are not
under-users of the Monitor)

5. Who should correct learner errors?

G. Grammar as Subject Matter
❖ Grammar is a timeless subject
to study and teach.
❖ Teaching grammar as subject-
matter can result in language
acquisition.