INNOVATIVE METHODS OF TEACHING ENGLISH
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Method, Strategy, Monitoring, Teaching Techniques, Approach, Grammar, Hints, Modern, Technologies.Abstrak
This article highlights the theoretical aspects and history of Monitoring in Language Teaching. Monitor Theory has come in for considerable criticism over the years. Each of its hypotheses has been seem as problematic in some way. Indeed, there have been few empirical studies actually testing any of the aspects of Monitor Theory. One reason is that there are problems with what researchers call operationalization of the constructs; specifically, they are vaguely defined, making empirical testing difficult. For example, there is no independent way of confirming which knowledge source—acquired or learned—a learner is using as the basis for use. “When presented with evidence of spontaneous and error free production by L2 learners who have only been exposed to formal instruction in which comprehensive input is scarce, learners have developed parallel language stores. Their acquired knowledge has simply “caught up” with the learned knowledge. Such a contention is difficult to prove of use of the natural orders of acquisition as evidence for Monitor Theory has been criticized as circular. Predictable acquisition orders are both explained by and proof of an innate language faculty”.
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The List of Used Literature
Krashen, S. D. (1985). The input hypothesis: Issues and implications. London: Longman. These three volumes expand on Krashen’s views and the Monitor Theory introduced in this chapter.
Lado, R. (1957). Linguistics across cultures. Ann Arbor: University of Michigan Press. This is the most important single volume the behaviorist–Contrastive Analysis tradition. It offers the insights of this perspective for second language learning and teaching.
McLaughlin, B. (1987). Theories of second language learning. London, England: Arnold. This volume contains an introduction to many of the early theories in SLA, some of them still connected to an active research agenda. Of particular interest is McLaughlin’s critique of the Monitor Model.
Robinett, B., & Schachter, J. (Eds.). (1983). Second language learning: Contrastive analysis, error analysis, and related aspects. Ann Arbor: University of Michigan Press. This collection contains a variety of very early studies in the field, including several that demonstrate the use of Contrastive Analysis.
Schumann, J. H. (1978). The pidginization hypothesis: A model for second language acquisition. Rowley, MA: Newbury House. This volume is a book-length treatment of Schumann’s idea about the role of social and affective factors in SLA.
Selinker, L. (1972). Interlanguage. International Review of Applied Linguistics, 10, 209–231. This article was a pioneering attempt to establish learner language, which Selinker termed “interlanguage,” as an independent linguistic system.
Tarone, E. (1988). Variation in interlanguage. London, England: Edward Arnold. This is a book-length look at explanations of variation within individual ILs. Tarone connects IL variation to theories of variation within sociolinguistics.
