Abstract#1

Gregg, K R. (1984). .Krashen's Monitor and Occam's Razor. Applied Linguistics, 5, pp. 79-100.
Kevin R. Gregg, Matsuyama University Matsuyama, Japan
Abstract: Birgit Mengel
Gregg discusses Krashen’s five hypotheses of SLA and their shortcomings.
1. The Acquisition/ Learning Hypothesis
2. The Monitor Hypothesis
3. The Natural Order Hypothesis
4. The Input Hypothesis
5. The Affective Filter Hypothesis
According to Krashen adult learning consists of subconscious acquiring process and a conscious learning product consisting mainly of the knowledge of rules and the ability o talk about them. Gregg argues that learning can become acquisition by practicing and following rules without input. Gregg uses an example of acquisition to disprove the intermediate trial hypothesis. Children can provide correct responses all of a sudden without having practiced this response before. Learning does not necessarily precede acquisition. Gregg argues that the product or state of learning can become a process. He makes the assumption that subconscious knowledge can be made conscious and vise versa. There is no clear division between learning and acquiring.
In the Monitor hypothesis, Krashen describes learning as a monitor that is only used in the production of language. Defining factors include time, focus on form, and knowledge of rules. Gregg argues that learning is not only used in production of language but also in comprehension since formal differences are often also differences in content. He states that monitor use in acquisition is a contradiction because monitor is used consciously and acquisition happens subconsciously. He concludes that the Acquisition/Learning theory is false and in contradiction to the Monitor hypothesis.
Gregg questions the value of the Natural Order hypothesis on the basis of a lack of linguistic and grammatical theory. Based on the observation that English learners from different countries follow a certain order acquiring grammatical structures Krashen conclude that there is a natural order that determines the stream of development. Gregg makes the case that without linguistic theory Krashen’ s hypothesis must be questioned.
The Input hypotheses explains how learners of L2 progress. It is based on the assumption that there is a natural order in which grammatical structures are learned. The input theory tries to explain how learning happens from one stage to another, or how learners make progress. Gregg questions Krashen’s assumptions that output does not help acquisition, unacquired structures can only be understood through comprehensible input, input must be repeated frequently, and use of knowledge outside of linguistics is necessary. Gregg rejects this theory because CS, silent period among other L2 observations do not provide enough evidence.
Gregg also rejects the existence of an Affective Filter. He agrees that motivation, self-confidence, and anxiety are important affective variables that can prevent or further language acquisition. But an affective filter cannot influence which part of language can be learned or not.