Krashen's Monitor Model Revisited with Some Linguistic Evidence for the Homogeneity Hypothesis

Autor/in	Abdulaal, Mohammad Awad Al-Dawoody
Titel	Krashen's Monitor Model Revisited with Some Linguistic Evidence for the Homogeneity Hypothesis
Quelle	In: TESOL International Journal, 16 (2021) 2, S.177-197 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2094-3938
Schlagwörter	Linguistic Theory; Second Language Learning; Second Language Instruction; English (Second Language); Language Processing; Pronunciation; Language Variation; Psycholinguistics; Linguistic Input; North American English; Foreign Countries; Undergraduate Students; Learning Processes; United Kingdom; Egypt + Suchen Sie Ihr Suchwort? Linguistische Theorie; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Sprachverarbeitung; Aussprache; Sprachenvielfalt; Psycholinguistik; Sprachbildung; Amerikanisches Englisch; Ausland; Learning process; Lernprozess; Großbritannien; Ägypten
Abstract	In this paper, the researcher aims at investigating and revisiting the impact of Krashen's input hypothesis on L2 output. Based on Krashen's theories, the researcher proposes the homogeneity hypothesis as an extension to the input hypothesis. Homogeneity hypothesis states that the linguistic input given to L2 learners should be not only comprehensible but also homogeneous. It also should meet the learners' current rather than next level. Homogeneous input can lead to a well-organized L2 mental lexicon that speeds up the processes of L2 production, acquisition, and perception. Thus, this study attempts to answer the following question: "How homogeneous is the English linguistic repertoire adopted by some EFL learners given a higher level of English than their own?" viz., is the linguistic repertoire of an (i + 1) EFL learners a homogenous American, a homogeneous British, or a hybrid accent? To answer this question and to test the effect of an (i+1) linguistic input ignoring homogeneity, the researcher examines the linguistic input of a sample comprising ninety-two university students who had received a higher heterogeneous level of English during their high school stage before they attended Port Said University. The study concluded that the English accent acquired by the EFL learners was neither British nor American; it was a deformed form of English, which hindered the students' listening and speaking skills from being naturally developed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01