Stephen Krashen’s Monitor Model might be the most cited theory for learning a second language. This theory is quite popular, but has also received much criticism about the predictable order of grammar structures. There is so much that goes into this model for learning language, but here are the highlights:

• Language acquisition is subconscious and results from informal, natural communication.
• Language learning is conscious and driven by error correction (more formal).
• Grammar structures are acquired in a predictable order.
• Language acquisition occurs with comprehensible input (i.e. hearing or reading things that are just slightly above our current language level).
• A monitor is anything that 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).

This Monitor Model theory suggests that we should both strive to increase our second language inputs (like viewing videos, television, and going through books for reading) and make sure we receive proper error correction in one form or another.

Krashen claims there are implications for foreign language teaching practices. That is to say, research predicts that certain characteristics must be present in order to have successful second language teaching programs: the programs must have abundant comprehension input, the programs will not force students to speak before they are ready to speak and the programs must emphasize the fact that grammar rules have their place within second language teaching and should not overshadow the understanding of a message.