What does the Monitor Hypothesis state about learned language?

The Monitor Hypothesis, proposed by Stephen Krashen, emphasizes the role of learned language as a tool for monitoring the output of acquired language. In this framework, "acquisition" refers to the intuitive process of picking up language naturally, while "learning" pertains to more formal education in grammar, vocabulary, and language rules. The monitor's function is to ensure that what is being produced in spoken or written language adheres to linguistic standards established through formal learning.

When speakers communicate, especially in spontaneous conversation, they primarily rely on their acquired knowledge. However, when they have learned language structures, they can use this knowledge to monitor and correct their output. This allows speakers to refine their language use, leading to more accurate and grammatically correct communication. Thus, the role of learned language is not about being superior to acquired language but rather about serving as a supportive mechanism to enhance the effectiveness of communication produced through acquisition.

Understanding this concept helps learners appreciate the interplay between informal language acquisition and formal learning, allowing them to develop better language skills over time.