In the late 1970s and early 1980s, Stephen Krashen developed Monitor Theory—a group of hypotheses explaining second language acquisition with implications for language teaching. As the L2 scholarly community began considering what requirements theories should meet, Monitor Theory was widely criticized and dismissed, along with its teaching implications. What happened to these ideas? We argue that many of them have evolved and are still driving SLA research today—often unacknowledged and under new terminology. In this essay, we focus on three of Krashen's five fundamental hypotheses: The Acquisition-Learning Distinction, The Natural Order Hypothesis, and The Input Hypothesis. We argue that these ideas persist today as the following constructs: implicit versus explicit learning, ordered development, and a central role for communicatively embedded input in all theories of second language acquisition. We conclude with implications for language teaching, including a focus on comprehensible input and communication in the classroom.

中文翻译：

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克拉申是对的吗？四十年后

在 1970 年代末和 1980 年代初，斯蒂芬·克拉申 (Stephen Krashen) 发展了监视器理论——一组解释第二语言习得对语言教学有影响的假设。随着 L2 学术界开始考虑理论应该满足哪些要求，Monitor Theory 及其教学含义受到了广泛的批评和驳斥。这些想法是怎么回事？我们认为，它们中的许多已经发展并且今天仍在推动 SLA 研究——通常未被承认并使用新术语。在这篇文章中，我们关注 Krashen 的五个基本假设中的三个：习得-学习区别、自然秩序假设和输入假设。我们认为，这些想法今天仍然存在，因为以下结构：内隐与外显学习、有序发展、以及交流嵌入输入在所有第二语言习得理论中的核心作用。我们总结了对语言教学的影响，包括关注课堂中可理解的输入和交流。