1. Individual Variation in the Use of the Monitor

The acquisition-learning distinction helps interpret findings in all areas in second language acquisition research and practice. One important area, the first we shall deal with, is the area of individual variation.

As discussed in the Introduction, one might suppose that individual second language performers would vary with respect to the extent to which they utilize the Monitor in second language production. At one extreme end of the continuum, some performers might utilize conscious knowledge of the target language whenever possible. Extreme Monitor users might, in fact, be so concerned with editing their output to make it conform to their conscious rules that fluency would be seriously hampered. At the other end of the continuum, we may find those who almost never monitor their output.

These sorts of individuals do exist, and their case histories are revealing, both as to the theoretical question regarding the operation of the Monitor Model, and with respect to the practical question of that role instruction should play in helping second language performers improve.

General Characteristics of Monitor Users

Before describing the extreme cases, we shall first turn to some typical instances of Monitor utilization in adult second language performance. Several informal case studies will be presented to illustrate some general characteristics of Monitor users, namely:

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