Three models designed by J.Harmer: Straight Arrow, Boomerang and Patchwork

Sraight arrows sequence (E-S-A) is best for the beginners because they need guidance of the teacher. ESA Straight Arrows sequence is a type of teaching sequence takes students in a straight line: first the teacher gets the

class interested and Engaged, then the students Study something and they then try to Activate it by putting it into

production.

Boomerang sequence - The first variation is the Boomerang approach: E.A.S.A. It is a task based approach. The Boomerang approach after the Engage (E) phase, gets students to perform a task (A) using all and/or any language they know and only then does the teacher go back to the language Study (S). The Study phase is then undertaken based on what the teacher witnessed in the students language performance. The teacher in short will fill in the gaps of the students knowledge. To check that learning has taken place the students are then re-activated. It

may also be more appropriate for students at intermediate and advanced levels since they have quite a lot of language

available for them at the Activate stage.

The sequences in Patchwork lessons include all these elements, but can do so more than once and in various orders. A sequence such as E.A.A.S.S.E.S.A would be perfectly possible. EAAASEA Patchwork sequence is commonly used in the class of intermediate and advanced levels, because they probably reflect the way we learn rather chaotically and not always in a straight line. But this type of class is often limited by the time and the size of the class.

3. Stephen D. Krashen's Monitor Model of second language development The Monitor hypothesis explains the relationship between acquisition and learning and defines the influence of the latter on the former. The monitoring function is the practical result of the learned grammar. According to Krashen, the acquisition system is the utterance initiator, while the learning system performs the role of the 'monitor' or the 'editor'. The 'monitor' acts in a planning, editing and correcting function when three specific conditions are met: that is, the second language learner has sufficient time at his/her disposal, he/she focuses on form or thinks about correctness, and he/she knows the rule.

It appears that the role of conscious learning is somewhat limited in second language performance. According to Krashen, the role of the monitor is - or should be - minor, being used only to correct deviations from 'normal' speech and to give speech a more 'polished' appearance.

Krashen also suggests that there is individual variation among language learners with regard to 'monitor' use. He distinguishes those learners that use the 'monitor' all the time (over-users); those learners who have not learned or who prefer not to use their conscious knowledge (under-users); and those learners that use the 'monitor' appropriately (optimal users). An evaluation of the person's psychological profile can help to determine to what group they belong. Usually extroverts are under-users, while introverts and perfectionists are over-users. Lack of self-confidence is frequently related to the over-use of the 'monitor'.

(19 81) is an example of a learning theory on which a method (the Natural Approach) has been built (see Chapter 9). Monitor theory addresses both the process and the condition dimensions of learning. At the level of process, Krashen distinguishes between acquisition and learning. Ac­quisition refers to the natural assimilation of language rules through using language for communication. Learning refers to the formal study of language rules and is a conscious process. According to Krashen, however, learning is available only as a "monitor." The monitor is the repository of conscious grammatical knowledge about a language that is learned through formal instruction and that is called upon in the editing of utterances produced through the acquired system. Krashen's theory also addresses the conditions necessary for the process of "ac­quisition" to take place. Krashen describes these in terms of the type of "input" the learner receives. Input must be comprehensible, slightly above the learner's present level of competence, interesting or relevant, not grammatically sequenced, in sufficient quantity, and experienced in low-anxiety contexts.