What does the monitor hypothesis explain?

The monitor hypothesis explains how learning grammatical rules influences language acquisition by positing that there are two distinct processes in language learning: acquisition and learning. According to this hypothesis, acquisition refers to the subconscious process of picking up a language through natural exposure, while learning is a conscious process that involves understanding and applying grammatical rules. The monitor serves as a mechanism that allows learners to use the grammatical knowledge they have acquired to monitor and regulate their spoken or written output. This suggests that while explicit knowledge of grammar can aid in correcting language use, it should ideally be used sparingly, as over-reliance on it may inhibit natural language fluency.

In contrast to this, other options focus on different aspects of language learning that are not directly connected to the monitor hypothesis. Group activities, vocabulary, and memorization techniques like flashcards touch on broader approaches and methods in language education rather than the specific relationship between learned grammatical rules and language acquisition.