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FW Monitor examples. Jump to: navigation, search. Filtering based on a single Host: (no matter if it is the source or destination).
- Monit has it’s web interface that runs on port 2812 using web server. To enable web interface you need to make changes in monit configuration file. The main configuration file of monit located at /etc/monit.conf under (RedHat/CentOS/Fedora) and /etc/monit/monitrc file for (Ubuntu/Debian/Linux Mint). Open this file using your choice of editor.
- Monitoring Debian Servers Using Monit Posted on July 22, 2007 by ruchi 2 Comments monit is a utility for managing and monitoring, processes, files, directories and devices on a UNIX system.
Proposed byStephen Krashen in his theory about the input hypothesis of a second language acquisition,the monitor hypothesis describes a way to communicate with a monitor whichcorrect the form we apply the knowledge of a new language, it helps us toproduce speeches as if we could use note mother tongue and second languagealmost at the same level, this monitor internally works scanning for errors beforewe complete an utterance, this is a function of conscious language learning andnot language acquired.
Acquisitionand learning a second language have a different process. The ability to producethe language and the natural interaction comes from the acquired competence,from the subconscious knowledge. As we can clearly see, learning is a processof conscious knowledge, the competence we apply when we learn a second languageis based on memorization and comprehension of certain rules of this target languageand the way we relate this knowledge with the previous knowledge we have of ourmother tongue. We tend to use our first language form with the new words welearn in other language, which is rarely the correct way to communicate in otherlanguages. Monitor hypothesis helps us to avoid these errors and change theoutput of the acquired system.
Accordingto the researches of Gass and Selinker (1994) there are three conditions toapply the monitor hypothesis in a new learned system.
1.Time
Second languagelearners need enough time to remember their previous knowledge and apply it ina communicative way, learners need to think consciously about the rules theyhave learned.
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2.Focus on form
It’s alsoimportant to be conscious in the way we communicate, the form and not only themeaning we want to express. Some errors common in expression that learners use incorrectly.
Secondlanguage learners should know the rules of the target language in order tocommunicate in an effective way. Understandable, comprehensible and clear. Photo editor 2 3.
Monitor hypothesisis also divided I three types of ways to use it, according to As McLaughlin(1987) learners use the monitor differently due their individual differences.
1)Monitor over-users
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This iscommon with second language learners focused mainly in grammar rules; they tendto correct themselves with barely fluency to speak, because they use themonitor all the time.
2)Monitor under-users
This happenswhen learners depend only on their acquired system, they don’t self –correct ifthey don’t feel an error during their utterances, they associate the way thespeak with previous knowledge about the target language they know, they barelypay attention to the formal knowledge they received and they don’t want to useit, whether they speak correctly or not.
3)The optimal monitor users
As the name describes, learners uses the monitorprocess in the most effective way, when they need to communicate in a correctform but they are able to express spontaneously without taking too much timeand they also speak in a comprehensible from for native and non native speakerof the target language, this learners use the three conditions and they maketheir output more accurate.References:
Krashen, S. (1989) We acquire vocabulary and spelling by reading:Additional evidence for
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the input hypothesis. Modern Language Journal 73, 440-464.
Krashen, S. (2003) Explorations in Language Acquisition and Use: TheTaipei Lectures. Portsmouth, NH: Heinemann.
Krashen, S. (2004) The Power of Reading. Portsmouth, NH: Heinemann.
Truscott, J. (1996). The case against grammar correction in L2 writing classes.Language
Krashen, S. (2004) The Power of Reading. Portsmouth, NH: Heinemann.
Truscott, J. (1996). The case against grammar correction in L2 writing classes.Language
Learning, 46 (2), 327-69.
Truscott, J. (1999). What's wrong with oral grammar correction? The Canadian Modern
Language Review, 55(4), 437-56.
Availableat: http://www.scribd.com/doc/21421450/14/THE-MONITOR-HYPOTHESIS
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[Accessed3 June, 2011].