The Monitor Hypothesis suggests what about second language learning?

The Monitor Hypothesis, proposed by Stephen Krashen, highlights the relationship between language acquisition and conscious learning. At its core, this hypothesis asserts that as individuals become more proficient in a second language, they develop the ability to self-correct their language use in a manner that resembles native speakers.

This self-correction process allows learners to enhance their linguistic accuracy by monitoring their output—a skill that is particularly evident when they are cognizant of the grammatical rules and structures of the language. As learners gain experience and knowledge, they can draw upon their internalized understanding to refine their speaking and writing, ultimately behaving more like native speakers in terms of language use.

In contrast, the other choices focus on different aspects of language learning that don't align with the central ideas of the Monitor Hypothesis. For instance, constant feedback from teachers may be beneficial, but it does not capture the self-corrective mechanism that is central to the Monitor Hypothesis. Similarly, while assessment results can inform a learner's progress, the hypothesis emphasizes natural acquisition rather than evaluation metrics. Lastly, the notion that language can be acquired without any speaking practice contradicts the importance of interaction—a critical component for developing fluency and the ability to monitor language use in real-time.