摘要：The most motivating as well as the most controversial theory which attempts to provide an overall account for second language acquisition is Krashen’s Monitor Theory. This theory has had a huge effect on second language research and teaching since its emergence in the 1980s. However, despite this impact, it also received a great deal of criticism. Accordingly, the present paper attempts to provide a critical analysis of the theory’s five main hypotheses. In addition, it aims at addressing the theory’s implications for current EFL teaching by drawing on the researchers’ experiences in the classroom as a teacher and as a student of English language.
