The purpose of this qualitative study was to answer three research questions: 1) How do males and females acquire Spanish differently; 2) How does the monitor hypothesis relate to male and female students' Spanish language development; and 3) How do male and female students monitor their own language development? My research addresses the possible differences in Spanish language acquisition and the monitor hypothesis and is based on the work of Stephen Krashen (1984). Krashen's theory proposes that language acquisition is greatly affected by monitoring of motivation, selfconfidence and anxiety. Krashen states that successful language acquisition depends on the level of monitoring the learner uses.
This study took place at a secondary school in· the Pacific Northwest. The participants were ninth through twelfth grade Spanish students. Information was gathered in two classrooms· through a variety of methodological approaches including: observations, surveys and interviews of students and teachers. The participants' rights to privacy and anonymity have been protected through the use of pseudonyms for all places and names of the participants in this study.
After collecting and organizing all differences in language acquisition appeared. that females students of Spanish possibly the data, several My research revealed have higher levels of motivation and self-confidence and lower levels of anxiety and according to Krashen (1984) are successful' language acquirers.
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