The Natural Approach | Methods and Approaches of Language Teaching
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The document outlines the 'natural approach' to language acquisition developed by Stephen Krashen and Tracy Terrell, emphasizing communicative competence through three stages: aural comprehension, early speech production, and speech activities. It highlights key principles such as the importance of comprehensible input, the distinction between acquisition and learning, and the role of a conducive classroom environment in facilitating language acquisition. The approach advocates for learners to engage in meaningful communication without the pressure of early production, prioritizing vocabulary and comprehension over grammatical accuracy.
The Natural Approach | Methods and Approaches of Language Teaching
- 1. Compiled & Adapted by Ajaan Rob Hatfield, M.Ed. Revised 06-2013
- 2. Introduction Natural Approach: Stephen Krashen and Tracy Terrell developed the "Natural Approach" in the early eighties (Krashen and Terrell, 1983), based on Krashens‟ theories about second language acquisition. 2
- 3. This acquisition-focused approach sees communicative competence progressing through three stages: (a) Aural comprehension, (b) Early speech production, and (c) Speech activities, all fostering "natural" language acquisition, much as a child would learn his/her native tongue. 3
- 4. Following an initial "silent period", comprehension should precede production in speech, as the latter should be allowed to emerge in natural stages or progressions. 4
- 5. Background Historical Context 70‟ was a fruitful era in second language research. Noam Chomsky explained a new theory of language (Acquisition and Learning). 5
- 6. Background Historical Context Innovate methods for language teaching: Community Language Learning Charles Currant (1972) Suggestopedia Lozanov (1979) The Silent Way Caleb Gattegno (1972) Total Physical Response James Asher (1977) The Natural Approach Krashen and Terrell. (1983) 6
- 7. Overview In the Natural Approach the teacher speaks only the target language and class time is committed to providing input for acquisition. 7
- 8. Students may use either the language being taught or their first language. Errors in speech are not corrected; however homework may include grammar exercises that will be corrected. 8
- 9. Goals for the class emphasize the students being able use the language "to talk about ideas, perform tasks, and solve problems." This approach aims to fulfill the requirements for learning and acquisition, and does a great job in doing it. 9
- 10. Its main weakness is that all classroom teaching is to some degree limited in its ability to be interesting and relevant to all students. 10
- 11. L2 Acquisition Theory Curriculum The Natural Approach Combines Learning Process Spoken Production During Focused on 11
- 12. Krashens‟ theories of second language acquisition, and his five hypotheses. “Acquisition requires meaningful interaction in the target language - natural communication - in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding.” Stephen Krashen 12
- 13. The Acquisition/Learning Hypothesis Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language can develop. 13
- 14. A learning theory should respond to these two questions: “What are the psycholinguistic and cognitive processes involved in language teaching?” “What are the conditions that need to be met in order for these learning processes to be activated?” 14
- 15. Stephen Krashens‟ Monitor Theory, which is based on The Natural Approach, answers both questions by distinguishing between the “acquisition” and “learning” processes, and by describing the type of input the learners receive, which should be at their level, interest, of sufficient quantity, and in low-anxiety contexts, and these are the conditions. 15
- 16. Tracy D. Terrell (Natural Approach), and James Asher (Total Physical Response) are examples of methods based on this learning theory. 16
- 17. Charles A. Curran‟s Counseling Learning and Caleb Gattegno‟s Silent Way also focus on this learning theory, but they focus primarily on the conditions more than in the processes. Their concern is directed to the atmosphere of the classroom, and they seek for motivation, confidence and security within the students. 17
- 18. Theory of Language The essence of language is meaning. Vocabulary not grammar is the heart of language. It emphasized “Comprehensible Input”, distinguishing between „acquisition‟ – a natural subconscious process, and „learning‟ – a conscious process. It is argued that learning cannot lead to acquisition. The focus is on meaning, not form (structure, grammar). 18
- 19. “The best methods… are therefore those that supply 'comprehensible input' in low anxiety situations, containing messages that students really want to hear. These methods do not force early production in the second language, but allow students to produce when they are 'ready', recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production." Stephen Krashen 19
- 20. Theory of Language The Natural Approach: Reflecting the cognitive psychology and humanistic approach prominent in the field of education at that time, the Natural Approach shifted the culture of the language classroom 180 degrees and brought a sense of community to the students by their sharing of the experience of learning the same language together. 20
- 21. Theory of Learning “Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill.” Stephen Krashen 21
- 22. The Natural Order Hypothesis Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order. 22
- 23. Input Hypothesis People acquire language best from messages that are just slightly beyond their current competence: i+1 23
- 24. The Monitor Hypothesis Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. 24
- 25. The Affective Filter Hypothesis The learner's emotional state can act as a filter that impedes or blocks input necessary for language acquisition. 25
- 26. Design: Objectives Objectives Designed to give beginners/ intermediate learner communicative skills. Four broad areas; basic personal communicative skills (speaking/listening); academic learning skills (oral/written) 26
- 27. Design: Syllabus Syllabus The syllabus for the Natural Approach is a communicative syllabus. Based on a selection of communicative activities and topics derived from learner needs. 27
- 28. Types of learning techniques and activities Comprehensible input is presented in the target language, using techniques such as TPR, mime and gesture. Group techniques are similar to Communicative Language Teaching. Learners start to talk when they are ready. 28
- 29. Learner roles: Focused on meaningful and vocabulary Should not try and learn a language in the usual sense, but should try and lose themselves in activities involving meaningful communication. Meaningful Vocabulary 29
- 30. Teacher roles: Teachers should provide "comprehensible input“ (i+1) The teacher is the primary source of comprehensible input. Must create positive low-anxiety climate. Must choose and orchestrate a rich mixture of classroom activities. 30
- 31. Roles of materials The world of relia rather than text books. Visual aids are essential like schedules, brochures, advertisement, maps, books of a level appropriate to the learners. 31
- 32. Procedure Presentation of a situation or context through a brief dialogue or several mini- dialogues, preceded by a motivational activity relating the dialogue to learners‟ experiences and interest. These are the steps to follow in planning a lesson using the communicative or the Natural approach to second-language teaching: 32
- 33. Procedure This includes a discussion of the functional and situational roles, settings, topics at the level of formality or informality that function or situation demands. 33
- 34. Procedure / Process Brainstorming or discussion to establish the vocabulary and expressions to be used to accomplish the communicative intent. Includes a framework or means of structuring a conversation or exchange to achieve the purpose of the speakers. Questions and answers based on the dialogue topic and situation: Inverted, wh- questions, yes/no, either/or and open-ended questions. 34
- 35. Procedure / Process Study of the basic communicative expressions in the dialogue or one of the structures that exemplifies the function, using pictures, real objects, or dramatization to clarify the meaning. Learner discovery of generalizations or rules underlying the functional expression or structure, with model examples on the whiteboard, underlining the important features, using arrows or referents where feasible. 35
- 36. Procedure / Process Oral recognition and interpretative activities including oral production proceeding from guided to freer communication activities. Oral evaluation of learning with guided use of language and questions/answers, e.g. "How would you ask your friend to ________________? And how would you ask me to_________?" 36
- 37. Procedure / Process Reading and/or copying of the dialogues with variations for reading/writing practice. To complete the lesson cycle, provide opportunities to apply the language learned the day before in novel situations for the same or a related purpose. 37
- 38. Conclusion The Natural Approach adopts techniques and activities from different sources but uses them to provide comprehensible input. Language Acquisition Language Processing 38
- 39. The use of the term „Natural Approach’ rather than ‘Method’ highlights the development of a move away from ‘method’ which implies a particular set of features to be followed, almost as to ‘approach’ which starts from some basic principles developed in the design and practice in teaching and learning. 39
- 40. It is now widely recognized that the diversity of contexts requires an informed, eclectic approach. 40
- 41. “It has been realized that there never was and probably never will be a method for all, and the focus in recent years has been on the development of classroom tasks and activities which are consonant with what we know about second language acquisition, and which are also in keeping with the dynamics of the classroom itself” (Nunan 1991: 228). To quote Nunan: 41
- 42. Summary of The Natural Method Curriculum Teacher Motivation Classroom Learning Environment Instructional Strategies Acquisition 42
- 43. Theory of language The Communicative view of language is the focus behind “The Natural Approach”. Particular emphasis is laid on language as a set of messages that can be understood. 43
- 44. Theory of language Language is a vehicle for communicating meanings and messages Communicative approach The focus on meaning not form Vocabulary is stressed (Lexicon) Formula i + 1 44
- 45. Theory of learning - The Natural Approach is based on the following tenets: Language acquisition (an unconscious process developed through using language meaningfully) is different from language learning (consciously learning or discovering rules about a language) and language acquisition is the only way competence in a second language occurs. (The Acquisition/Learning Hypothesis) 45
- 46. Grammatical structures are acquired in a predictable order and it does little good to try to learn them in another order. (The Natural Order Hypothesis) People acquire language best from messages that are just slightly beyond their current competence: i+1 (The Input hypothesis) 46
- 47. Conscious learning operates only as a monitor or editor that checks or repairs the output of what has been acquired. (The Monitor Hypothesis) The learner's emotional state can act as a filter that impedes or blocks input necessary for language acquisition. (The Affective Filter Hypothesis) 47
- 48. 48 Objectives: Design: Specific objectives depend on learners‟ needs, skills and level. Syllabus: Typical goals for language courses or particular needs and interest of students topics and situations.
- 49. 49 Learners’ Roles: Processor of comprehensible input. Pre-production stage Early production stage Speech emergent phase Learner to learner interaction encourage in pair & small group Guesser - Immerser
- 50. 50 Teachers’ Roles: Primary source of comprehensive input Creates atmosphere - learner centered Facilitator - Orchestrate classroom activities Edu-actor – props user
- 51. 51 Types of learning techniques and activities: Comprehensible input is presented in the target language, using techniques such as TPR, mime and gesture. Group techniques are similar to Communicative Language Teaching. Learners start to talk when they are ready.
- 52. 52 Procedure The Natural Approach adopts techniques and activities from different sources but uses them to provide comprehensible input. Language is a tool for communication Language function over Linguistic form Comprehension before production - task
- 53. 53 Assessment Communicative effectiveness. Fluency over accuracy. Task based oriented. No error correction unless errors interfere with communication
- 55. References: Cook, V. website http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm Krashen, S. (1985) The Input Hypothesis. London: Longman Krashen, S. & Terrell, T.D. (1983), The Natural Approach, Pergamon Nunan, David (ed) 2003 Practical English LanguageTeaching McGraw Hill. Nunan, David 1989 Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press Richards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge University Press. http://www.tprstories.com/ijflt/ 55