Scribd
Upload
38 views2 pages

Natural Approach - Exe 23b

The Natural Approach focuses on developing basic communication skills through meaningful interaction and a low-stress environment. It emphasizes comprehending and communicating over explicit grammar instruction. Teachers determine topics for language use and create situations for students to communicate. Students are not forced to speak until they are ready but are expected to respond to commands and questions non-verbally. The goal is to acquire language naturally through exposure rather than classroom drills.

Uploaded by

Monse Albe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
38 views2 pages

Natural Approach - Exe 23b

The Natural Approach focuses on developing basic communication skills through meaningful interaction and a low-stress environment. It emphasizes comprehending and communicating over explicit grammar instruction. Teachers determine topics for language use and create situations for students to communicate. Students are not forced to speak until they are ready but are expected to respond to commands and questions non-verbally. The goal is to acquire language naturally through exposure rather than classroom drills.

Uploaded by

Monse Albe
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

The Natural approach. Larsen-Freeman / Richards, et. al.

MONSERRATH ALVAREZ BENITEZ

This method was developed by Tracy. D Terrell and Stephen Krashen (1983) who argued that all learners of any age learners of any age are
able to usedifferent words when speaking.

Principles Techniques
1.This was design to develop Teacher's goals The techniques recommended by
basic communication skills. Determine the situations in which they will use the target language and Terrell and Krashen are borrowed
the sorts of topics they will have to communicate information about. from other methods and adapted to
Expect ss to deal with a particular set of topics in a given situation. the principles of the Natural
Approach.
2. The purpose of a language Teacher role
course will differ according to It requires the teacher to generate a constant flow of information about • Order-based activities.
the needs of the students and the class and at the same time providing a multiplicity of cues to help • Direct method: activities
their particular interests students interpret the information while at the same time must also with information gap to
create an interesting and relaxed classroom. complete a task.
• TPR: the use of mime,
3.Syllabus are based on a Student role gesture and context.
assessment of students needs the responsibility of the students as well as the student's decisions about
when to speak, what to speak about and what linguistic expressions to use
when speaking.

4.It was design to help students Teaching-learning process


become intermediate users Attributes to communication the most important function of language
and, consequently, focuses on the teaching of communicative skills.

5.It was design to make Student-teacher interaction


meaning clear but not It focuses on providing understandable information and a classroom
necessarily accurate in grammar environment that drives the understanding of the information.
details Minimizes learner anxiety and maximizes self-confidence.

6. Student-student interaction
Students have the opportunity to interact with each other in the target
language (english) to develop their language skills.
• conversations
• listen actively to each other and respond appropriately.
This helps develop their comprehension and oral communication skills.

LG23b
The Natural approach. Larsen-Freeman / Richards, et. al. MONSERRATH ALVAREZ BENITEZ

7. Student's feelings
Minimize stress.
Learners are not required to say anything until they feel ready, but they
are expected to respond to teacher commands and questions in other
ways. The teacher provides comprehensible language and simple response
opportunities. The teacher talks slowly and distinctly, asking questions and
eliciting one-word answers.

8. Language vision
Language is acquired more effectively when students are exposed to
language in a natural environment, meaningful and low-stress
environment. It emphasizes the importance of comprehension and
communication over grammar instruction.

9. Culture vision
This theory leads to the understanding of the foreign language through
grammatical and lexical figures, actions and situations, helping students to
use the foreign language not as an artificial practice but through the
motivation of the use of it in a context.
The teacher is responsible for selecting and organizing varied activities
adapted to the contents and contexts, choosing the material most
appropriate to the needs and interests of the students.

10. Emphasized language areas


Speaking
11. Language skills
Communication and grammar. (Speaking)
12. L1 role
It does not resort to the first language or to a grammatical analysis.
Evaluation
Lexical competence: the sense of knowledge that must be possessed to be
able to use the word with the ability to recognize, learn, recover and
relate the different words at the oral and written level.

Teacher reaction to Ss error


As it is sought to encourage foiness, the correction of errors by the
teacher must be measured.

LG23b

You might also like