Scribd
Upload
1K views21 pages

Natural Approach

The Natural Approach focuses on providing comprehensible input to students through meaningful communication activities rather than direct grammar instruction. It is based on Krashen's theories that acquisition occurs subconsciously through understanding messages, and that students learn best when exposed to language just above their current level. The teacher's role is to create a low-anxiety environment and act as the primary source of comprehensible input through activities like TPR commands, pictures, and group work. While it avoids risk-taking activities, the Natural Approach may be difficult for teachers to manage differences in individual student emergence of language.

Uploaded by

hani_tec4471
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
1K views21 pages

Natural Approach

The Natural Approach focuses on providing comprehensible input to students through meaningful communication activities rather than direct grammar instruction. It is based on Krashen's theories that acquisition occurs subconsciously through understanding messages, and that students learn best when exposed to language just above their current level. The teacher's role is to create a low-anxiety environment and act as the primary source of comprehensible input through activities like TPR commands, pictures, and group work. While it avoids risk-taking activities, the Natural Approach may be difficult for teachers to manage differences in individual student emergence of language.

Uploaded by

hani_tec4471
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPT, PDF, TXT or read online on Scribd
You are on page 1/ 21

The Natural

Approach
Natural Method vs. Natural
Approach

Similarity

They both assume that …


“Foreign languages are learned in the
same way the first language is learned.”
Natural Method vs. Natural
Approach
Differences

 Natural Method
Put stress on the use of target language, correct pronunciation,
translation and memorizing grammar rules and vocabulary.

 Natural Approach
.
• Adopts techniques and activities from different comprehension-based
approaches in language teaching to provide comprehensible input.

• Emphasize on the central role of comprehension and exposure (input),


rather than   practice.

• Put less emphasize on teacher monologues, direct repetition, formal


questions  answers, and on accurate  production of target- language.
Approach : Theory of Language

 Krashen and Terell refer to the Natural Approach, an


emphasis on teaching communicative abilities, as an
example of a communicative approach.

 Language is vehicle for communicating meanings and


messages.

    "Acquisition can take place only when people


understand messages in target language."
Approach : Theory of Language

 View language learning as


mastery of structures by stages :

Learners learn best when they encounter with


“input” containing structures at the I +1 level.

• I +1 level

I : learner's present level ,   +1 : input that is slightly


above the learner’s present level.
 
Approach : Theory of Learning

 Krashen's hypothesis

(1) The acquisition-learning hypothesis


(2) The monitor hypothesis
(3) The natural order hypothesis
(4) The input hypothesis
(5) The affective filter hypothesis
The Acquisition-Learning Hypothesis

•  Acquisition : an unconscious process


developed through using language
meaningfully.

• Learning : a conscious process   that


discovers rules about a  language.

“Learning cannot lead to acquisition.”


The Monitor Hypothesis

 Learners refers to learned knowledge to check and


repair the output of the acquired system.

•  There are 3 conditions for its successful use.

         1) Time:


Need sufficient time for a learner to
choose and apply learned rule.
         2) Focus on form :
Must focus on correctness or on the form of
the output.
          3) Knowledge of rules :
Must know the rules of the language.
The Natural Order Hypothesis

 Grammatical structures are acquired in a


predictable order( natural order).

•    In L1 acquisition, certain grammatical


structures are acquired before others.

•    In L2 acquisition,
a similar natural order is found.
The Input Hypothesis
 Explain the relationship between input and language acquisition.

        1) The hypothesis relates to acquisition, not to learning.

        2) People acquire language best by studying input that is


slightly beyond their current level of competence.  ( I + 1 )

        3) Fluent speaking ability cannot be taught directly.


             → it emerges independently in time, after the acquirer
has built up  linguistic competence by understanding input.

        4) If there is a enough quantity of comprehensible input, I+1


will be provided  automatically.       

utterance that the learner understands based on  the context and


the language in which they speak.
The Affective Filter Hypothesis

 The learner's emotional state  that


impedes or blocks input necessary
to acquisition.

            
1)Motivation 
2)Self-confidence 
3)Anxiety

 Implications of the above hypotheses

1. As much comprehensible input as possible must be


presented.

2. Whatever helps comprehension is important. Visual


aids are useful, as is exposure to a wide   range of
vocabulary rather than study of syntactic structure.

3. The focus in the classroom should be on listening and


reading; speaking should be allowed to "emerge."

4. In order to lower the affective filter, student work


should center on meaningful communication  rather
than on form; Interesting input and a relaxed
classroom  atmosphere is essential.
Design : Objectives & Syllabus
 Objectives - To develop basic communicative skills
for beginners to become intermediate learners.

 Syllabus-communicative syllabus based on a


  selection of communicative activities and topics
derived from learner needs .

1. Basic personal communication skills : oral


(e.g., listening to announcements in public places)
2. Basic personal communication skills : written
(e.g., reading and writing personal letters)
3. Academic learning skills : oral
(e.g.. listening to a lecture)
4. Academic learning skills : written
(e.g., taking notes in class)
Types of Learning Techniques and
Activities
 "acquisition activities" : focus on meaningful
communication rather than language form

 Using familiar techniques that focuses on  providing


comprehensible input.

         = command-based activities. (TPR :Total Physical Response)


    = mime , gesture, elicit questions and answers from context,
practice of structures and patterns. ( Direct Method )
= Group-work activities
(CLT: Communicative Language Teaching)

  Using class room environment that provide


comprehensible input.

  Minimizing learner anxiety & maximizing learner self-


confidence.
Learner Roles

 Responsibilities of learners

1.  Provide information about their specific goals so


that acquisition activities can focus on the  topics
and situations most relevant to their needs.

2. Take an active role in ensuring comprehensible


input.

3.  Decide when to start producing speech and when to


upgrade it.

4. Decide the relative amount of time to be devoted to


learning exercises (i.e. grammar study ) with the
teacher and perhaps even complete and correct
them independently.
Learner Roles

 Stages of linguistic development     

•  In the pre-production stage :


Participate in the language ac­tivity without having to
respond in the target language" 

•  In the early-production stage:


Respond to either-or questions, use single words and
short phrases, fill in charts, and use fixed conversational
patterns

•   In the speech-emergent phase: 


Involve themselves in role play and games, contribute
personal information and opinions, and participate in
group problem solving.
Teachers Roles
 The teacher has a responsibility to communicate clearly to
student the assumption, organization and expectation of
the method.

Teacher is....

 The primary source of comprehensible input in the


target language.

 The primary generator of that input.

 The creator who creates a classroom atmosphere that is


interesting, friendly and in which there is a low
affective filter for learning.

 The organizer who choose and orchestrate a rich mix of


classroom   activities, involving a variety of group size,
content, and contexts.
The Role of Instructional Materials

 The primary goal of materials in the Natural Approach


To make classroom activities as meaningful as possible.

-By relating classroom activities to the real world,


-By fostering real communication among the learners.

 Materials from the real world rather than from textbooks.

Visual aids : schedules, pictures, brochures, advertisements, maps, books


 Games : focus the students on what it is they are doing and use the
language as a tool for reaching the goal
Procedure

1. Start with TPR (Total Physical Response) commands.


"Stand up. Turn around. Raise your right hand.“

2. Use TPR to teach names of body parts and to introduce


numbers and sequence.
“ First touch your nose,
then stand up and turn to the right three times"

3. Introduce classroom terms and props into commands.


"Touch a wall, go to the door and knock three times"

4. Use names of physical characteristics and clothing to


identify members of the class by name.
 "Who is wearing a yellow shirt?"
Procedure

5. Use visuals, typically magazine pictures, to introduce new vocabulary


and to continue with activities requiring only student names as response.
“Who has the picture with the sailboat?"

6. Combine use of picture with  TPR.


"Jim, find the picture of the little girl with her dog  and give it to the
woman with the pink blouse."

7. Combine observation about the pictures with commands and


conditionals.
"If there is a woman in your picture, stand up. If there is something blue
in your picture, touch your right shoulder."

8. Using several pictures, ask students to point to picture being described.


"Picture 1, there are two men in this picture. They are young. They are
boxing. Picture 2…."
Conclusion

• Strengths of the Natural Approach :


= The avoidance of risk-taking activities that could
damage a learner’s language ego towards target
language

= Focus on comprehensible input which provide the


sufficient conditions for successful classroom of foreign
language acquisition.

• Flaws of the Natural Approach


= The emergence of language will differ for each learner,
it may be difficult for the teacher to manage an entire
classroom

You might also like