Natural Approach - SERGIO

7/31/2019 Natural Approach - SERGIO

1/41

Complied & Adapted byAjaan Rob Hatfield, M.Ed.


2/41

IntroductionNatural Approach:

Stephen Krashen and Tracy Terrell

developed the "Natural Approach" inthe early eighties (Krashen and Terrell,1983), based on Krashens theories

about second language acquisition.


3/41


4/41

Background Historical Context70 was a fruitful era in second languageresearch.Noam Chomsky explain a new theory oflanguage (Acquisition and Learning)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


5/41

OverviewIn the Natural Approach the teacher

speaks only the target language and classtime is committed to providing input foracquisition.

Students may use either the languagebeing taught or their first language. Errors inspeech are not corrected; howeverhomework may include grammar exercisesthat will be corrected.


6/41


7/41

L2 Acquisitiontheory Curriculum

The Natural ApproachCombines

LearningProcess

SpokenProduction

During

Focused on


8/41

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


9/41

The Acquisition/Learning Hypothesis Language acquisition

(an unconscious processdeveloped through usinglanguage meaningfully) isdifferent from languagelearning (consciouslylearning or discovering rulesabout a language) and

language acquisition is theonly way competence in asecond language candevelop.


10/41

A learning theory should respond to

these two questions: What are the psycholinguistic and

cognitive processes involved inlanguage teaching?

What are the conditions that needto be met in order for these learningprocesses to be activated?


11/41

Stephen Krashens Monitor Theory,which is based on The NaturalApproach, answers both questions bydistinguishing between theacquisition and learning processes,and by describing the type of input thelearners receive, which should be attheir level, interest, of sufficientquantity, and in low-anxiety contexts,and these are the conditions.


12/41

Tracy D. Terrell (Natural Approach),

and James Asher (Total Physical Response)are examples of methods based on thislearning theory.

Charles A. Curran s CounselingLearning and Caleb Gattegno s Silent Wayalso focus on this learning theory, but theyfocus primarily on the conditions more thanin the processes. Their concern is directedto the atmosphere of the classroom, andthey seek for motivation, confidence and

security within the students.


13/41

Theory of LanguageThe essence of language is meaning.

Vocabulary not grammar is the heart of language.

It emphasised Comprehensible Input,distinguishing between acquisition anatural subconscious process, and learning

a conscious process. It is argued that learningcannot lead to acquisition. The focus is onmeaning, not form (structure, grammar).


14/41

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


15/41

Theory of LanguageNatural Approach:

Reflecting the cognitive psychology andhumanistic approach prominent in the field

of education at that time, the Natural Approach shifted the culture of the languageclassroom 180 degrees and brought a sense of

community to the students by their sharing of the experience of learning the same languagetogether.


16/41

Theory of Learning Language acquisition does not

require extensive use of conscious grammatical rules,

and does not require tedious drill. Stephen Krashen


17/41

The Natural Order Hypothesis Grammaticalstructures areacquired in apredictable orderand it does littlegood to try to learnthem in anotherorder.


18/41

Input HypothesisPeople acquire

language bestfrom messagesthat are just

slightly beyondtheir currentcompetence: i+1


19/41

The Monitor Hypothesis Conscious learning

operates only as amonitor or editor thatchecks or repairs the

output of what hasbeen acquired.


20/41

The Affective Filter Hypothesis The learner's

emotional state canact as a filter thatimpedes or blocks

input necessary forlanguage acquisition .


21/41

Design: Objectives / Syllabus Objectives

Designed to givebeginners/ intermediate learnercommunicative skills. Four broadareas; basic personal

communicative skills(speaking/listening); academiclearning skills (oral/written)

SyllabusThe syllabus for the

Natural Approach is acommunicative syllabus. Basedon a selection of communicativeactivities and topics derived from

learner needs


22/41

Types of learning techniques and activities

Comprehensibleinput is presentedin the targetlanguage, usingtechniques suchas TPR, mime andgesture.

Group techniquesare similar to

CommunicativeLanguage Teaching.

Learners start to talkwhen they are ready.


23/41

Learner roles:

Focused on meaningful and vocabularyShould not try andlearn language in theusual sense, butshould try and losethemselves in

activities involvingmeaningfulcommunication.

Meaningful Vocabulary


24/41


25/41

Roles of materials

The world of relia rather thantext books. Visual aids are essential

like schedules, brochures,advertisement, maps, books of levelappropriate to the learners.


26/41

Procedure

Presentation of a situation or context througha brief dialogue or several mini-dialogues,preceded by a motivational activity relating thedialogue to learners experiences and interest.

This includes a discussion of the functionaland situational roles, settings, topics at the level offormality or informality that function or situationdemands.

These are the steps to follow in planninga lesson using the communicative or naturalapproach to second-language teaching:


27/41

Procedure / ProcessBrainstorming ordiscussion to establishthe vocabulary andexpressions to be used toaccomplish thecommunicative intent.Includes a framework ormeans of structuring aconversation or exchangeto achieve the purpose ofthe speakers.

Questions and answersbased on the dialoguetopic and situation:Inverted, wh- questions,yes/no, either/or andopen-ended questions.


28/41

Procedure / ProcessStudy of the basiccommunicativeexpressions in thedialogue or one of thestructures that exemplifiesthe function, usingpictures, real objects, ordramatization to clarifythe meaning.

Learner discovery ofgeneralizations or rulesunderlying the functionalexpression or structure,with model examples onthe chalkboard,underlining the importantfeatures, using arrows orreferents where feasible.


29/41

Procedure / ProcessOral recognition andinterpretative activitiesincluding oral productionproceeding from guided tofreer communicationactivities.

Oral evaluation oflearning with guided useof language andquestions/answers, e.g."How would you ask yourfriend to

________________? Andhow would you ask me to

_______________?"


30/41

Procedure / Process

Reading and/orcopying of thedialogues withvariations forreading/writingpractice.

To complete thelesson cycle, provide

opportunities toapply the languagelearned the day

before in novelsituations for thesame or a relatedpurpose.


31/41

ConclusionThe Natural Approach adopts techniques andactivities from different sources but uses them to provide

comprehensible input.

Language Acquisition

Language Processing


32/41

The use of the term Natural Approachrather than Method highlights thedevelopment of a move away frommethod which implies a particular set of features to be followed, almost as toapproach which starts from some basicprinciples which are then developed in thedesign and development of practice in

teaching and learning.It is now widely recognized that the

diversity of contexts requires an informed,

eclectic approach.


33/41

It has been realized that therenever was and probably never willbe a method for all, and the focus inrecent years has been on the

development of classroom tasks andactivities which are consonant with what we know about second

language acquisition, and which arealso in keeping with the dynamics of the classroom itself. ( Nunan 1991:228)

To quote Nunan:


34/41

Summary of The Natural Method

Curriculum

TeacherMotivation

Classroom

LearningEnvironment

InstructionalStrategies

Acquisition


35/41

Theory of language

The Communicative view of language is thefocus behind the Natural Approach. Particularemphasis is laid on language as a set of messagesthat can be understood.

Language is a vehicle for communicatingmeanings and messages

Communicative approachThe focus on meaning not formVocabulary is stressed (Lexicon)Formula I + 1


36/41

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 languagelearning (consciously learning or discoveringrules about a language) and languageacquisition is the only way competence in asecond language occurs.(The acquisition/learning hypothesis)


37/41

Grammatical structures are acquired in apredictable order and it does little good to try to learnthem in another order. (The natural order hypothesis)

People acquire language best frommessages that are just slightly beyond their current

competence: i+1 (The input hypothesis)Conscious learning operates only as a monitor or

editor that checks or repairs the output of what hasbeen acquired. (The monitor hypothesis)

The learner's emotional state can act as afilter that impedes or blocks input necessary forlanguage acquisition .(The affective filter hypothesis)


38/41

Design: Objectives

Specific objectivesdepend on learnersneeds, skills and level.

Syllabus Typical goals forlanguage courses or

particular needs andinterest of studentstopics and situations

Learners Roles

Processor ofcomprehensible input.Pre-production stageEarly production stageSpeech emergent phaseLearner to learnerinteraction encourage inpair & small groupGuesser - Immerser


39/41

Teachers Roles

Primary source ofcomprehensive inputCreates atmosphere -learner centered

Facilitator - Orchestrateclassroom activitiesEdu-actor props user

Types of learningtechniques andactivities

Comprehensible input ispresented in the targetlanguage, using techniquessuch as TPR, mime andgesture.Group techniques aresimilar to CommunicativeLanguage Teaching.Learners start to talk whenthey are ready.


40/41

Procedure The Natural Approachadopts techniques andactivities from differentsources but uses themto providecomprehensible input.Language is a tool forcommunication

Language function overLinguistic formComprehension before

production - task

Assessment

Communicativeeffectiveness. Fluencyover accuracy. Taskoriented.

No error correction unlesserrors interfere withcommunication


41/41

References:Cook, V. websitehttp://homepage.ntlworld.com/vivian.c/SLA/Krashen.htmKrashen, S. (1985) The Input Hypothesis. London: LongmanKrashen, 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 PressRichards, J., & Rodgers, T. (2001). Approaches and methods in language Teaching (2nd ed.). Cambridge: Cambridge UniversityPress.http://www.tprstories.com/ijflt/

Natural Approach - SERGIO

Documents

Transcript of Natural Approach - SERGIO