Professional Documents
Culture Documents
4
Background Historical Context
5
Background Historical Context
Innovate methods for language teaching:
6
Overview
7
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
Goals for the class emphasize
the students being able use the
language "to talk about ideas,
perform tasks, and solve problems."
10
The Natural Approach
Combines
L2 Acquisition
Theory Curriculum
During
Learning
Process
Focused on
Spoken
Production
11
Krashens‟ theories of second language
acquisition, and his five hypotheses.
“Acquisitionrequires
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
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
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
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
Tracy D. Terrell (Natural Approach),
and James Asher (Total Physical
Response) are examples of
methods based on this learning
theory.
16
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.
25
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
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
Types of learning techniques and activities
28
Learner roles:
Focused on meaningful and vocabulary
Should not try and Meaningful Vocabulary
learn a language in
the usual sense, but
should try and lose
themselves in
activities involving
meaningful
communication.
29
Teacher roles:
Teachers should provide "comprehensible input“ (i+1)
33
Procedure / Process
Brainstorming or Questions and answers
discussion to establish based on the dialogue
the vocabulary and topic and situation:
expressions to be used to Inverted, wh- questions,
accomplish the yes/no, either/or and
communicative intent. open-ended questions.
Includes a framework or
means of structuring a
conversation or exchange
to achieve the purpose of
the speakers.
34
Procedure / Process
Study of the basic Learner discovery of
communicative generalizations or rules
expressions in the underlying the functional
dialogue or one of expression or structure,
the structures that with model examples on
exemplifies the the whiteboard,
function, using underlining the important
pictures, real objects, features, using arrows or
or dramatization to referents where feasible.
clarify the meaning.
35
Procedure / Process
Oral recognition Oral evaluation of
and interpretative learning with guided
activities including use of language and
oral production questions/answers,
proceeding from e.g. "How would you
guided to freer ask your friend to
communication ________________?
activities. And how would you
ask me to_________?"
36
Procedure / Process
Reading and/or To complete the
copying of the lesson cycle, provide
opportunities to apply
dialogues with
the language learned
variations for
the day before in
reading/writing novel situations for
practice. the same or a related
purpose.
37
Conclusion
The Natural Approach adopts techniques
and activities from different sources but
uses them to provide comprehensible
input.
Language Acquisition
Language Processing 38
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
It is now widely recognized that
the diversity of contexts requires
an informed, eclectic approach.
40
To quote Nunan:
“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).
41
Summary of The Natural Method
Instructional
Curriculum Strategies
Acquisition
Teacher Classroom
Motivation Learning
Environment
42
Theory of language
43
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
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
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
Conscious learning operates only as
a monitor or editor that checks or repairs
the output of what has been acquired.
(The Monitor Hypothesis)
Syllabus:
Typical goals for language courses or
particular needs and interest of
students topics and situations.
48
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
49
Teachers’ Roles:
50
Types of learning techniques and activities:
52
Assessment
Communicative effectiveness.
Fluency over accuracy.
Task based oriented.
No error correction unless errors
interfere with communication
53
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