IN THE NAME OF THE MOST HIGH

MA Preparation Courses Teaching Methodology The Comprehension-based approaches Instructor: Ahmad Kasaian
I. BACKGROUND
The Natural Approach (NA) is a product of Stephen Krashen, an applied linguist at the University of Southern California
and Tracy Terrell, a teacher of Spanish in California. Krashen's work on second language acquisition and Terrell's
teaching experiences form the bases of the Natural Approach. The principles and practices of this new approach have
been published in "The Natural Approach" (Krashen and Terrell, 1983). The book contains theoretical sections prepared
by Krashen and sections on implementation and classroom procedures prepared mostly by Terrell. The most striking
proposal of the NA theory is that adults can still acquire second languages and that the ability to 'pick up' languages does
not disappear at puberty. Thus, Krashen's contribution to Chomsky's LAD proposition is that adults follow the same
principles of Universal Grammar. The theory behind the NA implies that adults can acquire all but the phonological
aspect of any foreign language, by using their ever-active LAD. What makes adults different from children is their
abstract problem solving skills that make them consciously process the grammar of a foreign language. Therefore, adults
have two paths to follow: Acquisition and learning. However, children have only one: Acquisition.
In their book, Krashen and Terrell refer to their method of picking up ability in another language directly without
instruction in its grammar as 'the traditional approach'. They consider their approach as a traditional one whereas many
methodologists consider Grammar Translation Method as the traditional method. For Krashen, even Grammar
Translation Method is not as old and traditional as the method of acquiring a language in its natural environment, a
method which has been used for hundreds of thousands of years.
The term 'natural' emphasizes that the principles behind the NA are believed to conform to the naturalistic principles
found in successful second language acquisition. One may think that the Natural Approach and the Natural Method are
similar. The Natural Method (or the Direct Method) and the Natural Approach differ in that the former lays more
emphasis on teacher monologues, formal questions and answers, and error correction. Krashen and Terrell note that
"the Natural Approach is in many ways the natural, direct method 'rediscovered'[and] it is similar to other
communicative approaches being developed today". The Natural Approach, like TPR, is regarded as a comprehension-
based approach because of its emphasis on initial delay(silent period) in the production of language. What is novel is
that the NA focuses on exposure to input instead of grammar practice, and on emotional preparedness for acquisition to
take place.
II. THEORETICAL BASIS OF THE NATURAL APPROACH
II.1. Theory of Language
Krashen regards 'communication' as the main function of language. The focus is on teaching communicative abilities.
The superiority of 'meaning' is emphasized. Krashen and Terrell believe that a language is essentially its lexicon. They
stress the importance of vocabulary and view language as a vehicle for 'communicating meanings' and 'messages'.
According to Krashen, 'acquisition' can take place only when people comprehend messages in the TL. Briefly, the view of
language that the Natural Approach presents consists of 'lexical items', 'structures' and 'messages'. The lexicon for both
perception and production is considered critical in the organization and interpretation of messages. In Krashen's view,
acquisition is the natural assimilation of language rules by using language for communication. This means that linguistic
competence is achieved via 'input' containing structures at the 'interlanguage + 1' level (i +1); that is, via 'comprehensible
input'.
II.2. Theory of Language Learning
(1) The Acquisition-Learning Hypothesis
Krashen, in his theory of second language acquisition (SLA)suggested that adults have two different ways of developing
competence in second languages: Acquisition and learning. "There are two independent ways of developing ability in
second languages. 'Acquisition' is a subconscious process identical in all important ways to the process children utilize in
acquiring their first language, ... [and] 'learning' ..., [which is] a conscious process that results in 'knowing about' [the
rules of] language" (Krashen 1985:1).
Krashen believes that the result of learning, learned competence (LC) functions as a monitor or editor. That is, while AC
is responsible for our fluent production of sentences, LC makes correction on these sentences either before or after their
production. This kind of conscious grammar correction, 'monitoring', occurs most typically in a grammar exam where
the learner has enough time to focus on form and to make use of his conscious knowledge of grammar rules (LC) as an
aid to 'acquired competence'. The way to develop learned competence is fairly easy: analyzing the grammar rules
consciously and practicing them through exercises. But what Acquisition / Learning Distinction Hypothesis predicts is
that learning the grammar rules of a foreign/second language does not result in subconscious acquisition. In other
words, what you consciously learn does not necessarily become subconsciously acquired through conscious practice,
grammar exercises and the like. Krashen formulates this idea in his well-known statement that "learning does not
became acquisition". It is at this point where Krashen receives major criticism.
(2) The Natural Order Hypothesis
According to the hypothesis, the acquisition of grammatical structures proceeds in a predicted progression. Certain
grammatical structures or morphemes are acquired before others in first language acquisition and there is a similar
natural order in SLA. The average order of acquisition of grammatical morphemes for English as an 'acquired' language
is given below:
-Ing   --------   Aux   ---------    Irregular    ------    Regular Past
Plural    ----->   Article    ---->    Past        ---------->  3rd Singular
Copula       --------------------------------   Possessive
The implication of natural order is not that second or foreign language teaching materials should be arranged in
accordance with this sequence but that acquisition is subconscious and free from conscious intervention (Ellidokuzoglu,
1992).
(3) The Input Hypothesis
This hypothesis relates to acquisition, not to learning. Krashen claims that people acquire language best by
understanding input that is a little beyond their present level of competence. Consequently, Krashen believes that
'comprehensible input' (that is, i + 1) should be provided. The 'input' should be relevant and 'not grammatically
sequenced'. The 'input' should also be in sufficient quantity as Richards pointed out:
".. child acquirers of a first language are provided with samples of 'caretaker' speech, rough - tuned to their present level
 Table of Contents< Total physical response - TPR
 Total Physical Response is a language learning method based on the coordination of speech and action. It was
developed by James Asher, a professor of psychology at San Jose State University, California. It is linked to the
trace theory of memory, which holds that the more often or intensively a memory connection is traced, the
stronger the memory will be.
 It belongs to the group of methods that can be labeled the comprehension-based approaches.
 Theory of Language
TPR reflects a grammar-based view of language. Asher states that “ most of the grammatical structures of the
target language and hundreds of vocabulary items can be learned from the skillful use of the imperative by the
instructor.
 Theory of learning
 Asher's language learning theories seem similar to those of other behavioral psychologists.
 Asher linked TPR to Trace Theory of memory, developmental psychology, humanistic psychology, and stimulus –
response connections.
 Second language learning is parallel to first language learning and should reflect the same naturalistic processes
 Listening should develop before speaking
 Children respond physically to spoken language, and adult learners learn better if they do that too
 Once listening comprehension has been developed, speech develops naturally and effortlessly out of it.
 Adults should use right-brain motor activities, while the left hemisphere watches and learns
 Delaying speech reduces stress. TPR uses a sentence-based grammatical syllabus
This is an introduction to the teaching approach known as total physical response.
Where is it from?
TPR stands for Total Physical Response and was created by Dr. James J Asher. It is based upon the way that children
learn their mother tongue. Parents have 'language-body conversations' with their children, the parent instructs and the
child physically responds to this. The parent says, "Look at mummy" or "Give me the ball" and the child does so. These
conversations continue for many months before the child actually starts to speak itself. Even though it can't speak during
this time, the child is taking in all of the language; the sounds and the patterns. Eventually when it has decoded enough,
the child reproduces the language quite spontaneously. TPR attempts to mirror this effect in the language classroom.
How can I use it in class?
In the classroom the teacher plays the role of parent. She starts by saying a word ('jump') or a phrase ('look at the board')
and demonstrating an action. The teacher then says the command and the students all do the action. After repeating a few
times it is possible to extend this by asking the students to repeat the word as they do the action. When they feel confident
with the word or phrase you can then ask the students to direct each other or the whole class.
It is more effective if the students are standing in a circle around the teacher and you can even encourage them to walk
around as they do the action.
TPR can be used to teach and practise many things.
 Vocabulary connected with actions (smile, chop, headache, wriggle)
 Tenses past/present/future and continuous aspects (Every morning I clean my teeth, I make my bed, I eat
breakfast)
 Classroom language (Open your books)
 Imperatives/Instructions (Stand up, close you eyes)
 Story-telling
It can be adapted for all kinds of teaching situations, you just need to use your imagination!
Why should I use it in the classroom?
 It is a lot of fun, students enjoy it and it can be a real stirrer in the class. It lifts the pace and the mood.
 It is very memorable. It really helps students to remember phrases or words.
 It is good for kinesthetic learners who need to be active in the class.
 It can be used in large or small classes. It doesn't really matter how many students you have as long as you are
prepared to take the lead, the students will follow.
 It works well with mixed-ability classes. The physical actions get across the meaning effectively so that all the
students are able to understand and use the target language.
 It doesn't require a lot of preparation or materials. As long as you are clear what you want to practice (a rehearsal
beforehand can help) , it won't take a lot of time to get ready.
 It is very effective with teenagers and young learners.
 It involves both left and right-brained learning.
A few useful variations
When I use TPR, first I get the students to do the actions and then I do them and drill the students (chorally and
individually) to give them an opportunity to practice making the sounds. They are then ready to give commands to each
other.
A game I like to play is to organize the students into a circle around me, I say the word and the last person to do the action
is out. This person then stands behind me and watches for the student who does the action last. Eventually there is only
one student, she is the winner.
You can extend this by playing Simon Says. This time when you give a command, students should only do it if you say
"Simon says..." at the start. I might say, "Simon says, 'slice some bread'" or "Simon says, 'chop and onion'" and the
students must do the action. However if I say, "Whisk an egg" the students shouldn't do this. If anyone does the action
that Simon doesn't say then they are out and have to watch for the mistakes of the other students.
Are there any disadvantages with using TPR?
 Students who are not used to such things might find it embarrassing.
This can be the case initially but I have found that if the teacher is prepared to perform the actions, the students
feel happier about copying. Also the students are in a groups and don't have to perform for the whole class. This
pleasure is reserved for the teacher.
 It is only really suitable for beginner levels.
Whilst it is clear that it is far more useful at lower levels because the target
language lends itself to such activities I have also used it successfully with
Intermediate and Advanced levels. You need to adapt the language accordingly.
For example, it helped me to teach 'ways of walking' (stumble,stagger,tiptoe) to
an advanced class and cooking verbs to intermediate students (whisk, stir, grate).
 You can't teach everything with it and if used a lot it would become repetitive.
I completely agree with this but it can be a successful and fun way of changing the dynamics and pace of a lesson
used in conjunction with other methods and techniques.

1.One reason for the use of imperatives early in the course is that ………………………… .
a. they are straight forward and less ambiguous b. they depend on listening rather than productive skills
c. they are made up of simple grammatical structures d. they are shorter sentences
We acquire a new rule by understanding messages that contain this new rule.This is done with the aid .2
. .……………………of all the following EXCEPT
a. analyzing that particular rule b. extralinguistic context
c. knowledge of the world d. our previous linguistic competence
Which of the following approaches to language teaching favors a silent period at the beginning of .3
?second language learning
a. Suggestopedia b. the Silent Way c. the Audiolingual Method d. the Total Physical Response
According to Krashen, ………………..involves conscious attention to forms, while…………….. involves .4
.subconscious attention to functions
a. comprehesion – production b. speaking – listening
c. learning – acquisition d. reflectivity – impulsivity
In Monitor Hypothesis three conditions limit the successful use of the monitor. These are time, focus .5
. .……… on
a. both form and content, and knowledge of rules b. content and background knowledge of language
c. content and knowledge of rules d. form and knowledge of rules
.According to the Affective Filter Hypothesis a ……………………affective filter is desirable .6
a. natural b. high c. moderate d. low
.The Natural Approach is more based on a …………………theory than on anything else .7
a. cognitive b. language c. learning d. teaching
8. The relative success of The Total Physical Response is attributed to its providing…………….. .
a. opportunity to follow commands b. adequate comprehensible input
c. deductive grammar lessons d. inductive means of acquisition
9. According to the Natural Approach, learners have a(n) ……………….that when raised reduces the
amount of input that students will permit.
a. sense of self –respect b. high self –concept c. cognitive system d. affective filter
10. Krashen Hypothesizes that in unfavorable circumstances individuals develop negative attitudes that
result in a mental block. This hypothesis is referred to as ………………………… .
a. input b. affective filter c. monitor d. natural order
11. Language content is of primary importance at the beginning of a language course in …….. .
a. the Silent Way b. Counseling Learning c. the Natural Approach d. the Audio, lingual Method
12. Affective filter refers to …………………………………………. .
a. effective teaching techniques b. learners’ emotional state
c. students’ behavior in class d. teachers’ method of teaching
13. In T.P.R. the teacher orders the students to jump to the desk and every one laughs. This is to ………. .
a. discover the proper response from the student b. let the language learners learn through fun
c. see the students’ physical movement in class d. teach imperative verbs easily
14. Which of the following approaches is most closely related to Krashen’s Monitor Model?
a. Natural Approach b. Silent Way c. TPR d. Suggestopedia
15. The total Physical Response Method of language teaching shares many basic principles with the ………. Approach.
a. comprehension b. Notional Functional c. Structural d. traditional
16. “Speaking is not ignored. It is only delayed to the point at which students are prepared to profit from
speaking practice . ” This is one of the characteristics of …………………………… .
a. Audiolingual Method b. Grammar Translation Method c. Direct Method d. Comprehension Approach
17. According to Total Physical Response Approach, physical actions can ………………………………………….. .
a. engage left hemisphere b. hinder left hemisphere c. promote long-term retention d. promote short term retention
18. In Total Physical Response, the teacher changes the order of the commands …………………. .
a. in order to let the students memorize fixed routines b. so as not to let the students memorize fixed routines
c. in order to activate the students to show active responses d. so as not to let the students feel bored in the classroom