THE NATURAL APPROACH METHOD

Name : Saad
1
Raad Ghalep
Group: F
 Natural
Approach
Method

2
 WHAT IS THE NATURAL APPROACH?

 A method of language teaching.

 Developed by Tracy Terrel and Stephen Krashen.

 Aim: To foster the communicative competence.

3
 IN THE NATURAL APPROACH:

 Language output is not forced.

 It emerges when students are ready.

 Syllabus promotes subconscious language acquisition.

4
Terrell and
Krashen
published
the book
in 1983

5
 OBJECTIVE:
 Designed to give beginning learners communicative skills.

THREE BASIC PRINCIPLES:

 Focus of instruction is on communication.

 Speech production comes slowly and is never forced.

 Early speech goes through natural stages. 6

 Natural
approach
in
classroom

7
 STAGES IN ACQUISITION OF SPEECH

• The comprehensive (pre-production) stage where the

learners are not forced to respond orally and are allowed to
decide on their own when to start speaking.

• The early-production stage that promotes short answers

and the students have to respond to simple questions.

• The speech production stage where the use of complex

utterances emerges, e.g., in role plays or games.

8
 The acquisition-learning hypothesis. THEORY OF
LEARNING:
 The monitor hypothesis.
HYPOTHESES
 The input hypothesis.

 The natural order hypothesis.

 The affective filter hypothesis.

9
SYLLABUS

Syllabus Activities

Content Culture, subject matter, new information,

reading.

Affective-humanistic Students' own ideas, opinions, experiences.

Games Focus on using language to participate in the

game.

Problem-solving Focus on using language to locate information,

use information, etc. 10
 In the classroom

Activities
11
I. COMPREHENSION ACTIVITIES

• Listening comprehension practice, not requiring

students to speak.

• Activities include the use of Asher´s Total Physical

Response (TPR), mime, gestures, pictures and
flashcards.

12
II. EARLY SPEECH PRODUCTION ACTIVITIES

• Activities encourage students to use the target

language.

• Production here is often full of errors, but these

should not be corrected.

• Activities involve asking yes-no questions and one-

word answers.

13
III. SPEECH EMERGENCE ACTIVITIES

• Aim: to promote fluency and communicative

competence.

• Use of games, role plays and information or problem-

solving activities.

• Activities also include open-ended dialogs,

prefabricated patterns, and open sentences.

14
Techniques involved

15
 Advantages Disadvantages

 This method is very easy.  It takes long time and

learners can do only
elementary things.
 Reliable as it is widely
used.
 It is not suitable for those
who do not have much
 There is no grammar time.
instruction in this
method.  The method rarely
concerns about
correctness. 16
THANK YOU FOR YOUR ATTENTION
17