Natural Approach

The Natural Approach

Natural Method Approach

vs.

Natural

Similarity They both assume that … “Foreign languages are learned in the same way the first language is learned.”

Natural Method Approach

vs.

Natural

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) (2) (3) (4) (5)

The The The The The

acquisition-learning hypothesis monitor hypothesis natural order hypothesis input hypothesis 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 selfconfidence.

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.

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The creator who creates a classroom atmosphere that is interesting, friendly and in which there is a low affective filter for learning.

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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