Natural Approach

Presented by Joel Acosta

Natural Approach• Background• Main representatives• Theories• Definition/concept• Basic Principles• Objectives • Roles of Teacher & Learner• Materials

Background & Main Representatives It was developed and published as a book by Mr. Stephen Krashen and Mrs. Tracy Terrell in 1983.

Mr. Stephen Krashen is a famous linguist. He is currently a professor at University of Southern California.

Mrs. Tracy Terrell is an educational theorist and a professor at University of California.

Background & History

Natural Approach believes that adults can still acquire second languages. The ability of language acquisition does not disappear as we grow up.

Adults also acquire language by following the principles of Universal Grammar.

Background & History

The different between adult and children acquisition skill is that adults have two things to follow when they learn foreign language: Acquisition and learning. But, children only acquire the languages.

In the book, Mr. Krashen and Mrs. Terrell consider their approach as a traditional method.

Theories The Acquisition-Learning hypothesis

• The most basic steps of all in the Krashen’s theory.

• It’s the most well known among linguists and language practitioners.

• The learner has two ways of learning the second language, which are the acquired system and the learned system.

Theories The monitor hypothesis

• When the learner can check and correct language output.

The Natural Order hypothesis • When people acquire language by using grammatical

structures in a predictable order.

Theories The input hypothesis

• The acquisition of language is in a predictable order. Everybody have the same steps of

learning acquisition.

The Affective Filter hypothesis• Three kinds of affective or attitudinal were

identified:• Motivation: learners with high motivation generally

do better.• Self-confident: learners with self-confidence and a

good self-image tend to be more successful.• Anxiety: Low personal anxiety and low classroom

anxiety are more conducive to second language acquisition.

Concept or definition

Is a language teaching approach which claims that language learning is a reproduction of the way humans

naturally acquire their native language.

"traditional approach to language teaching [because it is] based on the use of language in communicative

situations without recourse to the native language." (Richards & Rodgers 2001: 178)

"language teaching methods based on observation and interpretation of how learners acquire both first

and second languages in non-formal settings." (Richards & Rodgers 2001: 190)

Basic Principles

"Focus of instruction is on communication rather than its form.“

"Speech production comes slowly and is never forced.“

"Early speech goes through natural stages (yes or no response, one- word answers, lists of words,

short phrases, complete sentences.)"

Objectives

• To help adults in learning the foreign language naturally.

• The learner will be able to pick up the grammar by themselves when they are ready.

Teacher´s role

• Act as an authority in the class

• Imitate the first language learning process

• Creatively instruct students to do activities that

benefit the language learning.

Learner´s role• Pre-production stage: learners participate in the

language activity without having respond.

• Early-production stage: learners answer questions, with single words and short phrases.

• Speech-emergent stage: learners involve themselves in role plays, games and other activities.

The Role of Instructional Materials • Make classroom activities as meaningful as possible

and promote comprehension and communication.• The primary aim of materials is to promote

comprehension and com munication. • Pictures and other visual aids are essential, because

they supply the content for communication• Materials come from the world of realia rather than

from textbooks.

In Class Activities

For beginners: Pointing, handing objects, writing or drawing , standing, walking, sitting down

For advanced learners: Like listening and reading tasks that learners order pictures, follow written instruction or maps.

Techniques • Using inputs like pictures, objects

• Mime

• Body language

• Audio-visual aids

• Memorizing games

Strengths & Weaknesses

Strengths • This method is very easy.• Reliable as it’s widely used• There’s no grammar instruction in this method.

Weaknesses• It takes long time and learner can do only elementary

things.• It does not suit for those who do not have much time.• The method rarely concerns about correctness

Bibliography

• Richards, J ; Rodgers, T. “Approaches and Methods in Language Teaching” 5th ed.1989. Melbourne. Cambridge University Press

• Celce-Murcia, M. (1991). Language Teaching Approaches. In M. Celce-Murcia (Ed.), Teaching English as a Second or Foreign Language. (pp.3-10). Boston, Massachusetts: Heinle & Heinle.

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