TheNaturalApproach,Background,Approach,Design,Procedure,Conclusion,Theoryoflanguage,Theoryoflearning,Objectives,Thesyllabus,Typesofactivities,Learnerroles,Teacherroles,Theroleofinstructionalmaterials,TheNaturalApproach,Outline,PartI:Background,TheNaturalApproachProposedbyTracyTerrellin1977IncorporatethenaturalisticprinciplesAttractawiderinterestthansomeotherinnovativelanguageteachingproposals,PartI:Background,KrashenandTerrellidentifiedtheNaturalApproachwith“traditional”approachtolanguageteaching.TraditionalApproachisdefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecoursetothenativelanguage”.,PartI:Background,Thenaturalapproachsharesmanyfeatureswiththedirectmethod(naturalmethod).Botharebasedontheideaofenablingnaturalisticlanguageacquisitioninthelanguageclassroom;Thenaturalapproachputslessemphasisonpracticeandmoreonexposuretolanguageinputandonreducinglearnersanxiety.,PartI:Background,Indirectmethod,thereareaseriesofmonologuesbytheteacher.InnaturalapproachAnemphasisonexposureorinput.Optimizingemotionalpreparednessforlearning.Aprolongedperiodofattention.Awillingnesstousematerialsasaresourceofcomprehensibleinput.,Part:Approach,TheoryoflanguageTheoryoflearningtheacquisition/learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesistheaffectivefilterhypothesis,Theoryoflanguage,KrashenandTerrellseecommunicationastheprimaryfunctionoflanguage.Theimportanceofvocabularyisstressed.Amasteryofstructuresbystages.(theformula“I+1”)Grammaticalstructuredoesnotrequireexplicitanalysis.,Theoryoflearning,TheFiveHypothesis:theacquisition/learninghypothesisthemonitorhypothesisthenaturalorderhypothesistheinputhypothesistheaffectivefilterhypothesis,theacquisition/learninghypothesis,Theacquiredlinguisticsysteminitiatesutteranceswhenwecommunicateinasecondorforeignlanguage.,themonitorhypothesis,Threeconditionslimitthesuccessfuluseofthemonitor:TimeFocusonformKnowledgeofrules,themonitorhypothesis,Apredictableorder.Certaingrammaticalstructuresareacquiredbeforeothers.Errorsaresignsofnaturalisticdevelopmentalprocesses,duringacquisition,similardevelopmentalerrorsoccurinlearners.,thenaturalorderhypothesis,theinputhypothesis,Inorderforacquirerstoprocesstothenextstage,inputlanguagethatincludesastructurethatispartofthenextstage.Krashenreferstothiswiththeformula“I+1”(e.g.,inputthatcontainsstructuresslightlyabovethelearnerspresentlevel).,theinputhypothesis,Itexplainstherelationshipbetweentheinputandlanguageacquisition.1.Relatetoacquisitionnottolearning2.Acquirelanguagebestbyunderstandinginputthatisslightlybeyondtheircurrentlevel.3.Speakingfluencyemergesovertime.4.Ifthereissufficientquantityofcomprehensibleinput,+1willusuallybeprovidedautomatically.,theaffectivefilterhypothesis,Learnersemotionalstateorattitudeasanadjustablefilterthatfreelypasses,impedesorblocksinputnecessarytoacquisition.,theaffectivefilterhypothesis,Threekindsofaffectivevariablesrelatedtosecondlanguageacquisition:MotivationSelf-confidenceAnxiety,Implicationsforlanguageteaching,Asmuchcomprehensibleinputaspossiblemustbepresented.Whateverhelpscomprehensionisimportant.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”Tolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.,PartIIIDesign,1.Objectives2.TheSyllabus3.TypesofLearningandTeachingActivities4.LearnerRoles5.TeacherRoles6.TheRoleofInstructionalMaterials,Objectives,FunctionadequatelyinthetargetsituationUnderstandthespeakerofthetargetlanguageConveytheirrequestsandideasMakethemeaningclear,Thesyllabus,First,theNaturalApproachisprimarilydesignedtodevelopbasiccommunicationskillsbothoralandwritten;1.Basicpersonalcommunicationskills:oral2.Basicpersonalcommunicationskills:written3.Academiclearningskills:oral4.Academiclearningskills:written,“thepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests”.Thegoalsarebasedonanassessmentofstudentneeds.Theteacherdeterminethesituationsinwhichthestudentsusethetargetlanguageandtopics.DonotexpectstudentsacquireagroupofstructuresDonotorganizetheactivitiesaboutagrammaticalsyllabus.Dealwithaparticularsetoftopicsinagivensituation.,Thesyllabus,TypesofLearningandTeachingActivities,Presentcomprehensibleinput;Focusonobjectsinclassroomandonthecontentofpictures；Minimizelearnerstressandanxiety;maximizelearnerself-confidence；Gradualprogression；Acquisitionactivities:focusonmeaningfulcommunication；Pairorgroupwork,Learnerroles,Learnersrolesareseentochangeaccordingtotheirstageoflinguisticdevelopment.Thepre-productionstage:“Participateinthelanguageactivitywithouthavingtorespondinthetargetlanguage”.Theearly-productionstage:Respondtoeither-orquestions,usesinglewordsandshortphrases,fillinchartsandusefixedconversationalpatterns.Thespeech-emergentphase:Involveinroleplayandgames,contributepersonalinformationandopinions,andparticipateingroupproblemsolving.,Teacherroles,TheNaturalApproachteacherhasthreecentralroles.First,theteacheristheprimarysourceofcomprehensibleinput.Second,theteachercreatesaclassroomarelaxatmosphere.Finally,theteachermustchooseandorchestratearichmixofclassroomactivities.,Theroleofinstructionalmaterials,Theprimarygoalistomakeclassroomactivitiesasmeaningfulaspossible：Bysupplying“theextralinguisticcontextthathelpstheacquirertounderstandandtherebytoacquire”.Byrelatingclassroomactivitiestotherealworld.Byfosteringrealcommunicationamongthelearners.,PartIVProcedure,Pre-productionstage:(1)Theteachergivescommandstostudents.(2)Studentsrespondphysically.Productionstage:(1)Theteachertalksonpictures.(2)Studentsrespondusingsimpleanswers(todevelopproduction)(3)Studentsfillslotsof:open-endedsentences;opendialogues(4)Studentsdoconversationalreview.,PartVConclusion,Thisteachingmethodisbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsettings.Focusoncomprehensionandmeaningfulcommunicationaswellastheprovisionoftherightkindsofcomprehensibleinput.Itsgreatestclaimtooriginalityliesintheemphasisofcomprehensibleandmeaningfulpracticeactivities.,Advantages,Theclassroomconsistingofacquisitionactivitiesca