TheNaturalApproach1

BackgroundApproachDesignProcedureConclusionTheoryoflanguageTheoryoflearningObjectivesThesyllabusTypesofactivitiesLearnerrolesTeacherrolesTheroleofinstructionalmaterialsTheNaturalApproachOutline2PartI:

Background

TheNaturalApproach

ProposedbyTracyTerrellin1977IncorporatethenaturalisticprinciplesAttractawiderinterestthansomeotherinnovativelanguageteachingproposals3

PartI:

BackgroundKrashenandTerrellidentifiedtheNaturalApproachwith“traditional”approachtolanguageteaching.TraditionalApproachisdefinedas“basedontheuseoflanguageincommunicativesituationswithoutrecoursetothenativelanguage”.4PartI:

Background

The

naturalapproachsharesmanyfeatureswiththe

directmethod(naturalmethod).Botharebasedontheideaofenablingnaturalisticlanguageacquisitioninthelanguageclassroom;Thenaturalapproachputslessemphasisonpracticeandmoreonexposuretolanguageinputandonreducinglearners'anxiety.5PartI:

Background

Indirectmethod,thereareaseriesofmonologuesbytheteacher.Innaturalapproach①Anemphasisonexposureorinput.②Optimizingemotionalpreparednessforlearning.③Aprolongedperiodofattention.④Awillingnesstousematerialsasaresourceofcomprehensibleinput.6PartⅡ:

ApproachTheoryoflanguageTheoryoflearning①theacquisition/learninghypothesis②themonitorhypothesis③thenaturalorderhypothesis④theinputhypothesis⑤theaffectivefilterhypothesis7TheoryoflanguageKrashenandTerrellseecommunicationastheprimaryfunctionoflanguage.Theimportanceofvocabularyisstressed.Amasteryofstructuresbystages.(theformula“I+1”)Grammaticalstructuredoesnotrequireexplicitanalysis.8Theoryoflearning

TheFiveHypothesis:①theacquisition/learninghypothesis②themonitorhypothesis③thenaturalorderhypothesis④theinputhypothesis⑤theaffectivefilterhypothesis

9unconsciousprocessconsciousprocessthewaychildrenlearnthelanguagethewayadultslearnthelanguagemeaningfocusedgrammar

（form）focusedthoughunderstandinglanguageandusinglanguageformeaningfulcommunicationthoughformalteachingandcorrectionoferrors①theacquisition/learninghypothesis

10Theacquiredlinguisticsysteminitiatesutteranceswhenwecommunicateinasecondorforeignlanguage.

②themonitorhypothesis11Threeconditionslimitthesuccessfuluseofthemonitor:

①Time②Focusonform③Knowledgeofrules②themonitorhypothesis12Apredictableorder.Certaingrammaticalstructuresareacquiredbeforeothers.Errorsaresignsofnaturalisticdevelopmentalprocesses,duringacquisition,similardevelopmentalerrorsoccurinlearners.

③thenaturalorderhypothesis13④theinputhypothesis

Inorderforacquirerstoprocesstothenextstage,inputlanguagethatincludesastructurethatispartofthenextstage.Krashenreferstothiswiththeformula“I+1”(e.g.,inputthatcontainsstructuresslightlyabovethelearner’spresentlevel).14④theinputhypothesisItexplainstherelationshipbetweentheinputandlanguageacquisition.1.Relatetoacquisitionnottolearning2.Acquirelanguagebestbyunderstandinginputthatisslightlybeyondtheircurrentlevel.3.

Speakingfluency"emerges"overtime.4.Ifthereissufficientquantityofcomprehensibleinput,Ⅰ+1willusuallybeprovidedautomatically.15⑤theaffectivefilterhypothesis

Learner’semotionalstateorattitudeasanadjustablefilterthatfreelypasses,impedesorblocksinputnecessarytoacquisition.16⑤theaffectivefilterhypothesis

Childrenweakaffectivefilterlowselfconsciousness,emotionalfragilityandhighselfimageAdultsstrongaffectivefilterhighselfconsciousness,emotionalfragilityandlowselfimageThreekindsofaffectivevariablesrelatedtosecondlanguageacquisition:①Motivation②Self-confidence③Anxiety17ImplicationsforlanguageteachingAsmuchcomprehensibleinputaspossiblemustbepresented.Whateverhelpscomprehensionisimportant.Thefocusintheclassroomshouldbeonlisteningandreading;speakingshouldbeallowedto“emerge”Tolowertheaffectivefilter,studentworkshouldcenteronmeaningfulcommunicationratherthanonform;inputshouldbeinterestingandsocontributetoarelaxedclassroomatmosphere.

18PartIIIDesign1.Objectives2.TheSyllabus3.TypesofLearningandTeachingActivities4.LearnerRoles5.TeacherRoles6.TheRoleofInstructionalMaterials19Objectives

Functionadequatelyinthetargetsituation

Understandthespeakerofthetarget

language

ConveytheirrequestsandideasMakethemeaningclear20Thesyllabus

First,theNaturalApproachisprimarily"designedtodevelopbasiccommunicationskills—bothoralandwritten";1.Basicpersonalcommunicationskills:oral2.Basicpersonalcommunicationskills:written3.Academiclearningskills:oral4.Academiclearningskills:written

21

“thepurposeofalanguagecoursewillvaryaccordingtotheneedsofthestudentsandtheirparticularinterests”.◆Thegoalsarebasedonanassessmentofstudentneeds.◆Theteacherdeterminethesituationsinwhichthestudentsusethetargetlanguageandtopics.△Donotexpectstudentsacquireagroupofstructures△Donotorganizetheactivitiesaboutagrammaticalsyllabus.△Dealwithaparticularsetoftopicsinagivensituation.Thesyllabus22TypesofLearningandTeachingActivitiesPresentcomprehensibleinput;Focusonobjectsinclassroomandonthecontentofpictures；Minimizelearnerstressandanxiety;maximizelearnerself-confidence；Gradualprogression；Acquisitionactivities:focusonmeaningfulcommunication；Pairorgroupwork23LearnerrolesLearners‘rolesareseentochangeaccordingtotheirstageoflinguisticdevelopment.

Thepre-productionstage:

“Participateinthelanguageactivitywithouthavingtorespondinthetargetlanguage”.

Theearly-productionstage:

Respondtoeither-orquestions,usesinglewordsandshortphrases,fillinchartsandusefixedconversationalpatterns.

Thespeech-emergentphase:

Involveinroleplayandgames,contributepersonalinformationandopinions,andparticipateingroupproblemsolving.24TeacherrolesTheNaturalApproachteacherhasthreecentralroles.First,theteacheristheprimarysourceofcomprehensibleinput.Second,theteachercreatesaclassroomarelaxatmosphere.Finally,theteachermustchooseandorchestratearichmixofclassroomactivities.25TheroleofinstructionalmaterialsTheprimarygoalistomakeclassroomactivitiesasmeaningfulaspossible：◆Bysupplying“theextralinguisticcontextthathelpstheacquirertounderstandandtherebytoacquire”.◆Byrelatingclassroomactivitiestotherealworld.◆Byfosteringrealcommunicationamongthelearners.

26PartIVProcedurePre-productionstage:(1)Theteachergivescommandstostudents.(2)Studentsrespondphysically.Productionstage:(1)Theteachertalksonpictures.(2)Studentsrespondusingsimpleanswers(todevelopproduction)(3)Studentsfillslotsof:①open-endedsentences;②opendialogues(4)Studentsdoconversationalreview.27PartVConclusion

◆Thisteachingmethodisbasedonobservationandinterpretationofhowlearnersacquirebothfirstandsecondlanguagesinnonformalsettings.◆Focusoncomprehensionandmeaningfulcommunicationaswellastheprovisionoftherightkindsofcomprehensibleinput.

◆Itsgreatestclaimtooriginalityliesintheemphasisofcomprehensibleandmeaningfulpracticeactivitie