*BY STEPHEN KRASHEN AND

TRACY TERRELL
* Main representatives:
Tracy Terrel and Stephen Krashen

The Natural aproach is based on the second

language acquisition theory developed by
Krashen.
 Teaching without
reference to
grammatical analysis
COMMUNICATI
ON as the
primary
Emphasis on EXPOSURE,or
function of
INPUT, rather than on
language
practice

Natural
Approach Use of language in
Primacy of communicative situations
MEANING without recourse to the native
language.

Central role of
Importance of COMPREHENSION
VOCABULARY
*Theory of learning

*Acquisition: is the natural way

Subconscious process.Meaningful
communication.

*Learning: conscious process in which

conscious rules about the language are
developeed. Require language teaching.
* The learning system performs the role of the
“monitor” or the “editor”. Conscious learning
can function only as monitor or editor that
checks and repairs the output of the acquired
system

Three
Threeconditions
conditionslimit
limitthe
the
successful
successfuluse
useof
ofthe
themonitor
monitor

Focus on Knowledge
Time
form of rules
Gramatical estructures are
acquired in a predictible
order and it does little
good to try to learn them
in another order.
Three kinds of affective or attitudinal were
identified:

1.Motivation: learners with high motivation

generally do better.

2.Self-confident: learners with self-

confidence and a good self-image tend to
be more successful.

3.Anxiety: Low personal anxiety and low

classroom anxiety are more conducive to
second language acquisition.
First point of view:
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)

Second point of view:

The purpose of a language course will vary according to the needs of the
students and their interests
 
 

Comprehensible input is presented in the target language, 
using techniques such as:
 Commands-based activities from Total Physical Response,  
     Direct Method activities in which mime, gestures, and 
context are used to elicit questions and answers.  Group work 
activities similar to communicative language teaching
* Pre-production stage: students participate in
the language activity without having repond.

* Early-production stage: students repond

questions, use single words and short phrases.

* Speech-emergent phase: students involve

themselves in role plays, games.
1- Provide information  about their specific goals.

2.-Take an active role in ensuring comprehensible input.

3- Decide when to start producing speech and when to upgrade it.

4- Where learning exercises are to be a part of the program.
* The primary source of comprehensible input in the target language.

* The creator who creates a classroom atmosphere that is interesting,

friendly and in which there is a low affective filter
for learning.

* The organizer who choose and orchestrate a rich mix

of classroom activities, involving a variety of group size, content,
and contexts
* Make classroom activities as meaningful as
possible and promote comprehension and
communication.
* Materials come from the world of realia rather
than from textbooks.
* A schedule
*Brochures
* Advertisements
* Maps
 * The Natural Apprach is based on observation
an interpretation of how learners acquire both
first and second language in non formal
settings.

* It focus on comprhension and meaningful

communication.

Silvina Rojo, Ana Cornero 2° year