APPLIED LINGUISTICS

Presented to : Miss Zahida

Presented by : Group 2
Sara Azhar(164)
Noor Amna(148)
Sibgha Shireen(163)
Benish Baig (131)
filza Ashfaq(134)
Nimra Masood (151)
NATURAL APPROACH
 Background

In 1977 Tracy Terrel, a teacher of Spanish in California outlined a

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proposal named Natural Approach, and it was an attempt to make

second language learning more naturalistic like first language
acquisition.
This approach grew out of his experience being a Spanish teacher in
.

California.
After joining hands with Stephen Krashen, they both published a
. .

book named “Natural Approach” in 1983.

Theoretical framework was designed by Stephen, and he outlined
classroom activities, implementations, and other procedural
elements of the approach
 How they Identified their approach to be unique

They called their approach to be traditional where target

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language is used in a communicative situation without giving

emphasis on structural nuances or grammar.
They also made it clear that their approach is natural,
.

psychological, direct, imitative, and so forth. The same way

the terms used by older direct Method.
There has been a confusion that may be natural approach
.

and older natural method are synonymous terms, but it will

be cleared.
 How they Identified their approach to be unique

The method consisted of monologues by the teacher,

.

accompanied with questions and answers with

teacher and pupil all in foreign language. With the aid
of gesticulation, by attentive listening, and so much
repetition the learner came to associate certain
objects/acts with certain words and sounds. At the
end, he/she can reproduce these sounds and words
now. The study of grammar is reserved for the later
stages.
 Natural Method Natural Approach

•Places more emphasis on •Places less emphasis on teacher

teacher monologues, direct monologues, direct repetition,
repetition, and formal and formal questions and
answers, moreover less focus on
questions and answers,
the accuracy of target language.
moreover less focus on the
•Emphasis on exposure or input to
accuracy of target language.
prepare pupils for the production
•Emphasis on practice, stages in the future with
drilling, comfortable willingness of the
and exercises. student.
 Theory of Language

Language as a Tool for Communication

.

Language is primarily viewed as a tool for conveying meaning and

messages rather than just a system of rules and structures. The
emphasis lies on using language to communicate effectively in real-
life situations.
Developmental Stages
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Progression in language acquisition moves from listening and

understanding to speaking. Speaking emerges naturally as learners
gain comprehension and confidence in the language.
 Theory of Language

Implicit Learning
.

Grammar and language rules are acquired implicitly through exposure and
understanding rather than explicit instruction. Learners naturally
internalize grammar patterns through meaningful exposure to the
language.

Role of Error
.

Errors are seen as a natural part of the learning process and are often
corrected minimally, allowing learners to focus on communication
rather than perfection.
 Language learning theory

The natural approach in English language teaching

emphasizes communication and immersion in real-life
situations to develop language skills. It focuses on exposing
learners to language in context rather than explicit grammar
instruction, similar to how individuals acquire their first
language. Activities like storytelling, role-playing, and
interactive conversations are integral to this approach.
 Stephen's 5 keys hypothesis

Input Hypothesis
.

Idea: Language is acquired through exposure to comprehensible input.

Key Concept: Learners progress in language acquisition when they are
exposed to input that is slightly beyond their current level, referred to as
"i+1."

Affective Filter Hypothesis

.

Idea: Emotional factors, such as motivation, anxiety, and self-confidence,

influence language acquisition.
Key Concept: A low affective filter (positive emotional state) facilitates
language learning, allowing for better uptake of input.
 Stephen's 5 keys hypothesis

Monitor Hypothesis
.

Idea: The conscious learning process (monitoring) has a limited role in language
acquisition.
Key Concept: While learners may use conscious learning to monitor and edit their
output, the major part of language acquisition occurs unconsciously through exposure.

Natural Order Hypothesis

.

Idea: Grammatical structures are acquired in a predictable sequence.

Key Concept: Learners tend to acquire grammatical features in a
predetermined order, regardless of the order in which they are taught.
 Stephen's 5 keys hypothesis

Output Hypothesis
.

Idea: Language output (speaking and writing) has a facilitative role in

language acquisition.
Key Concept: Engaging in language output activities, such as speaking and
writing, helps learners internalize linguistic features and move towards
greater proficiency.
These hypotheses collectively form the basis of Krashen's comprehensive
theory of second language acquisition, highlighting the importance of
meaningful input, emotional factors, the limited role of conscious learning,
the natural sequence of grammatical development, and the beneficial role
of langlanguage output.
 Syllabus of Natural approach

Natural approach has four goal/aims in mind.

Basic personal communication skills; Oral

Basic personal communication skills; Written
Academic learning skill; Oral
Academic learning skill; Written.

Syllabus must be topic based which is mostly going to be faced

by the students, and it must be less-stressful and affective
filters must be considered.
 Types of Teaching/Learning Activities

Major emphasis is given on the comprehensible input.

Students are not expected to speak
Talk focuses on the objects/images available in the
classroom.
They give answers to the question by other means than
language.
Student begin to talk, and this process progresses slowly
from Yes, no question, to either or, and then one word
answer which is already spoken by the teacher.
 Types of Teaching/Learning Activities

Charts, pictures, advertisements, and other objects are

used in the classroom as the focal point of questions.
Activities that focus on the communication rather than
form is emphasized.
Pair group or whole class discussion can be initiated at
advance stages of learning.
 Objectives of Natural approach
Following are the objectives of natural approach.

It is designed for beginners to become intermediates in

the foreign language.
They are expected to function adequately in the target
language.
They will be able to understand the speaker of L2.
They will be able to convey message in a non-insulting
way in a target situation.
Ideal grammar is not expected from them.
 Objectives of Natural approach

They need to understand the meaning in a particular

domain.
Their production does not need to be
flawless and error free.
They must be able to make the meanings
clear not necessarily to be accurate.
What can you do
After 100-150 hours of Natural After 100-150 hours of Natural approach
approach Spanish, You will be
able to:
Get around in Spanish
Able to communicate with
monolingual Spanish speakers
Read most ordinary text in
Spanish with some use of
dictionary
Know enough Spanish for
further improvements on your
way own
What can't you do
Spanish, You will not
be able to:
Pass for native speaker
Use Spanish as easily as you use your
L1
Understand native speaker when they
talk to each other
Use Spanish on a telephone with great
comfort
Participate in a conversation with
multiple native speakers
Can discuss unfamiliar topics.
 Learner Role

Language acquirers are the processors of input which is slight above their
current language competence, and they are challenged by this input. I+1

In the pre-production stage

students participate in language activities

without having to respond in the target language. For example, they can act
out physical commands, identify fellow students from teacher’s description,
point to pictures and so forth.
 Learner Role

In early production stage

students respond to either-or questions, one word,
or short phrases, fill in charts, and use fixed conversational
patterns.

In the speech emergent phase

students involve themselves in role play, &
games, contribute personal information and opinions, and participate in
group problem solving activities.
 Teacher Role

Teacher has three major roles in natural approach.

Teacher is the primary source of providing comprehensible

input, and he is responsible to make it understood by language
acquirer by non-linguistic clues.
He/she is responsible for making a classroom atmosphere
which is less stressful more engaging, low affective filters for
language learning.
He/she is responsible for mix use of different classroom
activities according to the competence level of learners.
Thank you