The Natural Approach

Approaches & Methods in

Language Teaching

Presenter: Ajarn Rob Hatfield

EDET 710 Current Approaches to Teaching English
Contents
Introduction Syllabus
Background
Types of Learning &
Overview
Teaching Activities
Approach Learner Roles
Theory of Language
Teacher Roles
Theory of Learning
Materials
Design
Objectives
Procedure
Conclusion
Summary
 Introduction
Natural Approach: Stephen Krashen and Tracy
Terrell developed the "Natural Approach" in the early
eighties (Krashen and Terrell, 1983), based on Krashens’
theories about second language acquisition.
This acquisition-focused approach sees communicative
competence progressing through three stages: (a) aural
comprehension, (b) early speech production, and (c)
speech activities, all fostering "natural" language
acquisition, much as a child would learn his/her native
tongue. Following an initial "silent period",
comprehension should precede production in speech, as
the latter should be allowed to emerge in natural stages
or progressions.
Background Historical Context
70’ was a fruitful era in second language
research.
Noam Chomsky explain a new theory of
language (Acquisition and Learning)
Innovate methods for language teaching
Community Language Learning. Charles Currant
(1972)
Suggestopedia. Lozanov (1979)
The Silent Way. Caleb Gattegno (1972)
Total Physical Response. James Asher (1977)
The Natural Approach
 Overview
In the Natural Approach the teacher
speaks only the target language and class
time is committed to providing input for
acquisition. Students may use either the
language being taught or their first
language. Errors in speech are not
corrected; however homework may include
grammar exercises that will be corrected.
 Overview
Goals for the class emphasize the students
being able use the language "to talk about ideas,
perform tasks, and solve problems." This
approach aims to fulfill the requirements for
learning and acquisition, and does a great job in
doing it.
Its main weakness is that all classroom teaching
is to some degree limited in its ability to be
interesting and relevant to all students.
 The Natural Approach
Combines

L2 Acquisition
theory Curriculum
During

Learning
Process
Focused on

Spoken
Production
Krashens’ theories of second language
acquisition, and his five hypotheses.
"Acquisition requires
meaningful interaction in
the target language -
natural communication - in
which speakers are
concerned not with the
form of their utterances
but with the messages
they are conveying and
understanding." Stephen
Krashen
The Acquisition/Learning Hypothesis
Language acquisition (an
unconscious process
developed through using
language meaningfully) is
different from language
learning (consciously
learning or discovering
rules about a language)
and language acquisition
is the only way
competence in a second
language can develop.
 A learning theory should respond to
these two questions:
“What are the psycholinguistic and
cognitive processes involved in
language teaching?”
“What are the conditions that need to
be met in order for these learning
processes to be activated?”
Stephen Krashens’ Monitor Theory, which
is based on The Natural Approach,
answers both questions by distinguishing
between the “acquisition” and “learning”
processes, and by describing the type of
input the learners receive, which should be
at their level, interest, of sufficient quantity,
and in low-anxiety contexts, and these are
the conditions.
Tracy D. Terrell (Natural Approach), and James
Asher (Total Physical Response) are examples
of methods based on this learning theory.
Charles A. Curran’s Counseling Learning and
Caleb Gattegno’s Silent Way also focus on this
learning theory, but they focus primarily on the
conditions more than in the processes. Their
concern is directed to the atmosphere of the
classroom, and they seek for motivation,
confidence and security within the students.
 Theory of Language
The essence of language is meaning.
Vocabulary not grammar is the heart of
language.
It emphasised “Comprehensible Input”,
distinguishing between ‘acquisition’ – a natural
subconscious process, and ‘learning’ – a
conscious process. It is argued that learning
cannot lead to acquisition. The focus is on
meaning, not form (structure, grammar).
“The best methods… are therefore those that supply
'comprehensible input' in low anxiety
situations, containing messages that
students really want to hear. These
methods do not force early
production in the second language,
but allow students to produce when
they are 'ready', recognizing that
improvement comes from supplying
communicative and comprehensible
input, and not from forcing and
correcting production." Stephen
Krashen
Theory of Language
Natural Approach: Reflecting the cognitive
psychology and humanistic approach
prominent in the field of education at that
time, the Natural Approach shifted the
culture of the language classroom 180
degrees and brought a sense of
community to the students by their sharing
of the experience of learning the same
language together.
 Theory of Learning
"Language acquisition
does not require
extensive use of
conscious
grammatical rules,
and does not require
tedious drill." Stephen
Krashen
The Natural Order Hypothesis
Grammatical structures
are acquired in a
predictable order and it
does little good to try to
learn them in another
order.
Input Hypothesis
People acquire
language best from
messages that are
just slightly beyond
their current
competence: i+1
The Monitor Hypothesis
Conscious learning
operates only as a
monitor or editor
that checks or
repairs the output
of what has been
acquired.
The Affective Filter Hypothesis
The learner's
emotional state can
act as a filter that
impedes or blocks
input necessary for
language
acquisition.
Design: Objectives / Syllabus
 Objectives
 Designed to give beginners/
intermediate learner
communicative skills. Four
broad areas; basic personal
communicative skills
(oral/written); academic
learning skills (oral/written)
 Syllabus
 The syllabus for the Natural
Approach is a communicative
syllabus. Based on a selection
of communicative activities and
topics derived from learner
needs
Types of learning techniques and activities

Comprehensible Group techniques

input is presented are similar to
in the target Communicative
language, using Language
techniques such as Teaching.
TPR, mime and Learners start to
gesture. talk when they are
ready.
 Learner roles:
Focused on meaningful and vocabulary
Should not try and Meaningful Vocabulary

learn language in the

usual sense, but
should try and lose
themselves in
activities involving
meaningful
communication
Teacher roles:
Teachers should provide "comprehensible input“ (I+1)

The teacher is the

primary source of
comprehensible input.
Must create positive
low-anxiety climate.
Must choose and
orchestrate a rich
mixture of classroom
activities
Roles of materials
The world of relia rather than text
books. Visual aids are essential
Schedules, brochures, advertisement,
maps, books of level appropriate to
the learners.
 Procedure
These are the steps to follow in planning a
lesson using the communicative or natural
approach to second-language teaching:
Presentation of a situation or context through a
brief dialogue or several mini-dialogues, preceded
by a motivational activity relating the dialogue to
learners’ experiences and interest. This includes a
discussion of the function and situation: People,
roles, setting, topic and the level of formality or
informality the function and situation demand.
Procedure / Process
Brainstorming or Questions and answers
discussion to establish based on the dialogue
the vocabulary and topic and situation:
expressions to be used Inverted, wh- questions,
to accomplish the yes/no, either/or and
communicative intent. open-ended questions.
Includes a framework
or means of structuring
a conversation or
exchange to achieve
the purpose of the
speakers.
Procedure / Process
Study of the basic Learner discovery of
communicative generalizations or rules
expressions in the underlying the
dialogue or one of the functional expression or
structures that structure, with model
exemplifies the function, examples on the
using pictures, real chalkboard, underlining
objects, or the important features,
dramatization to clarify using arrows or
the meaning. referents where
feasible.
Procedure / Process
Oral recognition and Oral evaluation of
interpretative activities learning with guided use
including oral of language and
production proceeding questions/answers, e.g.
from guided to freer "How would you ask
communication your friend to
activities. ________________?
And how would you ask
me to
_______________?"
Procedure / Process
Reading and/or copying To complete the lesson
of the dialogues with cycle, provide
variations for opportunities to apply
reading/writing practice. the language learned
the day before in novel
situations for the same
or a related purpose.
 Conclusion
The Natural Approach adopts techniques and
activities from different sources but uses them to
provide comprehensible input.
Language Acquisition

Language Processing
The use of the term ‘Natural Approach’
rather than ‘Method’ highlights the
development of a move away from
‘method’ which implies a particular set of
features to be followed, almost as to
‘approach’ which starts from some basic
principles which are then developed in the
design and development of practice in
teaching and learning. It is now widely
recognized that the diversity of contexts
requires an informed, eclectic approach.
  quote Nunan:
To
“It has been realized that there
never was and probably never will be
a method for all, and the focus in
recent years has been on the
development of classroom tasks and
activities which are consonant with
what we know about second
language acquisition, and which are
also in keeping with the dynamics of
the classroom itself”.
(Nunan 1991: 228)
Summary of The Natural Method

Instructional
Curriculum Strategies

Acquisition

Classroom
Teacher
Learning
Motivation
Environment
Quick Review for The Natural Method
Theory of language
The Communicative view of language is the focus
behind the Natural Approach. Particular emphasis is
laid on language as a set of messages that can be
understood.
Language is a vehicle for communicating meanings
and messages
Communicative approach
The focus on meaning not form
Vocabulary is stressed (Lexicon)
Formula I + 1
Quick Review for The Natural Method
Theory of learning - The Natural Approach is based
on the following tenets:
Language acquisition (an unconscious process
developed through using language meaningfully) is
different from language learning (consciously
learning or discovering rules about a language) and
language acquisition is the only way competence in
a second language occurs. (The
acquisition/learning hypothesis)
Grammatical structures are acquired in a predictable
order and it does little good to try to learn them in
another order.(The natural order hypothesis)
People acquire language best from messages
that are just slightly beyond their current
competence: i+1(The input hypothesis)
Conscious learning operates only as a monitor or
editor that checks or repairs the output of what has
been acquired. (The monitor hypothesis)
The learner's emotional state can act as a filter
that impedes or blocks input necessary for
language acquisition. (The affective filter
hypothesis)
 Quick Review for The Natural Method
Design: Objectives Learners’ Roles
Specific objectives Processor of
depend on learners’ comprehensible input.
needs, skills and level. Pre-production stage
Syllabus Early production stage
Typical goals for Speech emergent
language courses or phase
particular needs and Learner to learner
interest of students interaction encourage in
topics and situations pair & small group
Guesser - Immerser
Quick Review for The Natural Method
Teachers’ Roles Types of learning
Primary source of techniques and
comprehensive input activities
Creates atmosphere - Comprehensible input is
learner centered presented in the target
language, using
 Facilitator -Orchestrate
techniques such as TPR,
classroom activities mime and gesture.
Actor – props user Group techniques are
similar to Communicative
Language Teaching.
Learners start to talk
when they are ready.
 Quick Review for The Natural Method
Procedure Assessment
The Natural Approach Communicative
adopts techniques and effectiveness. Fluency
activities from different over accuracy. Task
sources but uses them to oriented.
provide comprehensible
No error correction
input.
Language is a tool for unless errors interfere
communication with communication
Language function over
Linguistic form
Comprehension before
production - task
References:
 Cook, V. website
http://homepage.ntlworld.com/vivian.c/SLA/Krashen.htm
 Krashen, S. (1985) The Input Hypothesis. London: Longman
 Krashen, S. & Terrell, T.D. (1983), The Natural Approach, Pergamon
 Nunan, David (ed) 2003 Practical English LanguageTeaching
McGraw Hill.
 Nunan, David 1989 Designing Tasks for the Communicative
Classroom. Cambridge: Cambridge University Press
 Richards, J., & Rodgers, T. (2001). Approaches and methods in
language Teaching (2nd ed.). Cambridge: Cambridge University
Press.
 http://www.tprstories.com/ijflt/