Upload
hanitec4471
View
1.032
Download
5
Embed Size (px)
Citation preview
The Natural Approach The Natural Approach
Natural Method vs. Natural Approach
Natural Method vs. Natural Approach
Similarity
They both assume that …
“Foreign languages are learned in the same way the first language is learned.”
Natural Method vs. Natural Approach
Natural Method vs. Natural ApproachDifferences
Natural Method Put stress on the use of target language, correct pronunciation, translation and memorizing grammar rules and vocabulary.
Natural Approach .
• Adopts techniques and activities from different comprehension-based approaches in language teaching to provide comprehensible input.
• Emphasize on the central role of comprehension and exposure (input), rather than practice.
• Put less emphasize on teacher monologues, direct repetition, formal questions answers, and on accurate production of target- language.
Approach : Theory of LanguageApproach : Theory of Language
Krashen and Terell refer to the Natural Approach, an emphasis on teaching communicative abilities, as an example of a communicative approach.
Language is vehicle for communicating meanings and messages.
"Acquisition can take place only when people understand messages in target language."
Approach : Theory of LanguageApproach : Theory of Language
View language learning as mastery of structures by stages :
Learners learn best when they encounter with “input” containing structures at the I +1 level.
• I +1 level
I : learner's present level , +1 : input that is slightly above the learner’s present level.
Approach : Theory of LearningApproach : Theory of Learning
Krashen's hypothesis
(1) The acquisition-learning hypothesis (2) The monitor hypothesis (3) The natural order hypothesis (4) The input hypothesis (5) The affective filter hypothesis
The Acquisition-Learning HypothesisThe Acquisition-Learning Hypothesis
• Acquisition : an unconscious process developed through using language meaningfully.
• Learning : a conscious process that discovers rules about a
language.
“Learning cannot lead to acquisition.”
The Monitor HypothesisThe Monitor Hypothesis
Learners refers to learned knowledge to check and repair the output of the acquired system.
• There are 3 conditions for its successful use.
1) Time: Need sufficient time for a learner
to choose and apply learned rule. 2) Focus on form :
Must focus on correctness or on the form of the output.
3) Knowledge of rules : Must know the rules of the language.
The Natural Order HypothesisThe Natural Order Hypothesis
Grammatical structures are acquired in a predictable order( natural order).
• In L1 acquisition, certain grammatical structures are acquired before others.
• In L2 acquisition,a similar natural order is found.
The Input HypothesisThe Input Hypothesis
Explain the relationship between input and language acquisition. 1) The hypothesis relates to acquisition, not to learning.
2) People acquire language best by studying input that is slightly beyond their current level of competence. ( I + 1 )
3) Fluent speaking ability cannot be taught directly. → it emerges independently in time, after the acquirer
has built up linguistic competence by understanding input.
4) If there is a enough quantity of comprehensible input, I+1 will be provided automatically.
utterance that the learner understands based on the context and the language in which they speak.
The Affective Filter HypothesisThe Affective Filter Hypothesis
The learner's emotional state that impedes or blocks input necessaryto acquisition.
1)Motivation 2)Self-confidence 3)Anxiety
Implications of the above hypotheses Implications of the above hypotheses
1. As much comprehensible input as possible must be presented.
2. Whatever helps comprehension is important. Visual aids are useful, as is exposure to a wide range of vocabulary rather than study of syntactic structure.
3. The focus in the classroom should be on listening and reading; speaking should be allowed to "emerge."
4. In order to lower the affective filter, student work should center on meaningful communication rather than on form; Interesting input and a relaxed classroom atmosphere is essential.
Design : Objectives & SyllabusDesign : Objectives & Syllabus
Objectives - To develop basic communicative skills for beginners to become intermediate learners.
Syllabus-communicative syllabus based on a selection of communicative activities and topics derived from learner needs .
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)
Types of Learning Techniques and Activities
Types of Learning Techniques and Activities "acquisition activities" : focus on meaningful
communication rather than language form
Using familiar techniques that focuses on providing comprehensible input.
= command-based activities. (TPR :Total Physical Response)
= mime , gesture, elicit questions and answers from context, practice of structures and patterns. ( Direct Method )
= Group-work activities (CLT: Communicative Language Teaching)
Using class room environment that provide comprehensible input.
Minimizing learner anxiety & maximizing learner self-confidence.
Learner RolesLearner Roles
Responsibilities of learners
1. Provide information about their specific goals so that acquisition activities can focus on the
topics and situations most relevant to their needs.
2. Take an active role in ensuring comprehensible input.
3. Decide when to start producing speech and when to upgrade it.
4. Decide the relative amount of time to be devoted to learning exercises (i.e. grammar study ) with the teacher and perhaps even complete and correct them independently.
Learner RolesLearner Roles
Stages of linguistic development
• In the pre-production stage : Participate in the language ac tivity without having to respond in the target language"
• In the early-production stage: Respond to either-or questions, use single words and short phrases, fill in charts, and use fixed conversational patterns
• In the speech-emergent phase: Involve themselves in role play and games, contribute personal information and opinions, and participate in group problem solving.
Teachers Roles Teachers Roles The teacher has a responsibility to communicate clearly
to student the assumption, organization and expectation of the method.
Teacher is....
The primary source of comprehensible input in the target language.
The primary generator of that input.
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.
The Role of Instructional Materials The Role of Instructional Materials
The primary goal of materials in the Natural Approach To make classroom activities as meaningful as possible.
-By relating classroom activities to the real world, -By fostering real communication among the learners.
Materials from the real world rather than from textbooks.
Visual aids : schedules, pictures, brochures, advertisements, maps, books
Games : focus the students on what it is they are doing and use the language as a tool for reaching the goal
Procedure Procedure
1. Start with TPR (Total Physical Response) commands. "Stand up. Turn around. Raise your right hand.“
2. Use TPR to teach names of body parts and to introduce numbers and sequence.
“ First touch your nose, then stand up and turn to the right three
times"
3. Introduce classroom terms and props into commands.
"Touch a wall, go to the door and knock three times"
4. Use names of physical characteristics and clothing to identify members of the class by name.
"Who is wearing a yellow shirt?"
ProcedureProcedure
5. Use visuals, typically magazine pictures, to introduce new vocabulary and to continue with activities requiring only student names as response. “Who has the picture with the sailboat?"
6. Combine use of picture with TPR.
"Jim, find the picture of the little girl with her dog and give it to the woman with the pink blouse."
7. Combine observation about the pictures with commands and conditionals. "If there is a woman in your picture, stand up. If there is something blue in your picture, touch your right shoulder."
8. Using several pictures, ask students to point to picture being described.
"Picture 1, there are two men in this picture. They are young. They are boxing. Picture 2…."
Conclusion Conclusion
• Strengths of the Natural Approach := The avoidance of risk-taking activities that could
damage a learner’s language ego towards target language
= Focus on comprehensible input which provide the sufficient conditions for successful classroom of foreign language acquisition.
• Flaws of the Natural Approach = The emergence of language will differ for each learner,
it may be difficult for the teacher to manage an entire classroom