Transcript Natural Approach

First semester 1432-1433H.
The Natural Approach
Krashen & Terrell, 1983
How do we acquire language?
The Natural Order Hypothesis
Grammatical structures are
acquired in predictable
order and it does little good
to try to learn them in
another Order.
Input Hypothesis
This hypothesis claims to explain the
relationship between what the learner is
exposed to of a language (input) and
language acquisition …..
1- it relates to acquisition
2-People acquire language best from
messages that are just slightly beyond
their current competence
3- the ability to speak fluently can not be
taught directly
The Monitor Hypothesis
*Conscious learning operates only as a monitor or
editor that checks or repairs the output of what has
been acquired
*it claims that we may call upon learned knowledge
to correct our selves when communicate but
conscious learning has only this function.
*Three conditions limit the successful use of the
monitor.
1- time
2- focus on form 3- Knowledge the
rules( the monitor does best with the rules that are
simple in two ways. To describe &they must not to
require complex movement.
The Affective Filter Hypothesis
*The learner's emotional state can act as a
filter that impedes or blocks input
necessary for language acquisition.
There are three kinds of effective variables •
related to second language acquisition:
1- motivation 2- self-confidence 3-anxiety
*Also, this theory states that the students who
has a low affective filter seek and receive
more input, interact with confidence & more
receptive to the input they receive.
THE ACQUISITION- LEARNING HYPOTHESIS
There are two distinctive ways for developing
competence in a second language:
*Acquisition
1- is the ´natural way,
2-understanding and using language for meaning full
communication.
3-No grammatical rules
4- it is unconscious process
*learning:
1- conscious process
2- it results in explicit knowledge
about the forms of lang.
3- formal teaching is necessary for learning to occur
4- correction of errors help with development of learned
rules
*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.
*The focus on meaning not form.
*Vocabulary is stressed (Lexicon)
*Reflect the cognitive psychology and
humanistic approach prominent in the field
of education.
*This Approach shift 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
1- The monitor model is the centre of
Krishen's second language learning
theory, late 1970s.
2- Distinguish between acquisition --a
natural subconscious process, and
learning- conscious process.
Theory of Learning
Krashen·s Theory Five
Hypotheses
The acquisition learning
Hypothesis
The monitor Hypothesis
Input Hypothesis
Natural order Hypothesis
The effective filter
Hypothesis
Acquisition vs. Learning
Implicit
Subconscious
Informal situations
Uses grammatical
feel
Depends on attitude
Stable order of
acquisition
Explicit
Conscious
Formal situations
Uses grammatical
rules
Depends on aptitude
Simple to complex
Acquisition
leads to spontaneous, unplanned
communication.
Providing Input for Acquisition
In classrooms we can provide input
that is optimal for language acquisition
Focus on the message / not the form
Interesting topic (Intake)
Process of Second Language
Acquisition (SLA)
The process of
second
language acquisition
involves three
components:
Sender: The person giving the
message
Receiver: The person
interpreting the message
Affective Filter: The
experiences of the receiver
Natural Approach Techniques
a) Affective-Humanistic activities
* dialogues – short and useful - 'open' dialogues
* interviews – pair work on personal information
*
* personal charts and tables
preference ranking – opinion polls on favorite
activities
* revealing information about yourself – e.g. what I
had for breakfast
* activating the imagination – e.g. give a historical
figure advice
Natural Approach Techniques
b) Problem-solving activities
* task and series – e.g. components of an activity such as
washing the car
the way * charts, graphs, maps – e.g. bus fares, finding
* developing speech for particular occasion e.g. What do you
say if
…..
* advertisements
c) Games, e.g. What is strange about … a bird swimming?'
d) Content activities, e.g. academic subject matter such as
math
Procedure “inside classroom”
1- Start with TPR commands.
2- Use TPR to teach names of body of parts and to
introduce numbers & sequence. “Lay your right
hand on your head”.
3- Introduce classroom terms & props into
commands." Pick up a pencil and put it under the
book, 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. “what is
your name “. “look at Fatimah. She has a long
brown hair. Her hair is long & brown. It is not short.
5- Use visuals, like magazine pictures to in introduce
new vocabulary & continue with activities requiring
only students names as a response.
Stages of Language Acquisition
Preproduction
Sometimes called the
“Silent Period”
because students
tend to listen and not
speak
Can last from 10
hours to 6 months
Students have up to
500 words of
receptive language
Students tend to
respond to prompts by
pointing
Teachers should not
“force” students to
speak
Stages of Language Acquisition
Early Production
Can last an
additional 6 months
after the Silent
period
Students have
about 1,000 words
that they can
understand and use
Students speak in
one or two word
sentences
Yes/No questions
and either/or
questions are best
for students
Stages of Language Acquisition
Speech
Emergence
Can last up to another
year or so
Students have
developed
approximately 3,000
words
Can use short
phrases to
communicate
Longer sentences are
filled with grammatical
errors which interfere
with meaning
Stages of Language Acquisition
Intermediate
Speech
Can take another
year after Speech
Emergence stage
Students typically
have about 6,000
words from which to
choose
Students can ask
questions and share
their thoughts
Beginning of
“analysis”
statements in L2
Stages of Language Acquisition
Advanced
Language
Can take from 5-7
years or longer
dependent on
previous schooling
Specialized
vocabulary has
developed
Students can
usually participate
fully in the
classroom
Approximates grade
level fluency
Learner Role
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 & when to
upgrade it.
4- Where learning exercises are to be a part of the
programme, decide with the teacher the relative
amount of time to be devoted to them and perhaps
even complete and correct them independently.
Teacher Role
1- He/She is the primacy source of
comprehensible input in the target
language.
2- Natural Approach teacher creates a
classroom atmosphere that is interesting,
friendly & in which there is a low affective
filter for learning.
3- the teacher must choose & orchestrate a
rich mix of class activities involving a
variety of group sizes, content & contexts.
4- He/she is seen as a responsible for
collecting materials & designing their use.
Errors in the target language
Errors are inevitable
Errors are plentiful in the early stages
EC puts students immediately on the
defensive
EC encourages a strategy in which the
student will try to avoid mistakes & difficult
constructions and focus less on meaning
and more on form
Errors are actually “interlanguage”
Error correction is NOT the basic
mechanism for improving second
language performance.
A safe procedure is simply to
eliminate error correction entirely in
communicative-type activities
Conclusion
“We can prepare them for the certainty that they
will not be able to find the right word, that they will
not be able to understand everything, and we can
help insure that they will continue to obtain
comprehensible input.”
-Krashen